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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:

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

Showing 22 citing articles:

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
Covert Sourcing Strategies as Activism Against Fake News
Rachael VanDonkelaar
The Reading Teacher (2025)
Closed Access
A Dialogic Approach to Enhancing Argumentative Writing From Multiple Texts
Yuchen Shi, Kalypso Iordanou
ECNU Review of Education (2025)
Open Access
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
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: 8
Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration
Liron Primor, Sarit Barzilai
Contemporary Educational Psychology (2024) Vol. 77, pp. 102270-102270
Closed Access | Times Cited: 2
Critique generation promotes the critical reading of multiple texts
Alexandra List, Lily A. Russell, Eugene Zheng Yao, et al.
Learning and Instruction (2024) Vol. 93, pp. 101927-101927
Closed Access | Times Cited: 2
Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type
Sylvia M. Savvidou, Irene‐Anna N. Diakidoy, Lucia Masón
Reading Research Quarterly (2024) Vol. 60, Iss. 1
Open Access | Times Cited: 2
Evidence-based scientific thinking and decision-making in everyday life
Caitlin Dawson, Hanna Julku, Milla Pihlajamäki, et al.
Cognitive Research Principles and Implications (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 2
Assessment of academic achievements in m-learning
Marina Lebedeva, Marina Taranova, Vladimir Beketov
Education and Information Technologies (2022) Vol. 28, Iss. 5, pp. 5945-5965
Open Access | Times Cited: 10
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
Differences in source selection and their effect on the quality of written statements during a critical online reasoning performance assessment
Dominik Braunheim, Lisa Martin de los Santos Kleinz, Lukas Trierweiler
Frontiers in Computer Science (2024) Vol. 6
Open Access | Times Cited: 1
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course
Mônica Macedo‐Rouet, Gastón Saux, Anna Potocki, et al.
Instructional Science (2024) Vol. 52, Iss. 6, pp. 1021-1054
Closed Access | Times Cited: 1
Pre-service teachers evaluating online texts about learning styles: there is room for improvement in justifying the credibility
Pirjo Kulju, Elina K. Hämäläinen, Marita Mäkinen, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Promotion of the Critical-Reflective Use of Online Media Among Medical Students in Final Clinical Year
Anika Kohmer, Olga Zlatkin‐Troitschanskaia, Sigrid Harendza, et al.
(2024), pp. 151-174
Closed Access | Times Cited: 1
Scaffolding Source Evaluation During Document-Based Scientific Inquiry: The Contributions of Document Mapping and Shared Criteria Scaffolds
Sarit Barzilai, Danna Tal-Savir, Fayez Abed, et al.
Computers in Human Behavior (2024), pp. 108547-108547
Closed Access | Times Cited: 1
Digital Literacies Learning Needs in Rural Ontario Elementary Schools: Teacher Insights
Michelle Schira Hagerman, Sima Neisary
Canadian Journal of Education / Revue canadienne de l éducation (2024) Vol. 47, Iss. 2, pp. 522-561
Open Access
Empowering Third-Year Medical Students to Detect Bias and Medical Misinformation Online via Experiential Learning of "Lateral Reading," A Fact-Checker’s Technique
Zeke J. McKinney, Katelyn M. Tessier, Zachary R. Shaheen, et al.
Teaching and Learning in Medicine (2024), pp. 1-12
Closed Access
Exploring the roles of online learning engagement, achievement goals, and self-efficacy in internet-specific epistemic justification
Chengze Zeng
European Journal of Psychology of Education (2024) Vol. 40, Iss. 1
Closed Access
Domain-Specific Critical Online Reasoning of Medical Students in Final Year of Studies
V. Klose, Anika Kohmer, Iris Demmer, et al.
(2024), pp. 135-150
Closed Access
Hyvinvointi-, hius- ja kauneusalan ammatteihin opiskelevat kriittisinä nettilukijoina
Riitta Lavi, Eija Räikkönen, Carita Kiili
Informaatiotutkimus (2023) Vol. 42, Iss. 1-2
Open Access | Times Cited: 1
Pre-Service Teachers Evaluating Online Texts About Learning Styles: There is Room for Improvement in Justifying the Credibility
Pirjo Kulju, Elina Hämäläinen, Marita Mäkinen, et al.
(2022)
Open Access | Times Cited: 2
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