• Time, stress and
  project management;
  Problem solving

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• Studying/learning;
  Learning with others;
  Classroom participation

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• Thinking/memorizing;
  Test preparation/taking

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• Writing, vocabulary and spelling

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• Research and reading

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• Math and science;
  Bibliographies and directories

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• Teaching/curriculum

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• Workplace

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Cooperative learning series

Studying with multiple sources

Course information can be delivered
through a variety of formats:

Stahl, et al (1998) found that using multiple-text sources can only be effective if we are taught to use them properly. As beginners, we tend to be more consistent in what information we select from short, well-constructed texts. Longer, less structured documents tend to be more confusing.

Text books

• provide a foundation of facts and viewpoints to provide an overview
• sequence information and facts to understand issues
• create a context for comparing and understanding other sources
• are written in a neutral, objective tone

Problems with a single text
for a subject or course include:

• information is often "academic"
  lacking the drama of real life experience, adventure, and experimentation
• bias is hidden or concealed
  ignoring competing facts, priorities, minority viewpoints
• a single interpretation limits how reported facts are prioritized/sequenced
  restricting viewpoint (Euro/Caucasian) or subject testing (white male)
• original/eyewitness sources of information are secondary to interpretative accounts

Additional readings and alternative sources
of information can assist you to

• create a richer understanding
  with additional information and perspective
• interact or engage with facts, actors, circumstances
  of the material
• practice and familiarize
  yourself with new subject vocabulary and concepts
• process opposing, even conflicting,
  points of view in order to assess, evaluate, defend

Conflicting information however can impede your learning,
unless you can

• analyze it for commonalties
• reorganize or synthesize
  your model for understanding it
• consider the impact of, and evaluate, conflicts
• filter it with athe context presented in the basic text

Some Recommendations:

• Read your text
  to provide the factual framework from which to begin
  (see also Taking notes from a text book)
• Proceed to shorter, more focused sources
  of information especially if you are inexperienced in the subject
• Practice with multiple texts to improve your evaluative skills:
  • compare and contrast your sources
  • analyze them for bias or viewpoint
  • note when and where they were written, and how that affects the viewpoint
• Understand the connections
  between events, actors, and circumstances rather than learn a series of "facts" which can be easily be forgotten
• Use in-class or on-line discussion time
  to test your understanding and ask questions!

Inspired and adapted from the study "What Happens When Students Read Multiple Source Documents in History?" Co-authors: Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish (University of Georgia) and Dennis Bosquet (Clarke County School District) as found at http://curry.edschool.virginia.edu/go/clic/nrrc/hist_r45.html (May 11, 00).

See also:

Effective study habits | A.S.P.I.R.E. - a study system | Index - a study system | Studying with flashcards | Studying with multiple sources | Finding the right study space | Studying text books in science