The Role of Individual Differences in Sourcing: a Systematic Review

This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that although the majority of the individual differences included in theoretical models of multiple document literacy have been researched, the empirical backing of proposed relationships is rather ambiguous. Still, in-depth analyses of the most researched individual differences in relation to sourcing revealed some interesting and interpretable patterns. Further, the review suggested that relationships between individual differences and sourcing may vary not only with the way sourcing is measured but also with the domain or topic addressed in the reading materials. We discuss the current status of research on individual differences in the context of multiple document literacy with a focus on sourcing and suggest potential avenues for further clarifications.

Adult Literacy in the USA, 1992–2014: Results of National and International Assessments

The article aims at revealing the change of adult (functional) literacy in the USA and defining the role played by general (country’s population growth, the system of adult education, and its funding) and specific (age, ethnicity, and race) factors. The research is based on the results of national and international assessments of the level of adult literacy in 1992–2014. The following methods were applied for the research: generalization, system, deductive, inductive, and comparative, as well as the historical method and cluster selection for analyzing statistics. The author outlined the concept of functional literacy and described demographic features of the USA on the basis of migration statistics and the ethnic and racial portrait of the country’s population. The author reviewed the American and Russian historiography of adult literacy. A brief history and the current state of the US system of adult education and the corresponding legislation were presented. The study provided data on how the system of adult education was financed and what the initial level of education of migrants and the US migrant policy and testing were. The results of national and international assessments of adult literacy in 1992–2014 were analyzed and compared by literacy types on the national scale and among ethnic groups/races in the USA. The author concluded that the USA had not met the challenge of modern literacy connected not only with rather average assessments of its level in comparison with other countries of the world, but also with significant differences in the level of adult literacy within the country, despite political interest in improving this socioeconomic index, the legislative support which was embodied in setting up the system of adult education based on regional demands, and its annually growing budget. Besides, contradictions in the information (the results of the international assessments were lower than those presented in analytical reports within the country) on adult literacy in the USA available to most Americans were revealed. Trends of the change of literacy levels shown by representatives of various ethnic groups were defined. White Americans demonstrated the highest level of all types of literacy (above the country’s average). Together with the growing level of literacy of Asians and African-Americans, it allowed the USA to remain in the middle of the list of the tested countries of the OECD. The initially low indicators of literacy of Latin Americans and their having become the largest ethnic minority in the USA by the 2000s affected the growth of the country’s literacy in the world rankings negatively. Document literacy was the only indicator which remained stable throughout this period by the results of national surveys. By the results of the international ones, it even rose both compared to the earlier assessments and to the gradually decreasing average world level.

Reading literacy of secondary school students - current requirements and achievements (Example of the third grade of Novi Sad secondary schools)

Reading literacy, consisting of prose and document literacy, is an integral part of functional literacy that has become one of the key goals and success criteria of contemporary educational systems around the world. Lower level of functional literacy limits not only the opportunities of an individual, but also the development and successful functioning of the whole society. This paper analyzes the average degree of prose and document literacy of the third grade secondary school students (N=703) in Novi Sad who are nearing the end of their secondary education. Their literacy rate is therefore likely to determine their forthcoming chances related to academic education or success in the labor market. The instrument employed in this research was a questionnaire consisting of 20 extracts from a variety of texts, 10 of which were related to prose and 10 to document literacy. The analysis of the results focused on average achievements in different types of schools as well as on specific problems observed in text processing and potential solutions. The findings indicate that the level of reading literacy of an average third grade student is relatively low, which might lead to their limited professional opportunities in the future. The analysis of the results also shows that students have serious difficulties in processing prose and scientific texts, particularly if the information is not displayed explicitly. Skills that were found to be insufficiently developed involve comparing, integrating or synthesizing information.

Document phenomenology: a framework for holistic analysis

Purpose The purpose of this paper is to advance document ontology and epistemology by proposing a framework for analysing documents from multiple perspectives of research and practice. Design/methodology/approach Understanding is positioned as an epistemic aim of documents, which can be approached through phenomenology. Findings A phenomenological framework for document analysis is articulated. Key concepts in this framework are include intrinsic information, extrinsic information, abtrinsic information, and adtrinsic information. Information and meaning are distinguished. Finally, documents are positioned as part of a structural framework, which includes individual documents, parts of documents (docemes and docs), and systems of documents. Research limitations/implications Scholarship is extended with an eye toward holism; still, it is possible that important aspects of documents are overlooked. This framework serves as a stepping-stone along the continual refinement of methods for understanding documents. Practical implications Both scholars and practitioners can consider documents through this framework. This will lead to further co-understanding and collaboration, as well as better education and a deeper understanding of all manner of document experiences. Originality/value This paper fills a need for a common way to conceptualise documents that respects the numerous ways in which documents exist and are used and examined. Such coherence is vital for the advancement of document scholarship and is the promotion of document literacy in society, which is becoming increasingly important.

How the document got its authority

Purpose – The purpose of this paper is to invite further consideration of and research into the authoritativeness, reliability and trustworthiness of documents. How do documents come to be trusted? Why are some more trusted than others? Design/methodology/approach – The cases of the Oxford English Dictionary and Wikipedia policies are explored from a historical perspective, and other cases are considered. Findings – Authoritativeness seems inherent to documents because of a cognitive metaphor that says “what is persistent is trustworthy”. Practical implications – This feature of documents exposes users to a number of pitfalls related to trusting illegitimate documents. This has important implications for document literacy. Originality/value – New insight into documents is achieved by applying cognitive metaphors and prototype theory to documents.