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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Task‐Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use
Ivar Bråten, Matthew T. McCrudden, Elisabeth Stang Lund, et al.
Reading Research Quarterly (2017) Vol. 53, Iss. 3, pp. 345-365
Open Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

Online credibility evaluation skills in upper secondary students: The role of grade level, argument evaluation, and analytic thinking dispositions
Annika M. Svedholm‐Häkkinen, Elena Forzani, Julie Coiro, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102640-102640
Open Access | Times Cited: 1
Exploring early adolescents’ evaluation of academic and commercial online resources related to health
Carita Kiili, Donald J. Leu, Miika Marttunen, et al.
Reading and Writing (2017) Vol. 31, Iss. 3, pp. 533-557
Closed Access | Times Cited: 68
Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data
Ivar Bråten, Eva Wennås Brante, Helge I. Strømsø
Reading Research Quarterly (2019) Vol. 54, Iss. 4, pp. 481-505
Open Access | Times Cited: 67
Can middle schoolers learn to read the web like experts? Possibilities and limits of a strategy-based intervention
Angela M. Kohnen, Gillian E. Mertens, Shelby Boehm
Journal of Media Literacy Education (2020) Vol. 12, Iss. 2, pp. 64-79
Open Access | Times Cited: 52
Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts
Carita Kiili, Helge I. Strømsø, Ivar Bråten, et al.
Reading Psychology (2024) Vol. 45, Iss. 7, pp. 662-689
Open Access | Times Cited: 6
Using Internet videos to learn about controversies: Evaluation and integration of multiple and multimodal documents by primary school students
Ladislao Salmerón, Agnese Sampietro, Pablo Delgado
Computers & Education (2019) Vol. 148, pp. 103796-103796
Closed Access | Times Cited: 51
Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources
Sarit Barzilai, Eva Thomm, Talia Shlomi-Elooz
Learning and Instruction (2020) Vol. 69, pp. 101367-101367
Closed Access | Times Cited: 48
Toward a typology of integration: Examining the documents model framework
Alexandra List, Hongcui Du, Ying Wang, et al.
Contemporary Educational Psychology (2019) Vol. 58, pp. 228-242
Closed Access | Times Cited: 45
Promoting sixth graders’ credibility evaluation of Web pages: An intervention study
Elina K. Hämäläinen, Carita Kiili, Miika Marttunen, et al.
Computers in Human Behavior (2020) Vol. 110, pp. 106372-106372
Open Access | Times Cited: 45
The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue
Yvonne Kammerer, Steffen Gottschling, Ivar Bråten
Journal of Educational Computing Research (2020) Vol. 59, Iss. 2, pp. 342-378
Open Access | Times Cited: 40
Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension
Lucia Masón, Sara Scrimin, Sonia Zaccoletti, et al.
Computers in Human Behavior (2018) Vol. 87, pp. 317-326
Open Access | Times Cited: 38
What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context
Elena Forzani, Julie A. Corrigan, Carita Kiili
Computers in Human Behavior (2022) Vol. 135, pp. 107359-107359
Closed Access | Times Cited: 20
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading
Yang Dong, Bonnie Wing‐Yin Chow, Gelin Xia, et al.
Reading Research Quarterly (2025) Vol. 60, Iss. 1
Closed Access
Explicit Video-Based Instruction Enhanced Students’ Online Credibility Evaluation Skills: Did Storifying Instruction Matter?
Carita Kiili, Kristian Kiili, Eija Räikkönen, et al.
Computers & Education (2025), pp. 105252-105252
Open Access
What Makes Sources Credible? How Source Features Shape Evaluation of Scientific Information
Lisa Scharrer, Eva Thomm, Marc Stadtler, et al.
The Journal of Experimental Education (2025), pp. 1-24
Open Access
Investigating elementary school students’ text-based argumentation with multiple online information resources
Carita Kiili, Ivar Bråten, Nina Kullberg, et al.
Computers & Education (2019) Vol. 147, pp. 103785-103785
Open Access | Times Cited: 35
Revealing complexities when adult readers engage in the credibility evaluation of social media posts
Miikka Kuutila, Carita Kiili, Reijo Kupiainen, et al.
Computers in Human Behavior (2023) Vol. 151, pp. 108017-108017
Open Access | Times Cited: 9
Sourcing on the internet: Examining the relations among different phases of online inquiry
Carita Kiili, Elena Forzani, Eva Wennås Brante, et al.
Computers and Education Open (2021) Vol. 2, pp. 100037-100037
Open Access | Times Cited: 22
Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications
Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 5, pp. 1409-1422
Open Access | Times Cited: 22
To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment
Pablo Delgado, Elisabeth Stang Lund, Ladislao Salmerón, et al.
Reading and Writing (2020) Vol. 33, Iss. 8, pp. 2049-2072
Closed Access | Times Cited: 22
Social justice reasoning when students learn about social issues using multiple texts
Alexandra List
Discourse Processes (2023) Vol. 60, Iss. 4-5, pp. 244-272
Closed Access | Times Cited: 7
More than fabricated news reports: Children’s perspectives and experiences of fake news
Henriikka Vartiainen, Juho Kahila, Matti Tedre, et al.
Journal of Media Literacy Education (2023) Vol. 15, Iss. 2, pp. 17-30
Open Access | Times Cited: 7
Critical Reading of Informational Texts (CRIT) Scaffold: Evaluating the efficacy of an instructional scaffold for reading multiple scientific texts
Vanessa W. Vongkulluksn, Christina Nishiyama, Monica Ceja Rodriguez, et al.
Contemporary Educational Psychology (2023) Vol. 75, pp. 102229-102229
Closed Access | Times Cited: 7
Students’ evaluation of information during online inquiry: Working individually or in pairs
Carita Kiili, Julie Coiro, Eija Räikkönen
The Australian Journal of Language and Literacy (2019) Vol. 42, Iss. 3, pp. 167-183
Closed Access | Times Cited: 22
A Study of Middle School Students’ Online Credibility Assessments: Challenges and Possibilities
Angela M. Kohnen, Gillian E. Mertens, Kara Dawson, et al.
Research in the Teaching of English (2021) Vol. 56, Iss. 1, pp. 33-59
Closed Access | Times Cited: 17
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