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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:

How Good Is This Page? Benefits and Limits of Prompting on Adolescents’ Evaluation of Web Information Quality
Mônica Macedo‐Rouet, Anna Potocki, Lisa Scharrer, et al.
Reading Research Quarterly (2019) Vol. 54, Iss. 3, pp. 299-321
Open Access | Times Cited: 71

Showing 1-25 of 71 citing articles:

A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems
Sarit Barzilai, Clark A. Chinn
Educational Psychologist (2020) Vol. 55, Iss. 3, pp. 107-119
Open Access | Times Cited: 156
Education for a “Post-Truth” World: New Directions for Research and Practice
Clark A. Chinn, Sarit Barzilai, Ravit Golan Duncan
Educational Researcher (2020) Vol. 50, Iss. 1, pp. 51-60
Closed Access | Times Cited: 110
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure
Pablo Delgado, Ladislao Salmerón
Learning and Instruction (2020) Vol. 71, pp. 101396-101396
Open Access | Times Cited: 85
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game
Sarit Barzilai, Shiri Mor-Hagani, Fayez Abed, et al.
Computers & Education (2023) Vol. 202, pp. 104832-104832
Closed Access | Times Cited: 28
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
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
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
Digital reading in a second or foreign language: A systematic literature review
Manon Reiber-Kuijpers, Marijke Kral, Paulien C. Meijer
Computers & Education (2020) Vol. 163, pp. 104115-104115
Open Access | Times Cited: 45
Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds
Sarit Barzilai, Shiri Mor-Hagani, Asnat R. Zohar, et al.
Computers & Education (2020) Vol. 157, pp. 103980-103980
Closed Access | Times Cited: 34
Adolescents’ credibility justifications when evaluating online texts
Carita Kiili, Ivar Bråten, Helge I. Strømsø, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 7421-7450
Open Access | Times Cited: 22
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
Measuring what matters: Investigating what new types of assessments reveal about students’ online source evaluations
Joel Breakstone, Sarah McGrew, Mark D. Smith
(2024)
Open Access | Times Cited: 4
Advanced Theory of Mind Predicts Adolescents’ Evaluation of Source Benevolence While Reading
Yann Dyoniziak, Anna Potocki, Morgane Burnel, et al.
Computers in Human Behavior (2025) Vol. 165, pp. 108552-108552
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
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
The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships (El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones)
Anna Potocki, Guillaume de Pereyra, Christine Ros, et al.
Journal for the Study of Education and Development Infancia y Aprendizaje (2019) Vol. 43, Iss. 1, pp. 19-59
Closed Access | Times Cited: 34
Can students evaluate scientificYouTubevideos? Examining students' strategies and criteria for evaluating videos versus webpages on climate change
Fayez Abed, Sarit Barzilai
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 2, pp. 558-577
Open Access | Times Cited: 17
Civic Online Reasoning Across the Curriculum: Developing and Testing the Efficacy of Digital Literacy Lessons
Sarah McGrew, Joel Breakstone
AERA Open (2023) Vol. 9
Open Access | Times Cited: 9
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources
Sarah McGrew, Elizabeth C. Reynolds, A. Glass
Cognition and Instruction (2024) Vol. 42, Iss. 3, pp. 399-425
Closed Access | Times Cited: 3
Fake or for real? A fake news workshop
Katherine Hanz, Emily Kingsland
Reference Services Review (2020) Vol. 48, Iss. 1, pp. 91-112
Open Access | Times Cited: 24
Comprehension and critique: an examination of students’ evaluations of information in texts
Alexandra List, Gala Campos Oaxaca
Reading and Writing (2023) Vol. 37, Iss. 3, pp. 641-671
Closed Access | Times Cited: 8
Constraints and Affordances of Online Engagement With Scientific Information—A Literature Review
Friederike Hendriks, Elisabeth Mayweg-Paus, Mark Felton, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 21
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
Laura Kanniainen, Carita Kiili, Asko Tolvanen, et al.
Reading Research Quarterly (2022) Vol. 57, Iss. 4, pp. 1213-1235
Open Access | Times Cited: 13
Sixth graders evaluating online texts: self-efficacy beliefs predict confirming but not questioning the credibility
Riikka Anttonen, Eija Räikkönen, Kristian Kiili, et al.
Scandinavian Journal of Educational Research (2023) Vol. 68, Iss. 6, pp. 1214-1230
Open Access | Times Cited: 6
Secondary students’ epistemic thinking and year as predictors of critical source evaluation of Internet blogs
Stephanie Pieschl, Deborah Sivyer
Computers & Education (2020) Vol. 160, pp. 104038-104038
Open Access | Times Cited: 18
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