Cornelia Schoor

Dr. Cornelia Schoor is a Research Scientist at the Department of Educational Research within the Faculty of Human Sciences and Education at the University of Bamberg. She has been working at this institution since June 2012 under the supervision of Prof. Dr. Cordula Artelt. Prior to this position, she held research scientist roles at Dresden University of Technology (2010-2012) and Chemnitz University of Technology (2005-2010).

• 2021: Venia Legendi for Psychology, University of Bamberg
• 2020: Habilitation in Psychology, University of Bamberg
• 2009: Doctorate in Psychology, Chemnitz University of Technology
• 2004: Diploma in Psychology, Heidelberg University

Dr. Schoor's research focuses on educational psychology with particular emphasis on multiple document comprehension, digital learning environments, science education, collaborative learning processes, and motivational aspects in educational contexts. Her work bridges theoretical frameworks with practical applications in higher education settings, particularly examining how students process information from multiple sources in the digital age.

Her publication record demonstrates a clear trajectory of research on multiple document literacy, with recent work exploring how students navigate information in the context of 'fake news,' develop comprehension strategies across multiple texts, and process scientific information. Her research employs both experimental and assessment methodologies, with a strong focus on process data analysis to understand the cognitive mechanisms underlying multiple document comprehension.

Dr. Schoor is actively involved in the academic community through memberships in EARLI (European Association for Research on Learning and Instruction), specifically in SIG Motivation & Emotion and SIG Comprehension of Text and Graphics, as well as the German Psychological Society (DGPs) and the Society for Empirical Educational Research (GEBF). She collaborates internationally with researchers from institutions including the University of Leipzig, University of Rotterdam, and others across Europe.

Her work has significant implications for educational practice, particularly in developing assessment tools and instructional approaches that support students in navigating complex information landscapes. Current projects focus on reading about science in the era of 'fake news,' process-based assessment of multiple document comprehension, and collaborative learning in computer-supported environments.