LIfBi | Director

Prof. Dr. Cordula Artelt

Director

Prof. Dr. Cordula Artelt

Wilhelmsplatz 3
96047 Bamberg
WP3/02.22A

E: cordula.artelt@lifbi.de

T: +49 951 863-2060

List of Publications (.pdf)

Director´s Office

R: WP3/02.22

E: buero-dir@lifbi.de

Ieva Henne

E: ieva.henne@lifbi.de

T: +49 951 863-3502

Jessica Lamm

E: jessica.lamm@lifbi.de

T: +49 951 863-3392

Personal Assistant to the Director

Dr. Patrick Rummel

E: patrick.rummel@lifbi.de

T: +49 951 863-3784

Vita

Research Interests

Reading Skills and Text Comprehension with Multiple Documents
Digital and Data Related Competencies
Metacognition and Self Regulated Learning
Methods of large scale assessment
Teacher judgements

Ongoing Third-Party Funded Projects

BMBF-Project (01JS2101) DataLiteracy –Long-Term Monitoring of Digital and Data-Related Competencies of the German Population" (Artelt, von Maurice, Wolter)
“MultiTex-Transfer: Process-based Assessment of Multiple Documents Comprehension” (Schoor/Artelt/Kröhne/Hahnel/Goldhammer) [01PK19008C; funded by BMBF (German Federal Ministry of Education and Research)
“Digital Formative Assessment (DiFA) – Unfolding its Full Potential by Combining Psychometrics with Learning Analytics” (Goldhammer/Drachsler/Artelt/Horz) [K286/2019; funded by Leibniz Association]
“Multilevel Design Parameters and Effect Size Benchmarks for Students’ Competencies (MULTI-DES)” (Brunner/Lüdtke/Artelt) [BR 4393; funded by DFG (German Research Foundation)]

Member of Commissions and Advisory Boards

Member of the Scientific Advisory Board of Leibniz-Instituts für Wissensmedien (IWM) (since 2022)
Member of the Scientific Advisory Board for the BMBF-funded Project BRIDGE – Practical professional education processes in legal and teaching traineeships as well as in medicine using digital media (2021 – 2023)
Member of the Scientific and Policy Advisory Board of the Horizon 2020 Project PIONEERED, funded by EU (since 2021)
Member of the Interdisciplinary Commission for Pandemic Research of the German Research Foundation (DFG)
Member of the International Panel „Data and Research Infrastructures for Humanities and Social Sciences“ of the Swiss National Science Foundation (SNSF) (since 2020)
Member of Scientific Advisory Board of Leibniz-Institute for the Social Sciences (GESIS) (since 2020)

Editorial Work

Associate Editor of “Measurement Instruments for the Social Sciences” (since 2019)

Memberships

American Educational Research Association (AERA)
Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) [Working Group for Empirical Educational Research]
Bavarian Academy of Sciences and Humanities (BAdW)
Deutsche Gesellschaft für Erziehungswissenschaft (DGfE) [German Educational Research Association]
Deutsche Gesellschaft für Psychologie (DGPs), Fachgruppe Pädagogische Psychologie [German Psychological Society, Section Educational Psychology]
European Association for Research on Learning and Instruction (EARLI), Special Interest Groups: Metacognition, School Effectiveness
Gesellschaft für Empirische Bildungsforschung (GEBF) [Society for Empirical Educational Research]
Society for Text and Discourse (ST&D)

Latest Publications

Schoor, C. Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kr&ouml;hne, U. Goldhammer, F. &amp;&nbsp; Artelt, C. (2022). Das Textverstehen von Studierenden beim Lesen multipler Dokumente und dessen F&ouml;rderung. In S. Alker-Windbichler, A. Kuhn, B. Lodes &amp; G. Stocker (Hrsg.), Bibliothek im Kontext, Band 5: Akademisches Lesen &ndash; Medien, Praktiken, Bibliotheken. (S. 57-86). Wien: Vienna University Press / V&amp;R unipress.   Klose, M., Steger, D., Fick, J. &amp; Artelt, C. (2022, online). Decrypting Log Data: A Meta-Analysis on General Online Activity and Learning - Outcome within Digital Learning Environments. Zeitschrift f&uuml;r Psychologie, 230 (1), 3-15. DOI: <a href="https://econtent.hogrefe.com/doi/10.1027/2151-2604/a000484">10.1027/2151-2604/a000484</a> &nbsp; Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F. &amp; Schoor, C.&nbsp; (2022, online). The Role of Domain-related Epistemic Beliefs for Mastering Cognitive Requirements in Multiple Document Comprehension. Learning and Individual Differences, 94, 1-12. DOI: 10.1016/j.lindif.2022.102116; <a href="https://authors.elsevier.com/c/1ePsy3irP49O6a">Volltext verf&uuml;gbar bis 25.02.2022</a> &nbsp; Feseker, T., Gnambs, T. &amp; Artelt, C. (2021, online). Setting a Standard for Low Reading Proficiency: A Comparison of the Bookmark Procedure and Constrained Mixture Rasch Model. PLOS ONE 16 (11): e0257871, 1-22. DOI: <a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0257871">10.1371/journal.pone.0257871</a> &nbsp; Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C. &amp; Schoor, C. (2021, online). Automated and Controlled Processes in Comprehending Multiple Documents. Studies in Higher Education, 46 (10), 2074-2086. DOI: <a href="https://www.tandfonline.com/doi/full/10.1080/03075079.2021.1953333">10.1080/03075079.2021.1953333</a> &nbsp; Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kr&ouml;hne, U. &amp; Goldhammer, F. (2021, online). Readers' Perceived Task Demands and their Relation to Multiple Document Comprehension Strategies and Outcome. Learning and Individual Differences, 88, 1-13. DOI: <a href="https://doi.org/10.1016/j.lindif.2021.102018" target="_blank">0.1016/j.lindif.2021.102018</a> &nbsp; Wicht, A., Durda, T., Krejcik, L., Artelt, C., Grotl&uuml;schen, A., Rammstedt, B. &amp; Lechner, C. M. (2021). Low Literacy is Not Set in Stone: Longitudinal Evidence on the Development of Low Literacy During Adulthood. Zeitschrift f&uuml;r P&auml;dagogik, 67. Beiheft. 109-132.&nbsp;DOI: <a href="https://dx.doi.org/dx.doi.org/10.3262/ZPB2101109" target="_blank">10.3262/ZPB2101109</a> Stallasch, S. E., L&uuml;dtke, O., Artelt, C. &amp; Brunner, M. (2021, online). Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School. Journal of Research on Educational Effectiveness, 14 (1), 172-206.&nbsp;DOI: <a href="https://doi.org/10.1080/19345747.2020.1823539" target="external">10.1080/19345747.2020.1823539</a> &nbsp; Thums, K., Artelt, C. &amp; Wolter, I. (2021, online first). Reading for Entertainment or Information Reception? Gender differences in Reading Preferences and their Impact on Text-Type-Specific Reading Competences in Adult Readers. European Journal of Psychology of Education, 36, 339-357. DOI: <a href="https://doi.org/10.1007/s10212-020-00486-1" target="_blank">10.1007/s10212-020-00486-1</a> Durda, T., Artelt, C., Lechner, C., Rammstedt, B. &amp; Wicht, A. (2020, online first). Proficiency Level Descriptors for Low Reading Proficiency: An Integrative Process Model. International Review of Education, 66, 211-233.&nbsp;DOI: <a href="https://doi.org/10.1007/s11159-020-09834-1" target="_blank">10.1007/s11159-020-09834-1</a> &nbsp; Durda, T., Gauly, B., Buddeberg, K., Lechner, C. &amp; Artelt, C. (2020, online first). On the Comparability of Adults with Low Literacy Across LEO, PIAAC, and NEPS. Methodological Considerations and Empirical Evidence. Large-Scale Assessments in Education, 8 (13), 1-34.&nbsp; DOI: <a href="https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-020-00091-0" target="_blank">10.1186/s40536-020-00091-0</a> &nbsp; Heyne, N., Artelt, C., Gnambs, T., Gehrer, K. &amp; Schoor, C. (2020, online first). Instructed high-lighting of text passages &ndash; Indicator of reading or strategic performance? Lingua, 236, 1-16. DOI: <a href="https://www.sciencedirect.com/science/article/pii/S0024384120300103?via%3Dihub" target="_blank">10.1016/j.lingua.2020.102803</a> &nbsp; Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F. &amp; Schoor, C. (2020). More Than (Single) Text Comprehension? - On University Students&rsquo; Understanding of Multiple Documents. Frontiers in Psychology, 11, 1-17. DOI: <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2020.562450/full" target="_blank">10.3389/fpsyg.2020.562450</a> &nbsp; Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kr&ouml;hne, U. &amp; Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verstehens multipler Dokumente von Studierenden. Diagnostica, 66, 123-135. DOI: <a href="https://econtent.hogrefe.com/doi/10.1026/0012-1924/a000231" target="_blank">10.1026/0012-1924/a000231</a> &nbsp; Lehrbuchkapitel: &nbsp; Artelt, C. &amp; Kunter, M. (2019). Kompetenzen und berufliche Entwicklung von Lehrkr&auml;ften. In D. Urhahne, M. Dresel &amp; F. Fischer (Hrsg.), Psychologie f&uuml;r den Lehrberuf. (S. 395-418). Heidelberg: Springer. <a href="https://doi.org/10.1007/978-3-662-55754-9_20" target="_blank">DOI: 10.1007/978-3-662-55754-9</a> &nbsp; Artelt, C. &amp; Wirth, J. (2014) Kognition und Metakognition. In T. Seidel &amp; A. Krapp (Hrsg.) Lehrbuch P&auml;dagogische Psychologie. (S. 167-192). Weinheim: Beltz.&nbsp; &nbsp;