Scaffolding Multiple Document Comprehension: Students' Representations of Documents Models

Abstract

Multiple document comprehension is a challenging task that involves evaluating, selecting, organizing, and connecting sources and their claims. In this paper, we examine how 9th grade students utilized a digital document mapping scaffold to visually represent multiple scientific documents. Analysis of students' document maps revealed that most students were able to use the scaffold to appropriately evaluate documents' sources, represent the main claims that emerged from the documents, connect these claims to their respective sources, and identify agreements and disagreements between sources. However, some students focused more on constructing a highly elaborate representation of document claims, whereas other students focused more on integration of the documents through representation of the network of connections among sources and claims. These findings suggest a potential trade-off between elaboration and integration processes in multiple document comprehension that may require instructional attention and support.