Select Publications

2022

Du, H. & List, A. (2022). Reasoning about text-based evidence. Contemporary Educational Psychology.

List, A. (2022). Demonstrating the effectiveness of two scaffolds for fostering students’ domain perspective reasoning, European Journal of Psychology of Education.

List, A., Du, H., & Lyu, B. (2022). Examining undergraduates’ text-based evidence identification, evaluation, and use. Reading and Writing.

List, A., Lee, H.Y., Du, H., Campos Oaxaca, G. S., Lyu, B., Falcon, A.L., & Lin, C.J. (2022). Preservice teachers’ recognition of source and content bias in educational application (app) reviews. Computers in Human Behavior, 134.

Ritchey, K. & List, A. (2021). Task-Oriented Reading: A framework for improving college students’ reading compliance and comprehension. College Teaching.

2021

Du, H. & List, A. (2021). Evidence use in argument writing based on multiple texts. Reading Research Quarterly, 56(4), 715-735.

Lee, H. Y. & List, A. (2021). Examining students’ self-efficacy and perceptions of task difficulty in learning from multiple texts. Learning and Individual Differences (90).

List, A. (2021). Investigating the Cognitive Affective Engagement Model of Learning from Multiple Texts. Reading Research Quarterly.

List, A., Campos Oaxaca, G.S., Lee, E., Du, H., & Lee, H.Y. (2021). Examining perceptions, selections, and products in undergraduates’ learning from multiple resources. British Journal of Educational Psychology, 91, 1555-1584.

List, A. & Du, H. (2021). Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education. Reading and Writing.

List, A., Du, H., & Lee, H.Y. (2021). Examining relation formation across consistent and conflicting texts. Discourse Processes, 58(2).

List, A., Du, H., & Lee, H.Y. (2021). How do students integrate multiple texts?: An investigation of top-down processing. European Journal of Psychology of Education, 36(3).

2020

Du, H. & List, A. (2020). Researching and writing based on multiple texts. Learning and Instruction, 66.

List, A. (2020). Knowledge as perspective: from domain perspective learning to interdisciplinary understanding. In: P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.) Handbook of learning from multiple representations and perspectives (pp. 164-190). New York: Routledge.

List, A. (2020). Six questions regarding strategy use when learning from multiple texts. In: D.L. Dinsmore, L.K. Fryer, & M.M. Parkinson (Eds.) Handbook of strategies and strategic processing (pp. 119-140). New York: Routledge.

List, A. & Alexander, P.A. (2020). Strategy use in learning from multiple texts: an investigation of the Integrative Framework of Learning from Multiple Texts. Frontiers in Education.

List, A., Brante, E.W., & Klee, H. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers and Education, 148.

List, A., Van Meter, P., D. Lombardi, & P. Kendeou (2020). Loggers and conservationists: navigating the multiple resource forest through the trees. In: P. Van Meter, A. List, D. Lombardo, & P. Kendeou (Eds.) Handbook of learning from multiple representations and perspectives (pp. 1-13). New York: Routledge.

2019

Lee, H.Y. & List, A. (2019). Processing of texts and videos: a strategy-focused analysis. Journal of Computer Assisted Learning, 35, 268-282.

List, A. & Ballenger, E.E. (2019) Comprehension across mediums: the case of text and video. Journal of Computing in Higher Education, 1-22.

List, A. (2019). Defining digital literacy development: an examination of pre-service teachers’ beliefs. Computers and Education, 138, 146-158.

List, A. (2019) Drawing is integrating: an examination of students’ graphic representations of multiple texts. Reading Psychology.

List, A. & Alexander, P.A. (2019). Toward an Integrated Framework of Multiple Text Use. Educational Psychology, 54(1), 20-39.

List, A., Du, H., & Wang, Y. (2020). Understanding students’ conceptions of task assignments. Contemporary Educational Psychology, 59.

List, A., Du, H., Wang, Y., & Lee, H.Y. (2019). Toward a typology of integration: examining the Documents Model Framework. Contemporary Educational Psychology, 58, 228-242.

List, A., Stephens, L.A., & Alexander, P.A. (2019). Examining interest throughout multiple text use. Reading and Writing, 32(2), 307-333.

Wang, Y. & List, A. (2019). Calibration in multiple text use. Metacognition and Learning. 14, 131-166.

2018

List, A. & Alexander, P.A. (2018). Cold and warm perspectives on the Cognitive Affective Engagement Model of Multiple Source Use. In: J.L.G. Braasch, I. Bråten, & M.T. McCrudden (Eds.) Handbook of Multiple Source Use. New York: Routledge.

List, A. & Alexander, P.A. (2018). Corroborating students’ self-reports of source evaluation. Behaviour & Information Technology, 37(3), 198-216.

List, A. (2018). Strategies for comprehending and integrating texts and videos. Learning and Instruction, 57, 34-46.

List, A. & Alexander, P.A. (2018). Postscript: In pursuit of integration. Learning and Instruction, 2018, 82-85.

List, A., Peterson, E.G., Alexander, P.A., & Loyens, (2018). The role of educational context in beliefs about knowledge, information, and truth: an exploratory study. European Journal of Psychology of Education, 33(4), 685-705.

2017

List, A. & Alexander, P.A. (2017). Analyzing and integrating models of multiple text comprehension. Educational Psychologist, 52(3), 143-147.

List, A. & Alexander, P.A. (2017). Cognitive Affective Engagement Model of Multiple Source Use. Educational Psychologist, 52(3), 182-199.

List, A. & Alexander, P.A. (2017). Text navigation in multiple source use. Computers in Human Behavior, 75, 364-375.

List, A., Alexander, P.A., & Stephens, L.A. (2017). Trust but verify: examining the association between students’ sourcing behaviors and ratings of text trustworthiness. Discourse Processes, 54(2), 83-104.

Earlier

List, A., Peterson, E.G., & Alexander, P.A. (2016). Profiling students’ multiple source use by question type. Reading Psychology, 37(5), 753-797.

List, A., Peterson, E.G., & Alexander, P.A. (2016). Undergraduate students’ justifications for source selection in a digital academic context. Journal of Educational Computing Research, 54(1), 22.61.

List, A. & Alexander, P.A. (2015). Examining response confidence in multiple text tasks. Metacognition and Learning, 10(30, 407-436.

Peterson, E.G., List, A., & Alexander, P.A. (2015). Elementary and middle school students’ conceptions of knowledge, information, and truth. The Journal of Experimental Education, 83(4), 469-494.