7. Referencias

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 Baron, N. S., Calixte, R. M., & Havewala, M. (2017). The persistence of print among university students: An exploratory study.  Telematics and Informatics, 34 (5), 590-604. 

 Clinton‐Lisell, V. (2021). Stop multitasking and just read: Meta‐analyses of multitasking's effects on reading performance and reading time.  Journal of Research in Reading ,  44 (4), 787-816. 

 Clinton-Lisell, V., Seipel, B., Gilpin, S., & Litzinger, C. (2022). Interactive features of E-texts’ effects on learning: a systematic review and meta-analysis.  Interactive Learning Environments , 1-16. 

 Clayton, K., …, & Nyhan, B. (2020). Real solutions for fake news? Measuring the effectiveness of general warnings and fact-check tags in reducing belief in false stories on social media.  Political Behavior, 42 (4), 1073–1095. 

 Delgado, P., Avila, V., Fajardo, I., & Salmerón, L. (2019).  Training young adults with intellectual disability to read critically on the Internet.  Journal of Applied Research in Intellectual Disabilities, 32,  666-677 . 

 Delgado, P., Stang-Lund, E., Salmerón, L., & Bråten, I. (2020). To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment.  Reading and Writing, 33 , 2049-2072. 

 Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension.  Educational Research Review , 25, 23–38. 

 Fesel, S. S., Segers, E., & Verhoeven, L. (2018). Individual variation in children's reading comprehension across digital text types.  Journal of Research in Reading, 41 (1), 106-121. 

 Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis.  Review of Educational Research,   91 (4), 483-517. 

 Goldman, S. R., Braasch, J. L., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners.  Reading research quarterly ,  47 , 356-381. 

 Kim, S. & Oh, S. (2009). Users' relevance criteria for evaluating answers in a social Q&A site. Journal of the American Society for Information Science and Technology, 60, 716–727. 

 Lawless, K. A., & Kulikowich, J. M. (1998). Domain knowledge, interest, and hypertext navigation: A study of individual differences.  Journal of Educational Multimedia and Hypermedia ,  7 , 51-70. 

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 Metzger, M. J., Flanagin, A. J., & Medders, R. B. (2010). Social and heuristic approaches to credibility evaluation online.  Journal of communication ,  60 (3), 413-439. 

 Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo, B., & Lonsdale, C. (2022). Multimedia design for learning: An overview of reviews with meta-meta-analysis.  Review of Educational Research, 92 (3), 413-454. 

 OECD. (2011). Results: Students On Line: Digital Technologies and Performance (Volume VI). 

 Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers.  Proceedings of the National Academy of Sciences ,  106 (37), 15583-15587. 

 Salmerón, L., Cañas, J.J., Kintsch, W. & Fajardo, I. (2005). Reading strategies and hypertext comprehension.  Discourse Processes, 40 , 171-191. 

 Salmerón, L., Kammerer, Y., & Delgado, P. (2018). Non-academic multiple source use on the Internet. In J.L. Braasch, I., Bråten, & M.T. McCrudden, M. T. (Eds.)  Handbook of Multiple Source Use  (pp. 285-302). Routledge. 

 Salmerón, L., Naumann, J., García, V., & Fajardo, I. (2017). Scanning and deep processing of information in hypertext: An eye-tracking and cued retrospective think-aloud study.  Journal of Computer Assisted Learning ,  33 , 222–233. 

 Salmerón, L., Macedo-Rouet, M., & Rouet, J-F. (2016). Multiple viewpoints increase students' attention to source features in social question and answer forum messages.  Journal of the Association for Information Science   and Technology. 67,  2404–2419. 

 Scharrer, L., Pape, V. & Stadtler, M. (2022): Watch out: Fake! How warning labels affect laypeople’s evaluation of simplified scientific misinformation.  Discourse Processes,  1-16. 

 Segers, E., & Verhoeven, L. (2009). Learning in a sheltered Internet environment: The use of WebQuests.  Learning and instruction ,  19 (5), 423-432. 

 Stadtler, M., & Bromme, R. (2014). The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information.  Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences , 379-402. 

 Strømsø, H. I., Bråten, I., Britt, M. A., & Ferguson, L. E. (2013). Spontaneous sourcing among students reading multiple documents.  Cognition and Instruction ,  31 (2), 176-203.