다문서 문식 활동의 과정과 결과 사이의 구조적 영향 관계

장성민

인하대학교

Korea Business Review Vol. 58, No. 5, pp. 5-40 (2023)

DOI: 10.20880/kler.2023.58.5.5

PDF 파일이 없습니다.

REFERENCES (84)

[1]
[1] [단행본] Theoretical models and processes of reading/Anderson, R. C./International Reading Association/1985/372~384///Role of the reader’s schema in comprehension, learning and memory Google Scholar ›
[2]
[2] [학술지(정기간행물)] Anmarkrud, Ø./Multiple-documents literacy : Strategic processing, source awareness, and argumentation when reading multiple conflicting documents/Learning and Individual Differences/2014/30/64~76// Google Scholar ›
[3]
[3] [학술지(정기간행물)] Atlay, C./Instructional quality and achievement inequality : How effective is teaching in closing the social achievement gap/Learning and Instruction/2019/63/101211~// Google Scholar ›
[4]
[4] [학술지(정기간행물)] Baaijen, V. M./Discovery through writing : Relationships with writing processes and text quality/Cognition and Instruction/2018/36(3)/199~223// Google Scholar ›
[5]
[5] [학술지(정기간행물)] Barzilai, S./The role of epistemic perspectives in comprehension of multiple author viewpoints/Learning and Instruction/2015/36/86~103// Google Scholar ›
[6]
[6] [학술지(정기간행물)] Barzilai, S./Learning to integrate divergent information sources : The interplay of epistemic cognition and epistemic metacognition/Metacognition and Learning/2017/12(2)/193~232// Google Scholar ›
[7]
[7] [학술지(정기간행물)] Barzilai, S./Sourcing while reading divergent expert accounts : Pathways from views of knowing to written argumentation/Instructional Science/2015/43(6)/737~766// Google Scholar ›
[8]
[8] [학술지(정기간행물)] Barzilai, S./Promoting integration of multiple texts : A review of instructional approaches and practices/Educational Psychology Review/2018/30(3)/973~999// Google Scholar ›
[9]
[9] [단행본] The psychology of written composition/Bereiter, C./Erlbaum/1987/~/// Google Scholar ›
[10]
[10] [학술지(정기간행물)] Bormuth, J. R./Readability : A new approach/Reading Research Quarterly/1966/1(3)/79~132// Google Scholar ›
[11]
[11] [학술지(정기간행물)] Braasch, J. L. G./The discrepancy-induced source comprehension(D-ISC)model : Basic assumptions and preliminary evidence/Educational Psychologist/2017/52(3)/167~181// Google Scholar ›
[12]
[12] [학술지(정기간행물)] Braasch, J. L. G./Promoting secondary school students’ evaluation of source features of multiple documents/Contemporary Educational Psychology/2013/38(3)/180~195// Google Scholar ›
[13]
[13] [학술지(정기간행물)] Bråten, I./Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension/Learning and Instruction/2014/30/9~24// Google Scholar ›
[14]
[14] [학술지(정기간행물)] Bråten, I./What really matters : The role of behavioural engagement in multiple document literacy tasks/Journal of Research in Reading/2018/41(4)/680~699// Google Scholar ›
[15]
[15] [학술지(정기간행물)] Bråten, I./Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement/International Journal of Educational Research/2014/66/1~12// Google Scholar ›
[16]
[16] [학술지(정기간행물)] Bråten, I./Task-oriented learning with multiple documents : Effects of topic familiarity, author expertise, and content relevance on document selection, processing, and use/Reading Research Quarterly/2018/53(3)/345~365// Google Scholar ›
[17]
[17] [학술지(정기간행물)] Bråten, I./Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change/Discourse processes/2009/47(1)/1~31// Google Scholar ›
[18]
[18] [단행본] Enhancing the quality of learning: Dispositions, instruction, and learning processes/Britt, M. A./Cambridge University Press/2012/276~314///Learning with multiple documents: Component skills and their acquisition Google Scholar ›
[19]
[19] [학술지(정기간행물)] Burin, D. I./Metacognitive regulation contributes to digital text comprehension in e-learning/Metacognition and Learning/2020/15(3)/391~410// Google Scholar ›
[20]
[20] [학술지(정기간행물)] Cerdán, R./The effects of tasks on integrating information from multiple documents/Journal of Educational Psychology/2008/100(1)/209~222// Google Scholar ›
[21]
[21] [학술지(정기간행물)] 장성민/학습 목적 글쓰기를 수행하는 필자의 자료 통합 예측모형 탐색 -구조방정식 모형의 적용/국어교육학연구/2017/52(2)/371~423/국어교육학회/10.20880/kler.2017.52.2.371 Google Scholar ›
[22]
[22] [학술지(정기간행물)] 장성민/범교과 학습 문식성 활동 성향 측정을 위한 표준화 검사 도구 개발 및 타당화/국어교육/2021/(174)/271~314/한국어교육학회/10.29401/KLE.174.8 Google Scholar ›
[23]
[23] [학술지(정기간행물)] 장성민/디지털 다문서 환경에서의 읽기·쓰기 : 개인차 요인, 다문서 선택과 사용, 쓰기 결과물 사이의 영향 관계/독서연구/2022/(65)/41~80/한국독서학회/ Google Scholar ›
[24]
[24] [학위논문] Choi, G./(The) effects of group discussion about material texts on content generation/doctoral/Korea University//2013 Google Scholar ›
[25]
[25] [보고서] A study on the development of evaluation criteria for the readability of educational texts/Choi, S./Korean Institute of Curriculum and Evaluation/2021/~/ Google Scholar ›
[26]
[26] [학술지(정기간행물)] Dale, E./A formula for predicting readability : Instructions/Educational Research Bulletin/1948/27/37~54// Google Scholar ›
[27]
[27] [학술지(정기간행물)] De La Paz, S./Reading and writing from multiple source documents in history : Effects of strategy instruction with low to average high school writers/Contemporary Educational Psychology/2010/35(3)/174~192// Google Scholar ›
[28]
[28] [학술지(정기간행물)] De Milliano, I./Patterns of cognitive self-regulation of adolescent struggling writers/Written Communication/2012/29(3)/303~325// Google Scholar ›
[29]
[29] [단행본] Scale development: Theory and applications/DeVellis, R. F./Sage Publications/2016/~/// Google Scholar ›
[30]
[30] [학술지(정기간행물)] Du, H./Evidence use in argument writing based on multiple texts/Reading Research Quarterly/2021/56(4)/715~735// Google Scholar ›
[31]
[31] [학술지(정기간행물)] Felton, M./Deliberation versus dispute : The impact of argumentative discourse goals on learning and reasoning in the science classroom/Informal Logic/2009/29(4)/417~446// Google Scholar ›
[32]
[32] [학술지(정기간행물)] Flesch, R./A new readability yardstick/Journal of Applied Psychology/1948/32(3)/221~233// Google Scholar ›
[33]
[33] [보고서] The role of task representation in reading to write/Flower, L./University of California, National Center for the Study of Writing and Literacy/1987/~/Technical Report, 6 Google Scholar ›
[34]
[34] [단행본] Cognitive processes in writing/Flower, L./Erlbaum/1980/31~50///The dynamics of composing: Making plans and juggling constraints Google Scholar ›
[35]
[35] [단행본] Revision: Cognitive and instructional processes/Galbraith, D./Kluwer Academic Publishers/2004/63~85///Revision in the context of different drafting strategies Google Scholar ›
[36]
[36] [학술지(정기간행물)] Gebril, A./Investigating source use, discourse features, and process in integrated writing tests/Spaan Fellow Working Papers in Second or Foreign Language Assessment/2009/7(1)/47~84// Google Scholar ›
[37]
[37] [학술지(정기간행물)] Gil, L./Understanding and integrating multiple science texts : Summary tasks are sometimes better than argument tasks/Reading Psychology/2010/31(1)/30~68// Google Scholar ›
[38]
[38] [단행본] Uses of intertextuality in classroom and educational research/Goldman, S. R./Information Age Publishing/2004/317~352///Cognitive aspects of constructing meaning through and across multiple texts Google Scholar ›
[39]
[39] [학술지(정기간행물)] Goldman, S. R./Comprehending and learning from Internet sources : Processing patterns of better and poorer learners/Reading Research Quarterly/2012/47/356~381// Google Scholar ›
[40]
[40] [학술지(정기간행물)] Hagen, Å. M. M./Relationships between spontane ous note-taking, self-reported strategies and comprehension when reading multiple texts in different task conditions/Journal of Research in Reading/2014/37(S1)/S141~S157// Google Scholar ›
[41]
[41] [학술지(정기간행물)] Hansen, H. L./Multiperspectivism in the novels of the Spanish Civil War/Orbis Litterarum/2011/66(2)/148~166// Google Scholar ›
[42]
[42] [학술지(정기간행물)] Hayes, J. R./Modeling and remodeling writing/Written Communication/2012/29(3)/369~388// Google Scholar ›
[43]
[43] [학술지(정기간행물)] Huisman, B./The impact of formative peer feedback on higher education students’ academic writing : A meta-analysis/Assessment & Evaluation in Higher Education/2019/44(6)/863~880// Google Scholar ›
[44]
[44] [단행본] Testing ESL composition: A practical approach/Jacobs, H./Newbury House/1981/~/// Google Scholar ›
[45]
[45] [학술지(정기간행물)] Kieft, M./Writing as a learning tool : Testing the role of students’ writing strategies/European Journal of Psychology of Education/2006/21(1)/17~34// Google Scholar ›
[46]
[46] [학술지(정기간행물)] Klein, P. D./Mediators and moderators in individual and collaborative writing to learn/Journal of Writing Research/2015/7(1)/201~214// Google Scholar ›
[47]
[47] [단행본] Handbook of writing research/Klein, P. D./Guilford Press/2016/243~256///Writing to learn Google Scholar ›
[48]
[48] [학술지(정기간행물)] Klein, P. D./The effects of discussion and persuasion writing goals on reasoning, cognitive load, and learning/Alberta Journal of Educational Research/2015/61(1)/40~64// Google Scholar ›
[49]
[49] [학술지(정기간행물)] Kobayashi, K./The influence of topic knowledge, external strategy use, and college experience on students’ comprehension of controversial texts/Learning and Individual Differences/2009/19(1)/130~134// Google Scholar ›
[50]
[50] [학술지(정기간행물)] Lee, H. Y./The role of relevance determinations in multiple text reading and writing : an investigation of the MD-TRACE/Discourse Processes/2023/60(1)/1~31// Google Scholar ›
[51]
[51] [학위논문] Lee, Y./A study on the aspects of text construction through discourse synthesis: Focusing on the relationship between task representation in writing and text construction/doctoral/Yonsei University//2013 Google Scholar ›
[52]
[52] [학술지(정기간행물)] Leki, I./"Completely different worlds" : EAP and the writing experiences of ESL students in university courses/TSOL Quarterly/1997/31(1)/39~69// Google Scholar ›
[53]
[53] [학술지(정기간행물)] Leijten, M./Keystroke logging in writing research : Using Inputlog to analyze and visualize writing processes/Written Communication/2013/30(3)/358~392// Google Scholar ›
[54]
[54] [학술지(정기간행물)] Limpo, T./Children’s high-level writing skills : Development of planning and revising and their contribution to writing quality/British Journal of Educational Psychology/2014/84(2)/177~193// Google Scholar ›
[55]
[55] [학술지(정기간행물)] List, A./Investigating the cognitive affective engagement model of learning from multiple texts : A structural equation modeling approach/Reading Research Quarterly/2021/56(4)/781~817// Google Scholar ›
[56]
[56] [학술지(정기간행물)] List, A./Cognitive affective engagement model of multiple source use/Educational Psychologist/2017/52(3)/182~199// Google Scholar ›
[57]
[57] [학술지(정기간행물)] List, A./Toward an integrated framework of multiple text use/Educational Psychologist/2019/54(1)/20~39// Google Scholar ›
[58]
[58] [학술지(정기간행물)] List, A./Understanding students’ conceptions of task assignments/Contemporary Educational Psychology/2019/59/101801~// Google Scholar ›
[59]
[59] [학술지(정기간행물)] Mateos, M./Reading and writing to learn in secondary education : Online processing activity and written products in summarizing and synthesizing tasks/Reading and Writing/2008/21(7)/675~697// Google Scholar ›
[60]
[60] [학술지(정기간행물)] Mateos, M./Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?/Instructional Science/2020/48(2)/137~157// Google Scholar ›
[61]
[61] [학술지(정기간행물)] McCrudden, M. T./The effects of topic familiarity, author expertise, and content relevance on Norwegian students’ document selection : A mixed methods study/Journal of Educational Psychology/2016/108(2)/147~162// Google Scholar ›
[62]
[62] [학술지(정기간행물)] Muhonen, H./Quality of educational dialogue and association with students’ academic performance/Learning and Instruction/2018/55/67~79// Google Scholar ›
[63]
[63] [학술지(정기간행물)] Muñoz, B./Typing versus thinking aloud when reading : Implications for computer-based assessment and training tools/Behavior Research Methods/2006/38(2)/211~217// Google Scholar ›
[64]
[64] [학술지(정기간행물)] Myhill, D./More than just error correction : Students’ perspectives on their revision processes during writing/Written Communication/2007/24(4)/323~343// Google Scholar ›
[65]
[65] [학술지(정기간행물)] Nelson, M. M./The nature of feedback : How different types of peer feedback affect writing performance/Instructional Science/2009/37(4)/375~401// Google Scholar ›
[66]
[66] [학술지(정기간행물)] Nussbaum, E. M./Critical questions and argument stratagems : A framework for enhancing and analyzing students’ reasoning practices/Journal of the Learning Sciences/2011/20(3)/443~488// Google Scholar ›
[67]
[67] [단행본] International perspectives on teaching rival histories: Pedagogical responses to contested narratives and the history wars/Nygren, T./Palgrave Macmillan/2017/207~228///Promoting a historiographic gaze through multiperspectivity in history teaching Google Scholar ›
[68]
[68] [학위논문] Oh, E./A study on the educational design and development of multiple-document (MD) comprehension: Focusing on processes and strategies of exploration, integration, and critical evaluation/doctoral/Ewha Womans University//2020 Google Scholar ›
[69]
[69] [학술지(정기간행물)] Primor, L./Measuring multiple text integration : A review/Frontiers in Psychology/2018/9/2294~// Google Scholar ›
[70]
[70] [학술지(정기간행물)] Richter, T./Comprehension of multiple documents with conflicting information : A two-step model of validation/Educational Psychologist/2017/52(3)/148~166// Google Scholar ›
[71]
[71] [학술지(정기간행물)] Rijlaarsdam, G./Observation of peers in learning to write : Practise and research/Journal of Writing Research/2008/1(1)/53~83// Google Scholar ›
[72]
[72] [단행본] Revision: Cognitive and instructional processes/Rijlaarsdam, G./Springer/2004/189~207///The study of revision as a writing process and as a learning-to-write process Google Scholar ›
[73]
[73] [학술지(정기간행물)] Rouet, J. F./RESOLV : Readers’ representation of reading contexts and tasks/Educational Psychologist/2017/52(3)/200~215// Google Scholar ›
[74]
[74] [학술지(정기간행물)] Rouet, J. F./The influence of surface and deep cues on primary and secondary school students’ assessment of relevance in Web menus/Learning and Instruction/2011/21(2)/205~219// Google Scholar ›
[75]
[75] [학술지(정기간행물)] Rouet, J. F./Effects of information search tasks on the comprehension of instructional text/Discourse Processes/2001/31(2)/163~186// Google Scholar ›
[76]
[76] [학술지(정기간행물)] Sedova, K./Do those who talk more learn more? The relationship between student classroom talk and student achievement/Learning and Instruction/2019/63/101217~// Google Scholar ›
[77]
[77] [학술지(정기간행물)] Stadtler, M./The art of reading in a knowledge society : Commentary on the special issue on models of multiple text comprehension/Educational Psychologist/2017/52(3)/225~231// Google Scholar ›
[78]
[78] [학술지(정기간행물)] Stang Lund, E./Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue/Reading and Writing/2019/32(2)/335~356// Google Scholar ›
[79]
[79] [학술지(정기간행물)] VanLehn, K./A model of the self-explanation effect/Journal of the Learning Sciences/1992/2(1)/1~59// Google Scholar ›
[80]
[80] [단행본] Assessing writing/Weigle, S. C./Cambridge University Press/2002/~/// Google Scholar ›
[81]
[81] [단행본] Communicative language testing/Weir, C. J./Prentice Hall Regents/1990/~/// Google Scholar ›
[82]
[82] [학술지(정기간행물)] Wiley, J./Source evaluation, comprehension, and learning in internet science inquiry tasks/American Educational Research Journal/2009/46(4)/1060~1106// Google Scholar ›
[83]
[83] [학술지(정기간행물)] Wiley, J./Constructing arguments from multiple sources : Tasks that promote understanding and not just memory for text/Journal of Educational Psychology/1999/91(2)/301~311// Google Scholar ›
[84]
[84] [단행본] Writing and motivation/Zimmerman, B. J./Elsevier/2007/51~69///A writer’s discipline: The development of self-regulatory skills Google Scholar ›

Publication History

발행일 2023-01-01

Metrics

인용수 1