References
- Breakstone, J., S. McGrew, M. Smith, T. Ortega, and S. Wineburg. 2018. Teaching students to navigate the online landscape. Social Education 82 (4): 219–221.
- Fielding, J.A. 2019. Rethinking CRAAP: Getting students thinking like fact-checkers in evaluating web sources. College and Research Libraries News 80 (11): 620–622.
- Hargittai, E., L. Fullerton, E. Menchen-Trevino, and K.Y. Thomas. 2010. Trust online: Young adults’ evaluation of web content. International Journal of Communication 4: 27.
- Hinostroza, J.E., A. Ibieta, C. Labbé, and M.T. Soto. 2018. Browsing the internet to solve information problems: A study of students’ search actions and behaviours using a ‘think aloud’ protocol. Education and Information Technologies 23 (5): 1933–1953.
- Hodgin, E., and J. Kahne. 2018. Misinformation in the information age: What teachers can do to support students. Social Education 82 (4): 208–212.
- Kahne, J., B. Bowyer. 2017. Educating for democracy in a partisan age: Confronting the challenges of motivated reasoning and misinformation. American Educational Research Journal 54: 3–34.
- McGrew, S., J. Breakstone, T. Ortega, M. Smith, and S. Wineburg. 2018. Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory and Research in Social Education 46 (2): 165–193.
- McGrew, S., M. Smith, J. Breakstone, T. Ortega, and S. Wineburg. 2019. Improving university students’ web savvy: An intervention study. British Journal of Educational Psychology 89 (3): 485–500.
- NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Retrieved from http://www.nextgenscience.org/
- Sinatra, G.M., and D. Lombardi. 2020. Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments. Educational Psychologist (online) 1–12.
- Stadtler, M., L. Scharrer, M. Macedo-Rouet, J.F. Rouet, and R. Bromme. 2016. Improving vocational students’ consideration of source information when deciding about science controversies. Reading and Writing 29 (4): 705–729.
- Tandoc Jr., E.C., R. Ling, O. Westlund, A. Duffy, D. Goh, and L. Zheng Wei. 2018. Audiences’ acts of authentication in the age of fake news: A conceptual framework. New Media and Society 20 (8): 2745–2763.
- Walsh-Moorman, E.A., K.E. Pytash, and M. Ausperk. 2020. Naming the moves: Using lateral reading to support students’ evaluation of digital sources. Middle School Journal 51 (5): 29–34.
- Wineburg, S., and S. McGrew. 2019. Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record 121 (11): 1–39.