Given prior work identifying sourcing, corroboration, and contextualization as key strategies needed to learn from multiple texts, this study examines students’ multiple text processing and written response composition under three different heuristic conditions. In particular, students were asked to engage in sourcing, corroboration, or contextualization while completing a multiple text task. Then, log data of text access, students’ notes, and written responses were analyzed across task conditions. Moreover, each sentence included in students’ written responses was linked to information in notes and in the library texts provided. Results indicate that students directed to engage in sourcing both accessed more document information and included more of such information in their notes. More generally, students’ response composition was found to be reductive in nature, with students filtering information from library texts into their notes and into the written responses that they composed; at the same time, cross-textual integration was found to be limited.

鉴于先前的工作将源头，佐证和情境化确定为学习多种文本所需的关键策略，因此本研究考察了学生在三种不同的启发式条件下的多种文本处理和书面回应构成。尤其是，要求学生在完成多文本任务时从事来源，确证或情境化。然后，跨任务条件分析了文本访问，学生笔记和书面答复的日志数据。此外，学生书面答复中包含的每个句子都与笔记和提供的图书馆课文中的信息相关联。结果表明，定向从事采购的学生不仅获得了更多的文档信息，而且在笔记中包含了更多此类信息。更普遍，发现学生的回答构成本质上是还原性的，学生将图书馆文本中的信息过滤到他们的笔记和他们撰写的书面回答中；同时，发现跨文本整合受到限制。