Complementary methods for assessing online processing of multiple sources

This chapter critically reviews the various methods that have been used to assess the online processing of multiple sources. The chapter first describes what an effective use of multiple sources implies in terms of processing, with reference to the conceptual model that currently guides research in this area of investigation. Some of the reviewed methods have a long tradition in educational research, while others have been used only recently, or even represent a new potential approach to the study of multiple-document literacy in school and academic settings. Specifically, note taking, thinking aloud, reading time, eye movements, and physiological measures are examined. For each of the methods the chapter discusses the theoretical justification and empirical evidence with the aim of highlighting potentials and limitations. The link between online processes and offline outcomes of reading multiple sources is also highlighted. The chapter ends with overall implications for theory, research, and practice.