Evaluating search results: An empirical analysis of middle school students' use of source attributes to select useful sources

Journal of Educational Computing Research

Volumn 41, Issue 1, 2009, Pages 63-82

  Braasch, Jason ^a   Lawless, Kimberly ^a   Goldman, Susan ^a   Manning, Flori ^a   Gomez, Kimberly ^a   MacLeod, Shaunna ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70349607607     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/EC.41.1.c     Document Type: Article

References (132)

1. Abbas, J., Norris, C., & Soloway, E. (2002). Middle school children's use of the ARTEMIS digital library. Proceedings of the 2nd ACM/IEEE-CS joint conference on digital libraries, 98-105.
2. Agosto, D. E. (2002). Bounded rationality and satisficing in young people's web-based decision making. Journal of the American Society for Information Science and Technology, 53, 16-27.
3. Bilal, D. (2000). Children's use of Yahooligans! Search engine. I. Cognitive, physical and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science and Technology, 51(7), 646-665.
4. Bilal, D. (2001). Children's use of Yahooligans! Search engine. II. Cognitive and physical behaviors on research tasks. Journal of the American Society for Information Science and Technology, 52(2), 118-136.
5. Bilal, D. (2002). Children's use of Yahooligans! Search engine. III. Cognitive and physical behaviors on fully self-generated tasks. Journal of the American Society for Information Science and Technology, 53(13), 1170-1183.
6. Bowler, L., Large, A., & Rejskind, G. (2001). Primary school students, information literacy and the Web. Education for Information, 19, 201-223.
7. Brandt, S. D. (1997). Constructivism: Teaching for understanding on the Internet. Communications of the ACM, 40, 112-116.
8. Br̊ten, I., Strømsø, H. I., & Britt, M. A. (2009). Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts. Reading Research Quarterly, 44(1), 6-28.
9. Brem, S. K., Russell, J., & Weems, L. (2001). Science on the Web: Student evaluations of scientific arguments. Discourse Processes, 32(2&3), 191-213.
10. Britt, M. A., & Aglinskas, C. (2002). Improving students' abilities to identify and use source information. Cognition and Instruction, 20(4), 485-522.
11. Britt, M. A., Kurby, C. A., Dandotkar, S., & Wolfe, C. R. (2008). I agreed with what? Memory for simple argument claims. Discourse Processes, 45, 52-84.
12. Britt, M. A. Perfetti, C. A., Van Dyke, J., & Gabrys, G. (2000). The Sourcer's apprentice: A tool for document-supported history instruction. In P. Stearns, P. Seixas, S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 437-470). New York: New York University Press.
13. Coiro, J. (2003). Rethinking comprehension strategies to better prepare students for critically evaluating content on the Internet. The NERA Journal, 39(2), 29-34.
14. Coiro, J. (2005). Making sense of online text. Educational Leadership, 63(2), 30-35.
15. Coiro, J., & Dobler, E. (2007). Exploring the on-line reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42(2), 214-257.
16. Dreher, M. J. (1995). How well can students read to find information? Reading Today, 12, 40.
17. Eliopoulos, D., & Gotlieb, C. (2003). Evaluating web search results rankings. Online, 27, 42-48.
18. Fidel, R., Davies, R. K., Douglass, M. H., Holder, J. K., Hopkins, C. J., Kushner, E. J., et al. (1999). A visit to the information mall: Web searching behavior of high school students. Journal of the American Society for Information Science, 50, 24-37.
19. Frechette, J. D. (2002). Developing media literacy in cyberspace: Pedagogy and critical learning for the twenty-first century classroom. Westport/London: Praeger.
20. Goldman, S. R. (2004). Cognitive aspects of constructing meaning through and across multiple texts. In N. Shuart-Ferris & D. M. Bloome (Eds.), Uses of intertextuality in classroom and educational research (pp. 313-347). Greenwich, CT: Information Age Publishing.
21. Goldman, S. R., Lawless, K. A., Gomez, K. W., Braasch, J. L. G., MacLeod, S. & Manning, F. (in press).
22. Literacy in the digital world: Comprehending and learning from multiple sources. In M. C. McKeown & L. Kuncan (Eds.), Bringing reading research to life: Essays in honor of Isabel Beck. New York: Guilford.
23. Graesser, A. C., Wiley, J., Goldman, S. R., O'Reilly, T., Jeon, M., & McDaniel, B. (2007). SEEK Web Tutor: Fostering a critical stance while exploring the causes of volcanic eruption. Metacognition and Learning, 2, 89-105.
24. Greene, S. (1994). The problems of learning to think like a historian: Writing history in the culture of the classroom. Educational Psychologist, 29(2), 89-96.
25. Gulli, A., & Signorini, A. (2005, May). The indexable web is more than 11.5 billion pages. Paper presented at the 14th International World Wide Web Conference, Chiba, Japan.
26. Hannon, B., & Daneman, M. (1998). Facilitating knowledge-based inferences in less-skilled readers. Contemporary Educational Psychology, 23, 149-172.
27. Harada, V. H. (2001). From instruction to construction: Learning in the information age. Paper presented at the Ninth Treasure Mountain Research Retreat for School Library Media Programs, Brown County, IN.
28. Hirsh, S. G. (1999). Children's relevance criteria and information seeking on electronic resources. Journal of the American Society for Information Science, 50(14), 1265-1283.
29. Hoffman, J. L., Wu, H. K., Krajcik, J. S., & Soloway, E. (2003). The nature of middle school learners' science content understandings with the use of on-line resources. Journal of Research in Science Teaching, 40(3), 323-346.
30. Jones, B. D. (2002). Recommendations for implementing Internet inquiry projects. Journal of Educational Technology Systems, 30(3), 271-291.
31. Kafai, Y., & Bates, M. J. (1997). Internet Web searching in the elementary classroom: Building a foundation for information literacy. School Library Media Quarterly, 25, 103-111.
32. Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information services. Norwood, NJ: Ablex.
33. Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K-12 education: Strategies for supporting students searching and processing information. Review of Educational Research, 75(3), 285-328.
34. Large, A., & Beheshti, J. (2000). The Web as a classroom resource: Reactions from the users. Journal of the American Society for Information Science, 51(12), 1069-1080.
35. Large, A., Beheshti, J., & Breuleux, A. (1998). Information seeking in a multimedia environment by primary school students. Library & Information Science Research, 20(4), 343-376.
36. Lawless, K. A., & Schrader, P. G. (2008). Where do we go now? Understanding research on navigation in complex digital worlds. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 267-296) Mahwah, NJ: Lawrence Erlbaum Associates.
37. Leu, D. J., Jr. (2002). The new literacies: Research on reading instruction with the internet. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 310-336). Newark, DE: International Reading Association.
38. Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other ICT. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
39. Linderholm, T., Cong, X., & Zhao, Q. (2008). Differences in low and high working-memory capacity readers' cognitive and metacognitive processing patterns as a function of reading for different purposes. Reading Psychology, 29(1), 61-85.
40. Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 85, 239-252.
41. Linderholm, T., & Zhao, Q. (2008). The impact of strategy instruction and timing of estimates on low and high working-memory capacity readers' absolute monitoring accuracy. Learning and Individual Differences, 18(2), 135-143.
42. Long, D., Seely, M., & Oppy, B. (1999). The strategic nature of less skilled readers' suppression problems. Discourse Processes, 27, 281-302.
43. Lorenzen, M. (2001). The land of confusion? High school students and their use of the Web for research. Research Strategies, 18, 151-163.
44. Loveless, A., DeVoogd, G. L., & Bohlin, R. M. (2001). Something old, something new ... Is pedagogy affected by ICT? In A. Loveless & V. Ellis (Eds.), ICT, pedagogy, and the curriculum: Subject to change (pp. 63-83). London: Routledge Falmer.
45. Lyons, D., Hoffman, J., Krajcik, J., & Soloway, E. (1997). An investigation of the use of the World Wide Web for on-line inquiry in the classroom. Paper presented at the meeting of the National Association for Research in Science Teaching, Chicago.
46. Masterman, E., & Rogers, Y. (2002). A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology. Instructional Science, 30, 221-214.
47. Nachmias, R., & Gilad, A. (2002). Needle in a hyperstack: Searching for information on the World Wide Web. Journal of Research on Technology in Education, 34, 475-486.
48. Neuman, S. B., Smagorinsky, P., Enciso, P. E., Baldwin, R. S., & Hartman, D. K. (2000). What will be the influences of media on literacy in the next millennium? Reading Research Quarterly, 35(2), 276-282.
49. Perfetti, C. A., Britt, M. A., & Georgi, M. C. (1995). Text-based learning and reasoning: Studies in history. Mahwah, NJ: Lawrence Erlbaum Associates.
50. Ricks, T. R., Turley-Ames, K. J., & Wiley, J. (2007). Effects of working memory capacity on mental set due to domain knowledge. Memory & Cognition, 35(6), 1456-1462.
51. Rouet, J. F., Favart, M., Britt, M. A., & Perfetti, C. A. (1997). Studying and using multiple documents in history: Effects of discipline expertise. Cognition and Instruction, 15(1), 85-106.
52. Sanchez, C. A., & Wiley, J. (2006) Effects of working memory capacity on learning from illustrated text. Memory & Cognition, 34(2), 344-355.
53. Sanchez, C. A., Wiley, J., & Goldman, S. R. (2006). Teaching students to evaluate source reliability during internet research tasks. Proceedings of the 7th International Conference of the Learning Sciences, Bloomington, IN.
54. Schacter, J., Chung, G., & Dorr, A. (1998). Children's Internet searching on complex problems: Performance and process analysis. Journal of the American Society for Information Science, 49, 840-849.
55. Smolin, L., & Lawless, K. A. (2003). Becoming literate in the technological age: New responsibilities and tools for teachers. Reading Teacher, 56, 570-577.
56. Snyder, I. (2002). Literacy education in the digital age: Reframing curriculum and Pedagogy. Pedagogish Tijdschrift, 27(2/3), 145-157.
57. Sutherland-Smith, W. (2002). Weaving the literacy Web: Changes in reading from page to screen. The Reading Teacher, 55(7), 662-669.
58. VanSledright, B. A. (2002). In search of America's past: Learning to read history in elementary school. New York: Teacher's College Press.
59. VanSledright, B. A. (2004). What does it mean to think historically ... and how do you teach it? Social Education, 68, 230-234.
60. VanSledright, B. A., & Kelly, C. (1998). Reading American history: The influence of multiple sources on six fifth graders. The Elementary School Journal, 98, 239-265.
61. Wallace, R. M., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the Web: Students on-line in a sixth grade classroom. Journal of the Learning Sciences, 9(1), 75-104.
62. Watson, J. S. (1998). "If you don't have it, you can't find it." A close look at students' perceptions of using technology. Journal of the American Society for Information Science, 49, 1024-1036.
63. Wiley, J., & Ash, I. (2005). Multimedia learning in history. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 375-391). Cambridge: Cambridge University Press.
64. Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.
65. Wolfe, M. B. W., & Goldman, S. R. (2005). Relations between adolescents' text processing and reasoning. Cognition & Instruction, 23(4), 467-502.
66. Zhang, S., & Duke, N. K. (submitted). Instruction in the WWWDOT approach to improving students' evaluation of websites: An experimental study with fourth- and fifth-grade students.
67. Abbas, J., Norris, C., & Soloway, E. (2002). Middle school children's use of the ARTEMIS digital library. Proceedings of the 2nd ACM/IEEE-CS joint conference on digital libraries, 98-105.
68. Agosto, D. E. (2002). Bounded rationality and satisficing in young people's web-based decision making. Journal of the American Society for Information Science and Technology, 53, 16-27.
69. Bilal, D. (2000). Children's use of Yahooligans! Search engine. I. Cognitive, physical and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science and Technology, 51(7), 646-665.
70. Bilal, D. (2001). Children's use of Yahooligans! Search engine. II. Cognitive and physical behaviors on research tasks. Journal of the American Society for Information Science and Technology, 52(2), 118-136.
71. Bilal, D. (2002). Children's use of Yahooligans! Search engine. III. Cognitive and physical behaviors on fully self-generated tasks. Journal of the American Society for Information Science and Technology, 53(13), 1170-1183.
72. Bowler, L., Large, A., & Rejskind, G. (2001). Primary school students, information literacy and the Web. Education for Information, 19, 201-223.
73. Brandt, S. D. (1997). Constructivism: Teaching for understanding on the Internet. Communications of the ACM, 40, 112-116.
74. Br̊ten, I., Strømsø, H. I., & Britt, M. A. (2009). Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts. Reading Research Quarterly, 44(1), 6-28.
75. Brem, S. K., Russell, J., & Weems, L. (2001). Science on the Web: Student evaluations of scientific arguments. Discourse Processes, 32(2&3), 191-213.
76. Britt, M. A., & Aglinskas, C. (2002). Improving students' abilities to identify and use source information. Cognition and Instruction, 20(4), 485-522.
77. Britt, M. A., Kurby, C. A., Dandotkar, S., & Wolfe, C. R. (2008). I agreed with what? Memory for simple argument claims. Discourse Processes, 45, 52-84.
78. Britt, M. A. Perfetti, C. A., Van Dyke, J., & Gabrys, G. (2000). The Sourcer's apprentice: A tool for document-supported history instruction. In P. Stearns, P. Seixas, S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 437-470). New York: New York University Press.
79. Coiro, J. (2003). Rethinking comprehension strategies to better prepare students for critically evaluating content on the Internet. The NERA Journal, 39(2), 29-34.
80. Coiro, J. (2005). Making sense of online text. Educational Leadership, 63(2), 30-35.
81. Coiro, J., & Dobler, E. (2007). Exploring the on-line reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42(2), 214-257.
82. Dreher, M. J. (1995). How well can students read to find information? Reading Today, 12, 40.
83. Eliopoulos, D., & Gotlieb, C. (2003). Evaluating web search results rankings. Online, 27, 42-48.
84. Fidel, R., Davies, R. K., Douglass, M. H., Holder, J. K., Hopkins, C. J., Kushner, E. J., et al. (1999). A visit to the information mall: Web searching behavior of high school students. Journal of the American Society for Information Science, 50, 24-37.
85. Frechette, J. D. (2002). Developing media literacy in cyberspace: Pedagogy and critical learning for the twenty-first century classroom. Westport/London: Praeger.
86. Goldman, S. R. (2004). Cognitive aspects of constructing meaning through and across multiple texts. In N. Shuart-Ferris & D. M. Bloome (Eds.), Uses of intertextuality in classroom and educational research (pp. 313-347). Greenwich, CT: Information Age Publishing.
87. Goldman, S. R., Lawless, K. A., Gomez, K. W., Braasch, J. L. G., MacLeod, S. & Manning, F. (in press).
88. Literacy in the digital world: Comprehending and learning from multiple sources. In M. C. McKeown & L. Kuncan (Eds.), Bringing reading research to life: Essays in honor of Isabel Beck. New York: Guilford.
89. Graesser, A. C., Wiley, J., Goldman, S. R., O'Reilly, T., Jeon, M., & McDaniel, B. (2007). SEEK Web Tutor: Fostering a critical stance while exploring the causes of volcanic eruption. Metacognition and Learning, 2, 89-105.
90. Greene, S. (1994). The problems of learning to think like a historian: Writing history in the culture of the classroom. Educational Psychologist, 29(2), 89-96.
91. Gulli, A., & Signorini, A. (2005, May). The indexable web is more than 11.5 billion pages. Paper presented at the 14th International World Wide Web Conference, Chiba, Japan.
92. Hannon, B., & Daneman, M. (1998). Facilitating knowledge-based inferences in less-skilled readers. Contemporary Educational Psychology, 23, 149-172.
93. Harada, V. H. (2001). From instruction to construction: Learning in the information age. Paper presented at the Ninth Treasure Mountain Research Retreat for School Library Media Programs, Brown County, IN.
94. Hirsh, S. G. (1999). Children's relevance criteria and information seeking on electronic resources. Journal of the American Society for Information Science, 50(14), 1265-1283.
95. Hoffman, J. L., Wu, H. K., Krajcik, J. S., & Soloway, E. (2003). The nature of middle school learners' science content understandings with the use of on-line resources. Journal of Research in Science Teaching, 40(3), 323-346.
96. Jones, B. D. (2002). Recommendations for implementing Internet inquiry projects. Journal of Educational Technology Systems, 30(3), 271-291.
97. Kafai, Y., & Bates, M. J. (1997). Internet Web searching in the elementary classroom: Building a foundation for information literacy. School Library Media Quarterly, 25, 103-111.
98. Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information services. Norwood, NJ: Ablex.
99. Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K-12 education: Strategies for supporting students searching and processing information. Review of Educational Research, 75(3), 285-328.
100. Large, A., & Beheshti, J. (2000). The Web as a classroom resource: Reactions from the users. Journal of the American Society for Information Science, 51(12), 1069-1080.
101. Large, A., Beheshti, J., & Breuleux, A. (1998). Information seeking in a multimedia environment by primary school students. Library & Information Science Research, 20(4), 343-376.
102. Lawless, K. A., & Schrader, P. G. (2008). Where do we go now? Understanding research on navigation in complex digital worlds. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 267-296) Mahwah, NJ: Lawrence Erlbaum Associates.
103. Leu, D. J., Jr. (2002). The new literacies: Research on reading instruction with the internet. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 310-336). Newark, DE: International Reading Association.
104. Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other ICT. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
105. Linderholm, T., Cong, X., & Zhao, Q. (2008). Differences in low and high working-memory capacity readers' cognitive and metacognitive processing patterns as a function of reading for different purposes. Reading Psychology, 29(1), 61-85.
106. Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 85, 239-252.
107. Linderholm, T., & Zhao, Q. (2008). The impact of strategy instruction and timing of estimates on low and high working-memory capacity readers' absolute monitoring accuracy. Learning and Individual Differences, 18(2), 135-143.
108. Long, D., Seely, M., & Oppy, B. (1999). The strategic nature of less skilled readers' suppression problems. Discourse Processes, 27, 281-302.
109. Lorenzen, M. (2001). The land of confusion? High school students and their use of the Web for research. Research Strategies, 18, 151-163.
110. Loveless, A., DeVoogd, G. L., & Bohlin, R. M. (2001). Something old, something new ... Is pedagogy affected by ICT? In A. Loveless & V. Ellis (Eds.), ICT, pedagogy, and the curriculum: Subject to change (pp. 63-83). London: Routledge Falmer.
111. Lyons, D., Hoffman, J., Krajcik, J., & Soloway, E. (1997). An investigation of the use of the World Wide Web for on-line inquiry in the classroom. Paper presented at the meeting of the National Association for Research in Science Teaching, Chicago.
112. Masterman, E., & Rogers, Y. (2002). A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology. Instructional Science, 30, 221-214.
113. Nachmias, R., & Gilad, A. (2002). Needle in a hyperstack: Searching for information on the World Wide Web. Journal of Research on Technology in Education, 34, 475-486.
114. Neuman, S. B., Smagorinsky, P., Enciso, P. E., Baldwin, R. S., & Hartman, D. K. (2000). What will be the influences of media on literacy in the next millennium? Reading Research Quarterly, 35(2), 276-282.
115. Perfetti, C. A., Britt, M. A., & Georgi, M. C. (1995). Text-based learning and reasoning: Studies in history. Mahwah, NJ: Lawrence Erlbaum Associates.
116. Ricks, T. R., Turley-Ames, K. J., & Wiley, J. (2007). Effects of working memory capacity on mental set due to domain knowledge. Memory & Cognition, 35(6), 1456-1462.
117. Rouet, J. F., Favart, M., Britt, M. A., & Perfetti, C. A. (1997). Studying and using multiple documents in history: Effects of discipline expertise. Cognition and Instruction, 15(1), 85-106.
118. Sanchez, C. A., & Wiley, J. (2006) Effects of working memory capacity on learning from illustrated text. Memory & Cognition, 34(2), 344-355.
119. Sanchez, C. A., Wiley, J., & Goldman, S. R. (2006). Teaching students to evaluate source reliability during internet research tasks. Proceedings of the 7th International Conference of the Learning Sciences, Bloomington, IN.
120. Schacter, J., Chung, G., & Dorr, A. (1998). Children's Internet searching on complex problems: Performance and process analysis. Journal of the American Society for Information Science, 49, 840-849.
121. Smolin, L., & Lawless, K. A. (2003). Becoming literate in the technological age: New responsibilities and tools for teachers. Reading Teacher, 56, 570-577.
122. Snyder, I. (2002). Literacy education in the digital age: Reframing curriculum and Pedagogy. Pedagogish Tijdschrift, 27(2/3), 145-157.
123. Sutherland-Smith, W. (2002). Weaving the literacy Web: Changes in reading from page to screen. The Reading Teacher, 55(7), 662-669.
124. VanSledright, B. A. (2002). In search of America's past: Learning to read history in elementary school. New York: Teacher's College Press.
125. VanSledright, B. A. (2004). What does it mean to think historically ... and how do you teach it? Social Education, 68, 230-234.
126. VanSledright, B. A., & Kelly, C. (1998). Reading American history: The influence of multiple sources on six fifth graders. The Elementary School Journal, 98, 239-265.
127. Wallace, R. M., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the Web: Students on-line in a sixth grade classroom. Journal of the Learning Sciences, 9(1), 75-104.
128. Watson, J. S. (1998). "If you don't have it, you can't find it." A close look at students' perceptions of using technology. Journal of the American Society for Information Science, 49, 1024-1036.
129. Wiley, J., & Ash, I. (2005). Multimedia learning in history. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 375-391). Cambridge: Cambridge University Press.
130. Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.
131. Wolfe, M. B. W., & Goldman, S. R. (2005). Relations between adolescents' text processing and reasoning. Cognition & Instruction, 23(4), 467-502.
132. Zhang, S., & Duke, N. K. (submitted). Instruction in the WWWDOT approach to improving students' evaluation of websites: An experimental study with fourth- and fifth-grade students.