The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability.     

Data Retention and the Panoptic Society: The Social Benefits of Forgetfulness

Modern information systems not only capture a seemingly endless amount of transactional data, but also tend to retain it for indefinite periods of time. We argue that privacy policies must address not only collection and access to transactional information, but also its timely disposal. One unintended side effect of data retention is the disappearance of social forgetfulness, which allows individuals a second chance, the opportunity for a fresh start in life. We examine three domains in which social policy has explicitly recognized the importance of such a principle: bankruptcy law, juvenile crime records, and credit reports. In each case, we frame the issue in terms of the social benefits of forgetfulness, rather than in terms of individual privacy protection. We examine how different policy approaches to privacy might handle the retention of data and propose a comprehensive policy that includes a variety of strategies. The broad conclusion of the article is that data retention and disposal should be addressed as a part of a broader and comprehensive policy approach, rather than in a piecemeal fashion or as an afterthought.     

Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities (¿Son los usuarios frecuentes de las redes sociales evaluadores competentes? Un estudio de las habilidades de los adolescentes para identificar,evaluar y hacer uso de las fuentes)

ABSTRACT

This study investigates the relationship between teenagers’ use of social networking sites (SNS) and their sourcing abilities. Sourcing is defined as students’ ability (1) to discriminate reliable and unreliable links based on source characteristics, (2) to value source criteria as means to select information resources and (3) to select reliable texts based on source characteristics. One hundred and forty-six students (M age = 14.7 years old) completed three sourcing tasks, a questionnaire on SNS use, as well as language and memory skills tests. We found that SNS frequency of use negatively predicted both participants’ ability to select the most reliable source among two conflicting sources on the same topic and their ability to cite source features when justifying their choice. SNS frequency of use was unrelated to students’ assessment of source criteria, but vocabulary level was positively related to performance in this task. We discuss various explanations for the observed relationship between teenagers’ SNS communication and their critical appraisal of information sources, and we propose avenues for instructional interventions aimed at fostering information skills.     

Teaching French as a Second Language to Chinese students: Instructional staff adaptation and intercultural competence development

This case study is an analysis of second language instructors’ processes of adaptation to Chinese students at a small French University. More precisely, in this qualitative case study, it will be shown that the instructional staff's adaptation to an unfamiliar work environment and student population contributed to the development of their intercultural competence. Moreover, it will be argued that such competence was not developed to its full potential. Finally, we offer recommendations for teacher education programs at the end of the article.     

Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information

In this article, we examine the mental processes and representations that are required of laypersons when learning about science issues from texts. We begin by defining scientific literacy as the ability to understand and critically evaluate scientific content in order to achieve one's goals. We then present 3 challenges of learning from science texts: the intrinsic complexity of science phenomena, the need to coordinate multiple documents of various types, and the rhetorical structure of the texts themselves. Because scientific information focuses on models, theories, explanations, and evidence, we focus on how explanatory and argumentative texts are processed. Then we examine 2 components of executive control in reading—goal-directed guidance and evaluation of content—that readers can acquire and adopt to deal with these challenges. Finally, we discuss 3 implications that these theories and empirical findings have for interventions intended to improve laypersons’ understanding of scientific information.