ABSTRACT
This chapter provides an extensive review of theory and research on multiple source use. It introduces several competencies that seem particularly important in today's information-rich society, many of which interact in complex ways. One goal was to provide a comprehensive survey of research to describe when, how, and why readers use multiple sources. To address the various goals, the Handbook of Multiple Source Use is necessarily interdisciplinary in nature, drawing on theory and research within cognitive and educational psychology, the learning sciences, disciplinary education, information literacy, reading psychology, and social psychology. Similarly, the timing is right for volume to provide more coherent understandings of how different lines of research meaningfully relate to – and potentially inform – one another. The chapter also presents an overview of the key concepts discussed in this book.
