Multiple text comprehension in contemporary contexts: Integrating broader understandings of affect, culture, and technology

2025/12/22 by Brady Nash, Allison Zengilowski, Brendan A. Schuetze +1 · 1 voice
Psychology · Computer Science · #Educational Strategies and Epistemologies #Digital Communication and Language #Mental Health via Writing

paper · doi:10.1080/00461520.2025.2592823

openalex created_date 2025/12/22 · openalex publication_date 2025/12/22 · openalex updated_date 2026/06/15

Abstract

As notions of reading have expanded in terms of what is read (e.g., screens, varied modalities, multiple texts), considerations of what influences reading processes (e.g., digital platforms, culture, emotions) have also expanded. Multiple text comprehension (MTC) researchers have long sought to understand the processes of reading within these broader contexts. However, study designs have largely focused on cognitive processes and text sets separated from larger changes in technology and society. In this paper, we propose an expansion of the focus of MTC research from its historical roots in individual cognition, classroom instruction, and static text sets, taking a broader contextualized view of reading in multiple text situations. We argue for the need to conduct more holistic research concerning how readers construct meaning in multiple text situations, emphasizing (a) the transformational nature of algorithmic technologies on comprehension and meaning-making; (b) the influence of historical/cultural contexts on comprehension; and (c) the role of affect and emotions in readers’ construction of meaning.

Citations

• The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes
• Connected Reading: A Framework for Understanding How Adolescents Encounter, Evaluate, and Engage With Texts in the Digital Age
• On the Dangers of Stochastic Parrots
• Adaptive Folk Theorization as a Path to Algorithmic Literacy on Changing Platforms
• People Think That Social Media Platforms Do (but Should Not) Amplify Divisive Content
• Cultural bias and cultural alignment of large language models
• The role of asset-based pedagogy in an interactive view of reading
• Expanding the science of reading: Contributions from educational psychology
• Redesigning Multiliteracies: What Does It Mean to Design Social Futures in Today's Racialized, Transnational, and Digitized Lifeworlds?
• Metacognition and Uncertainty Communication in Humans and Large Language Models

Discussions

• In this article "Multiple text comprehension in contemporary contexts: Integrating broader understandings of affect, culture, and technology" we put discuss the complexities of multiple text comprehen [bsky, 0 points, 1 comments]