Abstract Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web‐based inquiry task about volcanoes using multiple Internet sources. A major finding established a clear link between learning outcomes, source evaluations, and reading behaviors. The present study used think‐aloud protocol methodology to better understand the processing that learners engaged in during this task: 10 better learners were contrasted with 11 poorer learners. Results indicate that better learners engaged in more sense‐making, self‐explanation, and comprehension‐monitoring processes on reliable sites as compared with unreliable sites, and did so by a larger margin than did poorer learners. Better learners also engaged in more goal‐directed navigation than poorer learners. Case studies of two better and two poorer learners further illustrate how evaluation processes contributed to navigation decisions. Findings suggest that multiple‐source comprehension is a dynamic process that involves interplay among sense‐making, monitoring, and evaluation processes, all of which promote strategic reading.
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