Leila Ferguson

Vitenskapelige publikasjoner

• Husebø, Dag, Ferguson, Leila Eve, Stalheim, Odd Rune, Erikson, Inger Carin, Isaksen, Robert, Mavroudi, Anna & Wallin, Patric (2024). Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge - fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISBN 978-82-02-86079-0.
• Ferguson, Leila Eve, Ludvigsen, Kristine, Luimes, Maike & Siddiq, Fazilat (2024). UH-institusjoners arbeid med forskning på egen praksis: en casestudie. I Husebø, Dag, Ferguson, Leila Eve, Stalheim, Odd Rune, Erikson, Inger Carin, Isaksen, Robert, Mavroudi, Anna & Wallin, Patric (red.) Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge - fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISBN 978-82-02-86079-0. s 215-238. doi:
  10.23865/cdf.225.ch9
• Braasch, Jason L. G., Anmarkrud, Øistein, Andresen, Anette, Ferguson, Leila Eve & Kardash, CarolAnne M. (2023). Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles. Reading Psychology. ISSN 0270-2711. 44(6) s 649-671. doi:
  10.1080/02702711.2023.2179145
• Ferguson, Leila Eve, Bråten, Ivar, Jensen, Magne Skibsted & Andreassen, Ulf Rune (2022). A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice. Journal of Teacher Education. ISSN 0022-4871. 74(1) s 55-68. doi:
  10.1177/00224871221105813
• Bråten, Ivar, Brandmo, Christian, Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Epistemic Justification in Multiple Document Literacy: A Refutation Text Intervention. Contemporary Educational Psychology. ISSN 0361-476X. 71 s 1-19. doi:
  10.1016/j.cedpsych.2022.102122
• Ferguson, Leila Eve & Bråten, Ivar (2022). Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach. Frontiers in Education. ISSN 2504-284X. 7 doi:
  10.3389/feduc.2022.975105
• Lunn Brownleee, Jo, Ferguson, Leila Eve, Scholes, Laura, McDonald, Sarah, Stahl, Garth, Comber, Barbara & Mills, Reece (2021). Middle school students’ science epistemic beliefs – Implications for measurement. International Journal of Educational Research. ISSN 0883-0355. 105 doi:
  10.1016/j.ijer.2020.101719
• Ferguson, Leila Eve (2021). Evidence-informed teaching and practice-informed research. Zeitschrift für pädagogische Psychologie. ISSN 1010-0652. 35(2-3) s 199-208. doi:
  10.1024/1010-0652/a000310
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• Froud, Robert, Hakestad-Hansen, Solveig, Ruud, Hans-Kristian, Foss, Jonathan, Ferguson, Leila Eve & Fredriksen, Per Morten (2021). Relative Performance of Machine Learning and Linear Regression in Predicting Quality of Life and Academic Performance of School Children in Norway: Data Analysis of a Quasi-Experimental Study. Journal of Medical Internet Research (JMIR). ISSN 1439-4456. 23(7) doi:
  10.2196/22021
• Ferguson, Leila Eve & Krange, Ingeborg (2020). Hvordan fremme kritisk tenkning i grunnskolen? Forskningsbaserte forslag . Norsk pedagogisk tidsskrift. ISSN 0029-2052. 104(2) s 194-205. doi:
  10.18261/issn.1504-2987-2020-02-09
• Ferguson, Leila Eve (2020). Teacher Beliefs in Higher Education. Læring om læring. ISSN 2535-4108. 4(1)
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• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2019). Argumentation as a pathway to critical thinking. I Garssen, Bart, Godden, David, Mitchell, Gordon R. & Wagemans, Jean H.M. (red.) Proceedings of the Ninth Conference of the International Society for the Study of Argumentation. International Society for the Study of Argumentation. ISBN 9789090316369. s 352-362.
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• Ferguson, Leila Eve & Lunn Brownlee, Jo (2018). An Investigation of Preservice Teachers’ Beliefs about the Certainty of Teaching Knowledge. Australian Journal of Teacher Education. ISSN 0313-5373. 43(1) s 94-111. doi:
  10.14221/ajte.2018v43n1.6
• Ferguson, Leila Eve & Bråten, Ivar (2018). Student teachers' beliefs about learning, teaching, and teaching knowledge: A qualitative study . Teacher Education & Practice. ISSN 0890-6459. 31(3) s 348-365.
• Ferguson, Caleb, DiGiacomo, Michelle, Gholizadeh, Leila, Ferguson, Leila Eve & Hickman, Louise D. (2017). The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study. Nurse Education Today. ISSN 0260-6917. 48 s 123-128. doi:
  10.1016/j.nedt.2016.10.002
• Lunn Brownlee, Jo, Ferguson, Leila Eve & Ryan, Mary (2017). Changing Teachers’ Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity. Educational Psychologist. ISSN 0046-1520. 52(4) s 242-252. doi:
  10.1080/00461520.2017.1333430
• Strømsø, Helge Ivar, Bråten, Ivar, Anmarkrud, Øistein & Ferguson, Leila Eve (2016). Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents. Educational Psychology. ISSN 0144-3410. 36(4) s 638-657. doi:
  10.1080/01443410.2014.920080
• Bråten, Ivar, Strømsø, Helge Ivar & Ferguson, Leila Eve (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. I Afflerbach, Peter (red.) Handbook of individual differences in reading. Reader, text, and context. Routledge. ISBN 978-0-415-65888-1. s 67-79. doi:
  10.1080/00461520.2011.538647
• Bråten, Ivar & Ferguson, Leila Eve (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 50 s 13-23. doi:
  10.1016/j.tate.2015.04.003
• Bråten, Ivar, Braasch, Jason, Strømsø, Helge Ivar & Ferguson, Leila Eve (2015). Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence. Reading Psychology. ISSN 0270-2711. 36(4) s 315-349. doi:
  10.1080/02702711.2013.864362
• Ferguson, Leila Eve (2015). Epistemic beliefs and their relation to multiple-text comprehension: A Norwegian program of research. Scandinavian Journal of Educational Research. ISSN 0031-3831. 59(6) s 731-752. doi:
  10.1080/00313831.2014.971863
• Bråten, Ivar, Ferguson, Leila Eve, Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology. ISSN 0007-0998. 84(1) s 58-85. doi:
  10.1111/bjep.12005
• Bråten, Ivar, Ferguson, Leila Eve, Anmarkrud, Øistein, Strømsø, Helge Ivar & Brandmo, Christian (2014). Modeling relations between students' justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research. ISSN 0883-0355. 66 s 1-12. doi:
  10.1016/j.ijer.2014.01.004
• Bråten, Ivar & Ferguson, Leila Eve (2014). Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement. Learning and Individual Differences. ISSN 1041-6080. 36 s 124-130. doi:
  10.1016/j.lindif.2014.10.003
• Bråten, Ivar, Ferguson, Leila Eve, Anmarkrud, Øistein & Strømsø, Helge Ivar (2013). Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation. Reading and writing. ISSN 0922-4777. 26(3) s 321-348. doi:
  10.1007/s11145-012-9371-x
• Braasch, Jason, Bråten, Ivar, Strømsø, Helge Ivar, Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Promoting secondary school students' evaluation of source features of multiple documents. Contemporary Educational Psychology. ISSN 0361-476X. 38 s 180-195. doi:
  10.1016/j.cedpsych.2013.03.003
• Strømsø, Helge Ivar, Bråten, Ivar, Britt, M. Anne & Ferguson, Leila Eve (2013). Spontaneous Sourcing Among Students Reading Multiple Documents. Cognition and Instruction. ISSN 0737-0008. 31(2) s 176-203. doi:
  10.1080/07370008.2013.769994
• Bråten, Ivar, Ferguson, Leila Eve, Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education. ISSN 0256-2928. 28(3) s 879-902. doi:
  10.1007/s10212-012-0145-2
• Ferguson, Leila Eve, Bråten, Ivar, Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research. ISSN 0883-0355. 62 s 100-114. doi:
  10.1016/j.ijer.2013.07.001
• Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Comprehending multiple texts: Theories, components, and competence. I Bjørnestad, Elisabeth & Stray, Janicke Heldal (red.) New Voices in Norwegian Educational Research. Brill | Sense. ISBN 978-94-6209-462-8. s 39-51. doi:
  10.1007/978-94-6209-464-2_4
• Ferguson, Leila Eve (2013). Making sense ofmultiple texts: An investigation into epistemic beliefs and multiple-text comprehension when students read about controversial science topics. Akademika forlag.
• Ferguson, Leila Eve & Bråten, Ivar (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction. ISSN 0959-4752. 25 s 49-61. doi:
  10.1016/j.learninstruc.2012.11.003
• Ferguson, Leila Eve, Bråten, Ivar & Strømsø, Helge Ivar (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction. ISSN 0959-4752. 22(2) s 103-120. doi:
  10.1016/j.learninstruc.2011.08.002

Formidling

• Bubikova-Moan, Jarmila, Ferguson, Leila Eve & Andresen, Anette (2024). Thinking critically about critical thinking in teacher education.
• Ferguson, Leila Eve (2024). Norwegian higher education teachers’ beliefs about teaching and research on teaching.
• Ferguson, Leila Eve, Husebø, Dag, Stalheim, Odd Rune, Erikson, Inger Carin, Isaksen, Robert, Mavroudi, Anna & Wallin, Patric (2024). Innledning. I Husebø, Dag, Ferguson, Leila Eve, Stalheim, Odd Rune, Erikson, Inger Carin, Isaksen, Robert, Mavroudi, Anna & Wallin, Patric (red.) Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge - fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISBN 978-82-02-86079-0. s 7-14.
• Wallin, Patric, Husebø, Dag, Ferguson, Leila Eve, Stalheim, Odd Rune, Erikson, Inger Carin, Isaksen, Robert & Mavroudi, Anna (2024). Avslutningskommentar. I Husebø, Dag, Ferguson, Leila Eve, Stalheim, Odd Rune, Erikson, Inger Carin, Isaksen, Robert, Mavroudi, Anna & Wallin, Patric (red.) Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge - fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISBN 978-82-02-86079-0. s 437-441.
• Ferguson, Leila Eve & Luimes, Maike Kristina (2023). Teaching in higher education (THE project): Teacher beliefs about teaching and research on teaching in higher education.
• Ferguson, Leila Eve & Bråten, Ivar (2023). Unpacking pre-service teachers’ beliefs and reasoning: A scenario-based approach.
• Brandmo, Christian, Strømsø, Helge Ivar, Anmarkrud, Øistein, Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning.
• Bubikova-Moan, Jarmila, Ferguson, Leila Eve & Andresen, Anette (2023). Critical thinking in teacher education: A systematic review.
• Andresen, Anette, Braasch, Jason L. G., Anmarkrud, Øistein, Ferguson, Leila Eve & Kardash, CarolAnne M. (2023). Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles.
• Ferguson, Leila Eve (2023). Teaching is a profession in crisis. sciencenorway.no.
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• Ferguson, Leila Eve (2023). Teaching is a profession in crisis. Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
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• Brandmo, Christian, Bråten, Ivar, Ferguson, Leila Eve, Anmarkrud, Øistein & Strømsø, Helge Ivar (2023). Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge.
• Ferguson, Leila Eve (2022). 'Pausepraten: live' (S1E8) - Spesial-episode: Forskning på egen undervisning og pedagogisk praksis (m. Sigrid Gjøtterud og Leila Ferguson).
• Wallin, Patric, Erikson, Inger Carin, Husebø, Dag, Ferguson, Leila Eve, Isaksen, Robert, Mavroudi, Anna & Stalheim, Odd Rune (2022). Spenninger, nyanser og mangfold i universitets- og høgskole­pedagogikk. Khrono.no. ISSN 1894-8995.
• Ferguson, Leila Eve (2022). Åtte gode grunner til å forske på egen undervisning. Forskersonen.no.
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• Ferguson, Leila Eve (2022). Åtte gode grunner til å forske på egen undervisning. Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
• Bråten, Ivar, Brandmo, Christian, Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Beliefs about justification for knowing and the selection and processing of multiple documents: An intervention.
• Bråten, Ivar, Brandmo, Christian, Ferguson, Leila Eve & Strømsø, Helge Ivar (2021). Epistemic justification in multiple documents literacy.
• Ferguson, Leila Eve & Lunn Brownleee, Jo (2021). Teacher Beliefs and Epistemologies. Oxford Bibliographies in Education. doi:
  10.1093/OBO/9780199756810-0276
• Kiili, Carita Päivi Susanna, Brante, Eva Wennås & Ferguson, Leila Eve (2021). Kritisk lesing på Internett. I Grøver, Vibeke & Bråten, Ivar (red.) Leseforståelse i skolen: Utfordringer og muligheter. Cappelen Damm Akademisk. ISBN 978-82-02-65006-3. s 113-129.
• Ferguson, Leila Eve, Bubikova-Moan, Jarmila & Jensen, Magne Skibsted (2021). Critical Thinking in Norwegian Teacher Education (CT-TED) .
• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2021). Teaching Discipline-Specific Critical Thinking Skills.
• Ferguson, Leila Eve & Luimes, Maike Kristina (2020). Når undervisernes oppfatninger står i veien for bedre undervisning. www.forskning.no.
• Ferguson, Leila Eve & Luimes, Maike Kristina (2020). Når undervisernes oppfatninger står i veien for bedre undervisning. Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
• Ferguson, Leila Eve (2020). Slik lærer du barna dine å være kildekritiske. Forskning.no. ISSN 1891-635X.
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• Ferguson, Leila Eve (2020). Slik lærer du barna dine å være kildekritiske. Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
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• Ferguson, Leila Eve (2020). Teacher beliefs in higher education.
• Ferguson, Leila Eve (2020). Sjekk kilden! Fire tips om god kildekritikk . Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
• Furuvik Sand, Lotte & Ferguson, Leila Eve (2020). Fem råd om smart digital læring. Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
• Furuvik Sand, Lotte & Ferguson, Leila Eve (2020). Lær av de beste! Fem råd som hjelper deg til å studere smartere. Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
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• Ferguson, Leila Eve (2020). Fighting fake news. Kunnskapsmagasinet Kristiania. ISSN 2703-707X. 1 s 30-33.
• Ferguson, Leila Eve (2019). Qualitative assessment of change in (pre-service) teachers’ epistemic cognition.
• Ferguson, Leila Eve (2019). Early career teachers’ beliefs about sources of teaching knowledge.
• Bubikova-Moan, Jarmila & Ferguson, Leila Eve (2019). An intervention on critical thinking through argumentation: findings and implications .
• Ferguson, Leila Eve (2019). Preservice teachers' beliefs about teaching knowledge.
• Lunn, Jo, Ferguson, Leila Eve, Stahl, Garth, Scholes, Laura, Comber, Barbara, McDonald, Sarah D. & Mills, Reece (2019). Exploring middle school children's science epistemic beliefs: Implications for measurement.
• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2019). Kunsten å tenke kritisk. Forskning.no. ISSN 1891-635X.
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• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2019). Kunsten å tenke kritisk . Kunnskapsmagasinet Kristiania. ISSN 2703-707X.
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• Ferguson, Leila Eve (2018). My experience as a job seeker.
• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2018). Argumentation as a pathway to critical thinking.
• Ferguson, Leila Eve (2018). Exploring Development of Adaptive Epistemic Cognition in Preservice Teachers.
• Ferguson, Leila Eve (2018). Discussant for JURE Symposium.
• Krange, Ingeborg, Rasmussen, Ingvill, Ferguson, Leila Eve & Bakkene, Hildur (2018). Critical Literacy Skills: Exploring the Effect of Different Teaching Styles in High Schools History Education.
• Lunn Brownlee, Jo, Ferguson, Leila Eve & Ryan, Mary (2017). Changing teachers' epistemic cognition: A new framework for epistemic reflexivity.
• Ferguson, Leila Eve & Bråten, Ivar (2017). Espoused and enacted beliefs about intelligence and teaching among preservice teachers.
• Ferguson, Leila Eve & Lunn Brownlee, Jo (2016). Preservice teachers' beliefs about the stability of teaching knowledge.
• Kienhues, Dorothe, Ferguson, Leila Eve & Stahl, Elmar (2016). Diverging information and epistemic change. I Greene, Jeffrey A., Sandoval, William A. & Bråten, Ivar (red.) Handbook of epistemic cognition. Routledge. ISBN 978-1-138-01342-1. s 318-330.
• Ferguson, Leila Eve (2016). Investigating epistemic beliefs and written arguments in pre-service teachers.
• Ferguson, Leila Eve (2016). Making sense of multiple texts.
• Rasmussen, Ingvill & Ferguson, Leila Eve (2016). Exploring the roles of teachers’ instructional activities and peer interactions in the development of critical literacy skills in history.
• Ferguson, Caleb, DiGiacomo, Michelle, Gholizadeh, Leila, Ferguson, Leila Eve & Hickman, Louise D. (2016). The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: a case study.
• Ferguson, Leila Eve & Bråten, Ivar (2015). Beliefs about Sources of Knowledge Predict Motivation for Learning in Teacher Education.
• Ferguson, Leila Eve (2015). PIA-dagen inspirasjonsforedrag.
• Ferguson, Leila Eve (2015). Beliefs about sources of knowledge and motivation for learning in teacher education.
• Brandmo, Christian, Ferguson, Leila Eve, Elstad, Eyvind & Tiplic, Dijana (2014). New and Experienced Teachers’ Trust in Sources of Pedagogical Knowledge and Implications for Motivation.
• Bråten, Ivar, Strømsø, Helge Ivar & Ferguson, Leila Eve (2014). Students' epistemic beliefs and text comprehension: What we believe we know and what we believe we need to know.
• Anmarkrud, Øistein, Bråten, Ivar, Brandmo, Christian, Strømsø, Helge Ivar & Ferguson, Leila Eve (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension.
• Ferguson, Leila Eve (2013). Web research could give you a bad dose of cyberchondria. The Conversation. ISSN 2201-5639.
• Ferguson, Leila Eve, Bråten, Ivar & Salmerón, Ladislao (2013). Motivation, processing and comprehension differences in student profiles of knowledge and epistemic beliefs.
• Strømsø, Helge Ivar, Bråten, Ivar, Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Beliefs About Justification for Knowing when Ethnic Majority and Ethnic Minority Students Read Multiple Conflicting Documents.
• Ferguson, Leila Eve, Bråten, Ivar, Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Changes in student profiles of knowledge and epistemic beliefs when reading multiple conflicting texts.
• Ferguson, Leila Eve, Anmarkrud, Øistein, Strømsø, Helge & Bråten, Ivar (2012). Profiles of epistemic beliefs and knowledge when reading multiple texts.
• Ferguson, Leila Eve, Bråten, Ivar, Strømsø, Helge & Anmarkrud, Øistein (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts.
• Ferguson, Leila Eve, Bråten, Ivar, Strømsø, Helge & Anmarkrud, Øistein (2012). Dimensionality and change in epistemic beliefs when adolescents read conflicting information presented in multiple documents.
• Ferguson, Leila Eve, Bråten, Ivar, Strømsø, Helge & Anmarkrud, Øistein (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts.
• Strømsø, Helge Ivar, Bråten, Ivar, Anmarkrud, Øistein & Ferguson, Leila Eve (2012). Relationships between beliefs about justification for knowing and multiple-documents comprehension among language-majority and language-minority Norwegian students.
• Ferguson, Leila Eve, Bråten, Ivar, Strømsø, Helge Ivar & Anmarkrud, Øistein (2011). Epistemic Cognition and Multiple-Documents Literacy: An Intervention Study.
• Ferguson, Leila Eve, Bråten, Ivar & Strømsø, Helge Ivar (2011). Epistemic Cognition and Change when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study.
• Bråten, Ivar, Ferguson, Leila Eve, Strømsø, Helge Ivar & Anmarkrud, Øistein (2011). Working with multiple conflicting documents: Relations between epistemic cognition while reading and argumentation and sourcing in essays.
• Strømsø, Helge, Bråten, Ivar, Britt, M. Anne & Ferguson, Leila Eve (2010). Students' awareness and use of source information while reading multiple documents online.
• Strømsø, Helge Ivar, Bråten, Ivar, Ferguson, Leila Eve & Britt, M. Anne (2010). Students’ Spontaneous Sourcing While Reading Multiple Documents Online.

• 2018 - nå
  Professor
  Høyskolen Kristiania
• 2017 - 2018
  Førsteamanuensis
  Høyskolen Kristiania
• 2013 - 2017
  Postdoktor
  Universitetet i Oslo (UiO)
• 2013 - 2014
  Førsteamanuensis (20 %)
  Høyskolen i Telemark (USN)
• 2009 - 2013
  Sipendiat
  Universitetet i Oslo (UiO)
• 2008 - 2009
  Spesialpedagog
  Groruddalen ungdomsskole

• 2009 - 2013
  PhD pedagogikk
  Universitetet i Oslo (UiO)
• 2007 - 2008
  MA pedagogisk-psykologisk rådgivning
  Universitetet i Oslo (UiO)
• 2004 - 2006
  BA pedagogikk
  Universitetet i Oslo
• 1997 - 2001
  BA forretningsjus med finans
  Universitetet i Stirling, Skottland

• Cristin
• ResearchGate
• Google Scholar