How and what students read: A study of evaluation and document selection processes in task-oriented reading
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AbstractThe doctoral thesis is written within the field of educational psychology, and has examined issues related to task-oriented reading processes with multiple documents in upper-secondary school students. More specifically, the aim of the thesis has been to study what students attend to when they select documents in order to solve tasks concerning socio-scientific issues. This aim have been examined through the thesis’ three papers using mixed, quantitative and qualitative methods, respectively. Jointly, the three papers and the extended abstract emphasizes readers’ purposeful interaction with complex and multiple documents as a core reading skill needed in our information society. By offering insight into document selection processes, individual differences in these processes, and readers’ justifications for their selective reading behavior, the relation between what individuals bring to the reading task and how and what they read have been characterizing for the findings in the thesis.
List of papers
|Paper I: McCrudden, M.T., Stenseth. T., Bråten, I. & Strømsø, H.I. (2016). The effects of topic familiarity, author expertise, and content relevance on Norwegian students’ document selection: A mixed methods study. Journal of Educational Psychology, 108(2), 147-162. The paper is not available in DUO due to publisher restrictions. The published version is available at https://doi.org/10.1037/edu0000057|
|Paper II: Stenseth, T., Bråten, I., & Strømsø, H.I. (2016). Investigating interest and knowledge as predictors of students’ attitudes towards socio-scientific issues. Learning and Individual Differences, 47, 274-280. The paper is included in the thesis. Also available at https://doi.org/10.1016/j.lindif.2016.02.005|
|Paper III: Stenseth, T. & Strømsø, H.I. (2018). To read or not to read: A qualitative study of students’ justifications for document selection in task-oriented reading. Scandinavian Journal of Educational Research. The paper is not available in DUO due to publisher restrictions. The published version is available at https://doi.org/10.1080/00313831.2018.1434828|