Civic Online Reasoning Across the Curriculum: Developing and Testing the Efficacy of Digital Literacy Lessons
Abstract/Contents
- Abstract
- Given the current threat posed by toxic digital content, preparing students to evaluate online sources cannot be relegated to a single subject area. This instruction must happen across the curriculum. This article focuses on curriculum materials designed to teach students to evaluate online information across subject areas following a set of design principles: (1) Focus on a core question and strategy; (2) engage students in evaluating real online content; (3) feature cognitive apprenticeship and formative assessment; (4) support teacher learning. Ninth grade biology and world geography teachers taught a series of curriculum-embedded lessons based on these design principles. We examined whether these lessons helped students become more skilled evaluators of online content. Pretest/posttest data (n =574) showed statistically significant growth in students’ ability to evaluate the credibility of online content. We analyze the role played by the curriculum design principles in this interdisciplinary intervention and explore implications for future initiatives.
Description
| Type of resource | text |
|---|---|
| Date created | July 28, 2022 |
| Date modified | September 23, 2022 |
| Publication date | July 28, 2022 |
Creators/Contributors
| Author | McGrew, Sarah | |
|---|---|---|
| Author | Breakstone, Joel |
Subjects
| Subject | curriculum |
|---|---|
| Subject | civic education |
| Subject | misinformation |
| Subject | civic online reasoning |
| Subject | Stanford History Education Group |
| Subject | digital literacy |
| Subject | Graduate School of Education |
| Genre | Text |
| Genre | Article |
| Genre | Working paper |
| Genre | Grey literature |
Bibliographic information
| Related item | |
|---|---|
| DOI | https://doi.org/10.25740/dd707pp9195 |
| Location | https://purl.stanford.edu/dd707pp9195 |
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial No Derivatives 4.0 International license (CC BY-NC-ND).
Preferred citation
- Preferred citation
- McGrew, S. and Breakstone, J. (2022). Civic Online Reasoning Across the Curriculum: Developing and Testing the Efficacy of Digital Literacy Lessons. Stanford Digital Repository. Available at https://purl.stanford.edu/dd707pp9195
Collection
Graduate School of Education Open Archive
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- Contact
- breakstone@stanford.edu
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