Explicitly encourage readers to monitor how sources differing in trustworthiness, and reading order, influence their reliability perceptions¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article proposes an intervention direction for promoting critical or analytical reading: learners should be guided to notice how sources with differing trustworthiness, encountered in sequence, shape their reliability judgments relative to reading each source in isolation. The authors write that "Future intervention studies could benefit from explicitly encouraging readers to monitor how sources with significantly differing trustworthiness may influence their perception of reliability". This builds on their finding that contrast between document sources drove evaluation shifts.

Design Implications¶

Context¶

Requirements¶

• Reading situations where learners encounter multiple documents whose sources can be compared in trustworthiness

Constraints¶

• The article notes its results may reflect highly structured reading situations with pre-training, prompts, and reminders, rather than situations with a lower threshold of epistemic vigilance

Target Learners¶

• undergraduate students reading unfamiliar health topics online

Target Learning Goals¶

• critical evaluation of source trustworthiness in multiple-document reading

Claims¶

• Embedded-source trustworthiness evaluations shift toward the trustworthiness of the most recent document source in mixed sequences [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Franco Londra, Magalí Martínez, Gaston Saux. (2025). Sources within sources: The dynamic influence of multiple documents trustworthiness when evaluating and using an embedded source. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09427-z