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Andreassen, R., Brten, I. (2012).

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Salmern, L., Gil, L., Brten, I. Strms, H. (2010). Comprehension effects of signaling relationships between documents in search engines. Computers in Human Behavior, 26(3), 419-426. DOI: 10.1016/j.chb.2009.11.013 Stadtler, M., Bromme, R. (2007). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. International Journal of ComputerSupported Collaborative Learning, 2(2-3), 191-210. DOI: 10.1007/s11412-007-9015-3 Stadtler, M., Bromme, R. (2008). Effects of the metacognitive computer tool met.a.ware on the web search of laypersons. Computers in Human Behavior, 24(3), 716-737. DOI: 10.1016/j.chb.2007.01.023 Stahl, S., Hynd, C., Britton, B., McNish, M., Bosquet, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31(4), 430-456. DOI: 10.1598/RRQ.31.4.5 Strms, H., Brten, I. (2009). Beliefs about knowledge and knowing and multiple-test comprehension among upper secondary students. Educational Psychology: An International Journal of Experimental Educational Psychology, 29(4), 425-445. DOI: 10.1080/01443410903046864 Strms, H., Brten, I. (2002). Norwegian law students use of multiple sources while reading expository texts. Reading Research Quarterly, 37(@), 208-227. DOI: 10.1598/RRQ.37.2.5 Strms, H., Brten, I., Britt, A. (2011). Do students beliefs about knowledge and knowing predict their judgment of texts trustworthiness? Educational Psychology: An International Journal of Experimental Educational Psychology, 31(2), 177-206. DOI: 10.1080/01443410.2010.538039 Strms, H., Brten, I., Samuelstuen, M. (2009). Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18)6), 513-527. DOI: 10.1016/j.learninstruc.2007.11.001 Strms, H., Brten, I., Samuelstuen, M. (2003). Students strategic use of multiple sources during expository text reading: a longitudinal think-aloud study. Cogntion and Instruction, 21(2), 113-147. DOI: 10.1207/S1532690XCI2102_01 Taylor, A. (2011). Students learn equally well from digital as from paperbound texts. Teaching of Psychology, 38(4), 278-281. DOI: 10.1177/0098628311421330 VanSledright, B., Kelly, C. (1998). Reading American history: the influence of multiple sources on six fifth graders. Elementary School Journal, 98(3), 239-265. DOI: Wallace, R., Kupperman, J., Krajcik, J., Soloway, E. (2000). Science on the Web: Students online in a sixth-grade classroom. Journal of the Learning Sciences, 9, 75-104. DOI: 10.1207/s15327809jls0901_5

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