E122 Collaborative Writing from Multiple Online Sources: An In-Progress Study (Poster) Proceedings of the 21st Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era I. Blau, A. Caspi, Y. Eshet-Alkalai, N. Geri, Y. Kalman, D. Olenik-Shemesh, Y. Sidi, & N. Brandel (Eds.), Ra'anana, Israel: The Open University of Israel Collaborative Writing from Multiple Online Sources: An In-Progress Study (Poster) Rachel Segev Miller The MOFET Institute aki.segev@gmail.com כתיבה שיתופית של מיזוג מידע ממקורות אינטרנטיים מרובים: מחקר בתהליך )פוסטר( רחל שגב מילר מכון מופ"ת aki.segev@gmail.com Abstract Writing from multiple sources, both textual and visual, is a crucial skill for learning, research, and work in the 21st century. Other related crucial skills are the ability to collaborate (NEA, 2012) and the ability to read and write in English, the lingua franca of this century. However, writing from sources is also a highly demanding skill (Nelson & King, 2023), and research (e.g., MacArthur et al., 2023) has indicated that both school and university students struggle with such tasks. Very few studies (e.g., Mateos et al., 2020) have investigated the explicit instruction of collaborative writing from sources, but they used a limited number of only printed sources. Despite extensive research over the last twenty years on synthesis strategies and processes both in L1 and L2 (Yoo, 2025), the English curriculum in Israel, unlike the Hebrew curriculum, does not refer to these at all. English textbooks and matriculation exams still reflect the single-text paradigm and a focus on product rather than process. The aim of this study, then, was to investigate how EFL students collaboratively performed a synthesis from multiple textual and visual online sources on a topic of their choice. It focused on one group of three 7th-graders, members of a Parkour club, who chose to write about their common interest. The major research instrument was the think-aloud, which is considered a reliable instrument to tap the cognitive processes underlying the performance of reading and writing tasks (Cohen, 2014). The participants thought aloud and recorded themselves while (1) reading the entry "Parkour" from Wikipedia and watching three videos – one from an American educational site suggested by the researcher, and two they chose from YouTube;
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