Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Key Issues in Research on Students’ Critical Reading and Learning in the 21st Century Information Society
Ivar Bråten, Jason L. G. Braasch
Springer eBooks (2017), pp. 77-98
Closed Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

PISA 2018

Waxmann Verlag GmbH eBooks (2019)
Open Access | Times Cited: 144
Tackling misinformation with games: a systematic literature review
Kristian Kiili, Juho Siuko, Manuel Ninaus
Interactive Learning Environments (2024), pp. 1-16
Open Access | Times Cited: 10
Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gift Students Facing 21st Century Challenging
Abdurrahman Abdurrahman, Novinta Nurulsari, Hervin Maulina, et al.
Journal for the Education of Gifted Young Scientists (2019) Vol. 7, Iss. 1, pp. 33-56
Open Access | Times Cited: 69
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
Reading to Learn From Online Information: Modeling the Factor Structure
Carita Kiili, Donald J. Leu, Jukka Utriainen, et al.
Journal of Literacy Research (2018) Vol. 50, Iss. 3, pp. 304-334
Open Access | Times Cited: 64
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
The Role of Individual Differences in Sourcing: a Systematic Review
Øistein Anmarkrud, Ivar Bråten, Elena Florit, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 749-792
Open Access | Times Cited: 48
Unveiling critical reading strategies and challenges: a mixed-methods study among English major students in a Vietnamese higher education institution
Ha Van Le, Thi Ai Duyen Nguyen, Dinh Hieu Ngan Le, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 6
A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers
Ivar Bråten, Christian Brandmo, Yvonne Kammerer
Journal of Educational Computing Research (2018) Vol. 57, Iss. 4, pp. 877-900
Open Access | Times Cited: 42
Teacher interventions in students’ collaborative work in a technology‐rich educational makerspace
Anu Kajamaa, Kristiina Kumpulainen, Helmi‐Riikka Olkinuora
British Journal of Educational Technology (2019) Vol. 51, Iss. 2, pp. 371-386
Open Access | Times Cited: 36
Design criticism and eye movement strategy in reading: a comparative study of design and non-design students
Yongchun Mao, S. H. Ban, Guolin Zhang
International Journal of Technology and Design Education (2024)
Closed Access | Times Cited: 4
Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?
Ivar Bråten, Krista R. Muis, Alina Reznitskaya
Educational Psychologist (2017) Vol. 52, Iss. 4, pp. 253-269
Open Access | Times Cited: 39
Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
Elisabeth Stang Lund, Ivar Bråten, Christian Brandmo, et al.
Reading and Writing (2018) Vol. 32, Iss. 2, pp. 335-356
Closed Access | Times Cited: 36
Who said that? Investigating the Plausibility-Induced Source Focusing assumption with Norwegian undergraduate readers
Ivar Bråten, Ladislao Salmerón, Helge I. Strømsø
Contemporary Educational Psychology (2016) Vol. 46, pp. 253-262
Closed Access | Times Cited: 32
Students’ multimodal knowledge practices in a makerspace learning environment
Anu Kajamaa, Kristiina Kumpulainen
International Journal of Computer-Supported Collaborative Learning (2020) Vol. 15, Iss. 4, pp. 411-444
Open Access | Times Cited: 28
Where to look and what to do? Blank and bright spots in research on environmental and climate change education
Cecilia Lundholm
Environmental Education Research (2019) Vol. 25, Iss. 10, pp. 1427-1437
Open Access | Times Cited: 26
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
Sustaining Students’ Quality Learning Environment by Reviewing Factors to Graduate-on-Time: A case study
Gurnam Kaur Sidhu, Sathiamoorthy Kannan, Arieff Shamida, et al.
Environment-Behaviour Proceedings Journal (2023) Vol. 8, Iss. 24, pp. 127-133
Open Access | Times Cited: 6
Hvordan vurdere elevers kritiske lesing? Forslag til et praktisk-didaktisk rammeverk
Cecilie Weyergang, Tove Stjern Frønes, Henriette Hogga Siljan
Nordic Journal of Literacy Research (2023) Vol. 9, Iss. 1
Open Access | Times Cited: 5
Interest and effort: exploring the relationship between students Covid-19 interest and information-seeking behavior
Eric A. Kirk, William L. Romine, Troy D. Sadler, et al.
International Journal of Science Education Part B (2023), pp. 1-20
Closed Access | Times Cited: 5
Understanding communication about the COVID-19 vaccines: analysis of emergent sentiments and topics of discussion on Twitter during the initial phase of the vaccine rollout
Emily Burwell, Ankita Agarwal, William L. Romine
International Journal of Science Education Part B (2023) Vol. 14, Iss. 1, pp. 18-46
Closed Access | Times Cited: 4
Socioscientific modelling as an approach towards justice-centred science pedagogy
Rebecca R. Lesnefsky, Eric A. Kirk, Jasmyne Yeldell, et al.
London Review of Education (2023) Vol. 21, Iss. 1
Open Access | Times Cited: 4
Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills
Samah Zakareya Ahmad
International Education Studies (2019) Vol. 12, Iss. 10, pp. 60-60
Open Access | Times Cited: 11
Arabic Learning Design Based on 21st Century Skills during the Covid-19 Pandemic in Indonesia
Susanto Susanto, Apri Wardana Ritonga, Ayu Desrani, et al.
JURNAL IQRA (2022) Vol. 7, Iss. 2, pp. 1-14
Open Access | Times Cited: 7
Reading online in deaf and hearing young people: Do differences exist?
Wolfgang Mann, Rachel O’Neill, Freya Watkins, et al.
Deafness & Education International (2023) Vol. 25, Iss. 3, pp. 203-227
Open Access | Times Cited: 3
Page 1 - Next Page

Scroll to top