ABSTRACT
This chapter reviews theory and research on the role of multiple source use in history. It considers what implications can be derived for educational research and practice. The chapter presents suggestion by Goldman and Scardamalia to use "sourcing" to refer to identification and consideration of information about the maker or origin of an historical source, while "source" refers to the material itself as a potential object of analysis. The empirical research on multiple source use by historians has focused on what historians do given a question and a pre-selected set of documents, which mimics a student's task in confronting a Document-Based Question on an Advanced Placement test rather than exemplifying the historian's disciplinary work. The work done on multiple source use by historians has been structured as expertise research. Studies of multiple source use by high school students are more numerous, but are strictly limited to the context of the study of US history, predominantly by 11th graders.
