Abstract Learning in contemporary knowledge societies requires using multiple information sources, or documents, to understand important phenomena and events. However, students can find it difficult to evaluate and integrate multiple documents. The aim of this study was to examine new approaches for promoting multiple document literacy using digital epistemic scaffolds that support evaluation and integration of multiple documents. The scaffolds included a novel document mapping tool that enables visually representing the network of relations between sources and claims, as well as evaluative and metacognitive prompts that support critical evaluation and integration. In a quasi-experiment, we engaged 88 9th grade students in investigating two historical controversies with and without the scaffolds. Learning with the scaffolds had a positive effect on learners' subsequent unscaffolded evaluation and integration performance and on their meta-epistemic knowledge about epistemic criteria and processes, in comparison to a control group. Qualitative analysis of learners’ discourse, as they collaboratively mapped multiple documents, suggested that document mapping supported construction of intertextual representations, facilitated articulation and discussion of epistemic criteria and processes, and provided visual feedback that informed self-monitoring and evaluation. The instructional prompts complemented mapping by problematizing evaluation and integration performance. We discuss how visualizing documents models can promote multiple document literacy.

中文翻译：

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使来源可见：使用数字认知支架促进多文档素养

摘要 当代知识社会中的学习需要使用多种信息源或文件来理解重要的现象和事件。但是，学生会发现很难评估和整合多个文档。本研究的目的是研究使用支持评估和整合多个文档的数字认知支架来提高多文档素养的新方法。支架包括一个新颖的文档映射工具，可以直观地表示来源和声明之间的关系网络，以及支持批判性评估和整合的评估性和元认知提示。在一个准实验中，我们让 88 名 9 年级学生调查了有和没有脚手架的两个历史争议。与对照组相比，支架式学习对学习者随后的非支架式评估和整合表现以及他们关于认知标准和过程的元认知知识具有积极影响。对学习者话语的定性分析，因为他们协作映射多个文档，表明文档映射支持互文表征的构建，促进认知标准和过程的阐明和讨论，并提供视觉反馈，为自我监控和评估提供信息。教学提示通过问题化评估和集成性能来补充映射。我们讨论可视化文档模型如何促进多文档素养。与对照组相比，随后的非脚手架评估和整合表现以及他们关于认知标准和过程的元认知知识。对学习者话语的定性分析，因为他们协作映射多个文档，表明文档映射支持互文表征的构建，促进认知标准和过程的阐明和讨论，并提供视觉反馈，为自我监控和评估提供信息。教学提示通过问题化评估和集成性能来补充映射。我们讨论可视化文档模型如何促进多文档素养。与对照组相比，随后的非脚手架评估和整合表现以及他们关于认知标准和过程的元认知知识。对学习者话语的定性分析，因为他们协作映射多个文档，表明文档映射支持互文表征的构建，促进认知标准和过程的阐明和讨论，并提供视觉反馈，为自我监控和评估提供信息。教学提示通过问题化评估和集成性能来补充映射。我们讨论可视化文档模型如何促进多文档素养。当他们协作映射多个文档时，建议文档映射支持互文表征的构建，促进认知标准和过程的阐明和讨论，并提供视觉反馈，为自我监控和评估提供信息。教学提示通过问题化评估和集成性能来补充映射。我们讨论可视化文档模型如何促进多文档素养。当他们协作映射多个文档时，建议文档映射支持互文表征的构建，促进认知标准和过程的阐明和讨论，并提供视觉反馈，为自我监控和评估提供信息。教学提示通过问题化评估和集成性能来补充映射。我们讨论可视化文档模型如何促进多文档素养。