Abstract

This chapter is focused on strategic processing when students learn from multiple texts and from (multiple) multimedia representations. In this chapter I have three goals. First, I integrate two strategy frameworks to conceptualize strategy functions (i.e., aims) and referents (i.e., foci) during multiple text use. Second, I posit what I consider to be essential questions when thinking about strategy use during learning from multiple texts. In particular, I suggest that prior work has focused on what strategies students use during multiple text use. In this chapter, I argue that the where, when, who, why, and how of strategy use ought to be considered as wellThird, I consider work in the areas of learning from multiple texts and from multiple multimedia representations that begins to address each of these focal questions and suggest directions for future work.