Abstract
Nowadays, students are required to use multiple information sources to complete tasks, both in and out of school. The beliefs that students hold about knowledge and knowing – their epistemic beliefs – have been linked to successful integration of information across multiple texts. Framed by literature on epistemic belief research from an educational psychology perspective, this article reviews a recent Norwegian program of research on students' epistemic beliefs. The research has implications for educational research and practice that are discussed.
This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 11 Nov 2014, available online: http://wwww.tandfonline.com/10.1080/00313831.2014.971863.