Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information
Abstract/Contents
- Abstract
- This study compares how professional fact checkers, historians, and first year college students evaluated online information and presents the strategies fact checkers used to efficiently and effectively find trustworthy information.
Description
| Type of resource | other |
|---|---|
| Date created | July 28, 2018 |
Creators/Contributors
| Author | Wineburg, Sam | |
|---|---|---|
| Author | McGrew, Sarah |
Subjects
| Subject | history |
|---|---|
| Subject | assessment |
| Subject | college |
| Subject | fact checker |
| Subject | digital information |
Bibliographic information
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- 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 3.0 Unported license (CC BY-NC-ND).
Collection
Graduate School of Education Open Archive
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- Contact
- kerrd@stanford.edu
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