In this conclusion to the Special Issue, features of multiple documents and multi-modal documents are systematized. Specifically, documents are defined according to their (a) intended message, (b) author and purpose for being created, (c) symbol system(s) used, and (d) related nature. Indeed, documents are conceptualized as presenting complementary content across symbol systems (i.e., multi-modal documents) or as presenting information on a common topic across multiple texts (i.e., multiple documents). Processes associated with each of these document features (i.e., encoding, comprehension, evaluation, and relation/integration) are specified. Finally, articles included as a part of this Special Issue are conceptualized according to the features and processing of multiple documents and multi-modal documents that they exemplify. The aim of this postscript is to move the field toward a model of multiple, multi-modal document comprehension and integration.
|Original language||English (US)|
|Number of pages||4|
|Journal||Learning and Instruction|
|State||Published - Oct 2018|
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology