Text relevance and multiple-source use

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Scopus citations


We access text to help us answer questions, solve problems, and to improve our knowledge and understanding (Graesser and Lehman, 2011). Thus, accessing and reading text is a goal-directed task (Graesser, Singer, and Trabasso, 1994; McCrudden and Schraw, 2007). We may read for an assigned task, such as when a student reads to prepare for a class test or to gather information for an essay (What do starfish eat?). Or, we may read for a self-generated task, such as when we seek information about an impending decision (e.g., how to address a health-related issue or what type of mobile phone is best suited to our needs) or to become informed about a socio-scientific topic (e.g., climate change). What all of these situations have in common is that they involve reading to reduce or eliminate a knowledge gap between what we know currently and what we want to know. When there is a gap between what we know and want to know, some information helps us address this gap better than other information; that is, some information is more relevant than other information for filling this gap.

Original languageEnglish (US)
Title of host publicationHandbook of Multiple Source Use
PublisherTaylor and Francis
Number of pages16
ISBN (Electronic)9781317238201
ISBN (Print)9781138646599
StatePublished - Jan 1 2018

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)


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