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:

The effects of topic familiarity, author expertise, and content relevance on Norwegian students’ document selection: A mixed methods study.
Matthew T. McCrudden, Tonje Stenseth, Ivar Bråten, et al.
Journal of Educational Psychology (2015) Vol. 108, Iss. 2, pp. 147-162
Open Access | Times Cited: 58

Showing 1-25 of 58 citing articles:

On the Goals of Epistemic Education: Promoting Apt Epistemic Performance
Sarit Barzilai, Clark A. Chinn
Journal of the Learning Sciences (2017) Vol. 27, Iss. 3, pp. 353-389
Closed Access | Times Cited: 162
Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation
Sarit Barzilai, Eynav Tzadok, Yoram Eshet‐Alkalai
Instructional Science (2015) Vol. 43, Iss. 6, pp. 737-766
Closed Access | Times Cited: 95
Joint displays for mixed methods research in psychology
Matthew T. McCrudden, Gwen C. Marchand, Paul A. Schutz
Methods in Psychology (2021) Vol. 5, pp. 100067-100067
Open Access | Times Cited: 83
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
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
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
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
What really matters: The role of behavioural engagement in multiple document literacy tasks
Ivar Bråten, Eva Wennås Brante, Helge I. Strømsø
Journal of Research in Reading (2018) Vol. 41, Iss. 4, pp. 680-699
Open Access | Times Cited: 47
Decision tree for identifying pertinent integration procedures and joint displays in mixed methods research
Ahtisham Younas, Ángela Durante
Journal of Advanced Nursing (2022) Vol. 79, Iss. 7, pp. 2754-2769
Open Access | Times Cited: 24
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
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
Byeong‐Young Cho, Lindsay Woodward, Dan Li, et al.
American Educational Research Journal (2017) Vol. 54, Iss. 4, pp. 691-724
Closed Access | Times Cited: 40
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
Getting there is half the journey: An exploration of high schoolers' individual differences and navigation strategies during internet-based digital reading
K. Norberg, Hyeju Han, Byeong‐Young Cho, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102676-102676
Closed Access
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
Integrating Green Chemistry and Sustainability Principles to a Secondary Science Curriculum: A Mixed-Methods Needs Assessment
Joevi Jhun A. Idul, Angelo Mark P. Walag
Journal of Chemical Education (2024) Vol. 101, Iss. 7, pp. 2765-2778
Closed Access | Times Cited: 3
Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated understanding
Ladislao Salmerón, Laura Gil, Ivar Bråten
Contemporary Educational Psychology (2017) Vol. 52, pp. 25-35
Open Access | Times Cited: 29
Internet source evaluation: The role of implicit associations and psychophysiological self-regulation
Lucia Masón, Sara Scrimin, Maria Caterina Tornatora, et al.
Computers & Education (2017) Vol. 119, pp. 59-75
Open Access | Times Cited: 28
Investigating interest and knowledge as predictors of students' attitudes towards socio-scientific issues
Tonje Stenseth, Ivar Bråten, Helge I. Strømsø
Learning and Individual Differences (2016) Vol. 47, pp. 274-280
Closed Access | Times Cited: 24
Judging scientific information: Does source evaluation prevent the seductive effect of text easiness?
Lisa Scharrer, Marc Stadtler, Rainer Bromme
Learning and Instruction (2019) Vol. 63, pp. 101215-101215
Closed Access | Times Cited: 24
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
Daniel Feller, Joseph P. Magliano, John Sabatini, et al.
Discourse Processes (2020) Vol. 57, Iss. 5-6, pp. 473-490
Closed Access | Times Cited: 23
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
Page 1 - Next Page

Scroll to top