Conversations After Lateral Reading: Supporting Teachers to Focus on Process, Not Content

High school students need support learning to evaluate online information. This study analyzed whole-class conversations during four lessons in six high school social studies classes in a large U.S. district where students learned an approach to evaluating online sources called lateral reading. The authors used qualitative methods to investigate whether these conversations focused on content specific to the assigned examples or on knowledge and skills likely to apply to future experiences evaluating online information.

Full article available at Computers & Education