This chapter is focused on strategic processing when students learn from multiple texts and from (multiple) multimedia representations. In this chapter I have three goals. First, I integrate two strategy frameworks to conceptualize strategy functions (i.e., aims) and referents (i.e., foci) during multiple text use. Second, I posit what I consider to be essential questions when thinking about strategy use during learning from multiple texts. In particular, I suggest that prior work has focused on what strategies students use during multiple text use. In this chapter, I argue that the where, when, who, why, and how of strategy use ought to be considered as wellThird, I consider work in the areas of learning from multiple texts and from multiple multimedia representations that begins to address each of these focal questions and suggest directions for future work.
All Science Journal Classification (ASJC) codes
- Social Sciences(all)