Multiple text comprehension: A civic good to be interrogated as a core task of human learning and development

Abstract

This article summarizes the contributions of the articles in this special issue focusing on the complexities of multiple text comprehension. The author provides additional recommendations regarding the importance of addressing the demands of multileg text comprehension in terms of pedagogical practices in the contexts of schooling; argues for the need to critically examine the assumptions we bring to understanding cultural membership as relevant to how people engage in multiple text comprehension and how we can address the epistemic justice goals called for across the articles in this special issue; and argues for the importance of warranting arguments around conditions that support multiple text comprehension in fundamental propositions regarding human functioning articulated from across the Science of Learning and Development and the neurosciences.