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The Handbook of Multiple Source Use draws on theory and research
within cognitive and educational psychology, the learning sciences,
disciplinary education, information literacy, reading psychology,
and social psychology, to present the first comprehensive research
volume on this topic. Many learners both in and out of school have
almost instantaneous access to an enormous range of information
sources at present. In this book, broken into six sections,
international scholars come together toward understanding factors
that influence how individuals cope with the challenge of building
knowledge from diverse, often conflicting, information.
There is commonly-held belief that some people learn better than
others because they are born that way. However, research indicates
that many people who learn better are simply more strategic: they
use effective strategies and techniques to improve their learning.
Further, these strategies and techniques can be taught to students.
Thus, understanding how we learn enriches our lives and the lives
of others. Written by leading experts on learning, this book
situates this topic within the broader context of educational
psychology research and brings it to a wider audience. With
chapters on how the mind works, evidence-based recommendations
about how to enhance learning from both the perspective of students
and teachers, and clear explanations of key learning concepts and
ideas, this short volume is designed for any education course that
includes learning in the curriculum. It is indispensable for pre-
and in-service teachers and student researchers alike.
The Handbook of Multiple Source Use draws on theory and research
within cognitive and educational psychology, the learning sciences,
disciplinary education, information literacy, reading psychology,
and social psychology, to present the first comprehensive research
volume on this topic. Many learners both in and out of school have
almost instantaneous access to an enormous range of information
sources at present. In this book, broken into six sections,
international scholars come together toward understanding factors
that influence how individuals cope with the challenge of building
knowledge from diverse, often conflicting, information.
There is commonly-held belief that some people learn better than
others because they are born that way. However, research indicates
that many people who learn better are simply more strategic: they
use effective strategies and techniques to improve their learning.
Further, these strategies and techniques can be taught to students.
Thus, understanding how we learn enriches our lives and the lives
of others. Written by leading experts on learning, this book
situates this topic within the broader context of educational
psychology research and brings it to a wider audience. With
chapters on how the mind works, evidence-based recommendations
about how to enhance learning from both the perspective of students
and teachers, and clear explanations of key learning concepts and
ideas, this short volume is designed for any education course that
includes learning in the curriculum. It is indispensable for pre-
and in-service teachers and student researchers alike.
Today, like no other time in our history, the threat of
misinformation and disinformation is at an all-time high. This is
also true in the field of Education. Misinformation refers to false
information shared by a source who intends to inform, but is
unaware that the information is false, such as when an educator who
recommends the use of a learning strategy that is not actually
beneficial. Disinformation is false information shared by a source
who has the intent to deceive and is aware that the information is
false, such as when a politician claim that high-stakes testing
will fix K-12 education when in fact there is no evidence to
support this practice. This book provides recent examples of how
misinformation and disinformation manifest in the field of
education and remedies. Section One, Susceptibility to
Misinformation, focuses on factors that influence the endorsement
and persistence of misinformation. This section will include
chapters on: the appeal and persistence of "zombie concepts" in
education; learner and message factors that underlie the adoption
of misinformation in the context of the newly proposed Likelihood
of Adoption Model; cognitive and motivational factors that
contribute to misinformation revision failure; cognitive biases and
bias transfer in criminal justice training; the influence of
conspiratorial and political ideation on the use of misinformation;
and, how educational culture and policy has historically given rise
to quackery in education. Section Two, Practices in the Service of
Reducing Misinformation in Education, focuses on practices aimed at
reducing the impact of misinformation, and includes chapters on:
misinformation in the education of children with ASD and its
influence on educational and intervention practices; the promise of
using dynamical systems and computational linguistics to model the
spread of misinformation; systematic attempts to reduce
misinformation in psychology and education both in and out of the
classroom; and the potential perils of constructivism in the
classroom, as well as the teaching of critical thinking. Each
section has a discussion chapter that explicates emerging themes
and lessons learned and fruitful avenues for future research.
Why do people from similar backgrounds who read the same text
construct different meanings? Is there a question behind every
reading goal, such that reading is an interactive process of asking
and answering of questions? Do people who believe that knowledge is
dynamic construct meaning differently than those who believe that
knowledge is certain? This volume addresses questions such as these
and presents cutting edge research and theory that explores how
readers determine text relevance (i.e., the different values they
assign to information as they read), how relevance affects
understanding, and the implications of these studies for theories
of text comprehension. This volume documents in a compelling manner
the ongoing international effort to understand how text relevance
affects reading and comprehension. Contributing authors represent
major academic institutions on three continents and nine countries,
demonstrating the multinational interest in text relevance. Why is
there so much interest in text relevance? Learners are inundated
with unprecedented amounts of information, and increased research
regarding how readers process non-traditional texts (e.g.,
documents on the web) and multiple documents, for example,
underscores the importance of understanding how readers determine
the relevance of text information for personal, academic, or
professional goals, which can enable educators to design learning
situations that help learners get the most out of reading.
CONTENTS: Relevance in Text Comprehension
Why do people from similar backgrounds who read the same text
construct different meanings? Is there a question behind every
reading goal, such that reading is an interactive process of asking
and answering of questions? Do people who believe that knowledge is
dynamic construct meaning differently than those who believe that
knowledge is certain? This volume addresses questions such as these
and presents cutting edge research and theory that explores how
readers determine text relevance (i.e., the different values they
assign to information as they read), how relevance affects
understanding, and the implications of these studies for theories
of text comprehension. This volume documents in a compelling manner
the ongoing international effort to understand how text relevance
affects reading and comprehension. Contributing authors represent
major academic institutions on three continents and nine countries,
demonstrating the multinational interest in text relevance. Why is
there so much interest in text relevance? Learners are inundated
with unprecedented amounts of information, and increased research
regarding how readers process non-traditional texts (e.g.,
documents on the web) and multiple documents, for example,
underscores the importance of understanding how readers determine
the relevance of text information for personal, academic, or
professional goals, which can enable educators to design learning
situations that help learners get the most out of reading.
Today, like no other time in our history, the threat of
misinformation and disinformation is at an all-time high. This is
also true in the field of Education. Misinformation refers to false
information shared by a source who intends to inform, but is
unaware that the information is false, such as when an educator who
recommends the use of a learning strategy that is not actually
beneficial. Disinformation is false information shared by a source
who has the intent to deceive and is aware that the information is
false, such as when a politician claim that high-stakes testing
will fix K-12 education when in fact there is no evidence to
support this practice. This book provides recent examples of how
misinformation and disinformation manifest in the field of
education and remedies. Section One, Susceptibility to
Misinformation, focuses on factors that influence the endorsement
and persistence of misinformation. This section will include
chapters on: the appeal and persistence of "zombie concepts" in
education; learner and message factors that underlie the adoption
of misinformation in the context of the newly proposed Likelihood
of Adoption Model; cognitive and motivational factors that
contribute to misinformation revision failure; cognitive biases and
bias transfer in criminal justice training; the influence of
conspiratorial and political ideation on the use of misinformation;
and, how educational culture and policy has historically given rise
to quackery in education. Section Two, Practices in the Service of
Reducing Misinformation in Education, focuses on practices aimed at
reducing the impact of misinformation, and includes chapters on:
misinformation in the education of children with ASD and its
influence on educational and intervention practices; the promise of
using dynamical systems and computational linguistics to model the
spread of misinformation; systematic attempts to reduce
misinformation in psychology and education both in and out of the
classroom; and the potential perils of constructivism in the
classroom, as well as the teaching of critical thinking. Each
section has a discussion chapter that explicates emerging themes
and lessons learned and fruitful avenues for future research.
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