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<h2 class="hd hd-2 unit-title">2.2.1 What is Lateral Reading?</h2>
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<p>In the following video, you will learn more about the powerful strategy of lateral reading. You will learn how lateral reading differs from common but ineffective search techniques, such as checklists and vertical reading.</p>
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<h3 class="hd hd-2">What is Lateral Reading?</h3>
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<h2 class="hd hd-2 unit-title">2.2.2 The Problem with Checklists</h2>
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<p>Many prominent digital literacy organizations in the United States and Canada instruct students to evaluate the trustworthiness of online sources using checklists of 10 to 30 questions. Such lists include questions like: Is a contact person provided? Are the sources of information identified? Is the website a .com (supposedly bad) or a .org (supposedly good)? What the checklists omit, however, is the first move that the fact-checkers made: Look to the internet to see what other sources say about the site. </p>
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<p style="text-align: left;">It’s easy to understand the appeal of such checklists. They are simple-to-use instructional tools intended to support students in an area where we know they need help. On the other hand, as far as we can tell, none of the checklists are based on research about what skilled people, like fact-checkers, actually do when facing a computer screen. In fact, checklists may lead students astray.</p>
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<p>Imagine if a group of students wanted to determine whether it is sound public policy to raise the minimum wage to $15 an hour. An online search might lead to minimumwage.com, which we discussed in the last video. Were students to read laterally about the Employment Policies Institute, they would find articles that shed light on the nature and purpose of the organization. They would learn that EPI is a front group funded by Berman and Co., a Washington, D.C. public relations firm that works on behalf of the food and beverage industry, which, as might be expected, opposes raising the minimum wage. According to <em>The New York Times</em>, the firm’s owner, Richard Berman, has a track record of creating “official-sounding nonprofit groups” to disseminate information on behalf of corporate clients. </p>
<p><img height="363" width="650" src="/assets/courseware/v1/2bd1fc5651cb9ef58abe2a5a43e029bd/asset-v1:MITx+0.504x+3T2020+type@asset+block/unnamed.png" alt="image: article headline "Fight Over Minimum Wage Illustrates Web of Industry Ties"" /></p>
<p>Now consider the conclusions students would draw about minimumwage.com if they used one of the most widely disseminated checklists: The CRAAP Test. </p>
<p><span id="docs-internal-guid-0f5f9376-7fff-6d6b-a7c4-850dbcd185ac"><span style="font-size: 12pt; font-family: 'Open Sans', sans-serif; color: #666666; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; overflow: hidden;">Created by Meriam Library at California State University, Chico, the CRAAP Test instructs users to consider the Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP) of a website. The CRAAP Test and its variations appear on dozens of library websites from Florida to Alaska; the American Library Association promotes its use.</span></span></span></p>
<p><img height="635" width="702" src="/assets/courseware/v1/79c8a8f8db7c53d5f35fc4890b26915e/asset-v1:MITx+0.504x+3T2020+type@asset+block/craap_criteria.png" alt="CRAAP Evaluation Criteria" /></p>
<p>How does minimumwage.com fare on the CRAAP test?</p>
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<li><em>Currency</em>: The site’s home page features regular updates, has a 2020 copyright, and includes many functional links to other sites.</li>
<li><em>Relevance</em>: If a student is seeking information about minimum wage policy, the site is filled with relevant information, including details about minimum wage in every state and links to research from outlets ranging from the Harvard Business School to the <em>The New York Times</em>. </li>
<li><em>Authority</em>: The site’s “About” page indicates that it is a project of the Employment Policies Institute. EPI provides a telephone number, an email address, and a street address in Washington, D.C. To further burnish its credentials, EPI’s “About” page describes the organization’s work: “EPI sponsors nonpartisan research which is conducted by independent economists at major universities around the country” (Employment Policies Institute, n.d.). </li>
<li><em>Accuracy</em>: The website is free of spelling, grammatical, and typographical errors. More important, it supplies a host of data sources to support its claims. From links to university research to polished reports produced by EPI, the site creates the impression of academic rigor. A careful reader of the site will identify clues that the site is opposed to raising the minimum wage. However, it attempts to do so in the detached tone of science, backed up by data-stuffed research reports.</li>
<li><em>Purpose</em>: According to the site, EPI’s purpose is “studying public policy issues surrounding employment growth” (minimumwage.com, n.d.). Although it is difficult to identify its true purpose, one could conclude that the site opposed increasing the minimum wage on the basis of data from disinterested economists and policy experts. </li>
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<p>In short, minimumwage.com performs swimmingly on the CRAAP Test. The site passes other website checklists with flying colors as well. </p>
<p>Perhaps these lists were useful when students accessed the internet using a dial-up modem. But they are less effective in an age when anyone can publish a sleek website with a $25 template. Nor did the checklist approach anticipate an internet populated by websites that cunningly obscure their true backers: corporate-funded sites posing as grassroots initiatives (a practice commonly known as astroturfing); supposedly nonpartisan think tanks created by lobbying firms, and extremist groups mimicking established professional organizations.</p>
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<p style="text-align: left;">By focusing on features of websites that are easy to manipulate, checklists are not just ineffective but misleading. The internet teems with individuals and organizations cloaking their true intentions. At their worst, checklists provide cover to such sites.</p>
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<p>Further, lengthy lists of questions (the CRAAP Test includes 25 items, for example) are impractical. It’s unrealistic to believe that kids (or any of us, for that matter) will have the patience to go through long lists of questions for every unfamiliar site they encounter. </p>
<p>Many students seem to have internalized a set of checklist-like criteria, though.<strong> </strong></p>
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<p style="text-align: left;">We asked 197 undergraduates whether minimimumwage.com was a reliable source of information about the minimum wage and allowed them to search anywhere on the web. Only 5% identified Berman and Co. as responsible for the website... Students often answered on the basis of issues addressed by checklists.</p>
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<p>We also gave this task to 95 11th graders enrolled in an Advanced Placement United States History course. The results were similar to those from college students. A mere 10% were able to correctly identify the organization behind minimumwage.com. </p>
<p>Again, students often answered on the basis of issues addressed by checklists. For example, one college student zeroed in on the currency of the information: “It is reliable because the date of one article is 2014, which is still relatively new, meaning the information is probably still up-to-date regarding minimum wage.” Another evaluated the site’s authority: “Yes, it is a reliable source. The research is being conducted by experts or independent economists from major universities.” </p>
<p><strong>Other students seem to have taken to heart the recommendation, included in many checklists, to trust .org websites more than those with .com URLs.</strong> As one student wrote: "This is a reliable source of information. It is nonpartisan, so it isn’t biased toward a certain political view. Furthermore, it works with major universities, so it must be credible enough to work with universities. The organization it belongs to, EPI, is a nonprofit organization and has a .org website address." Instead of looking into who produced the website, the student evaluated irrelevant features of minimumwage.com and the EPI website and imputed special power to the .org URL. Yet, .org lost its cachet long ago; it is easy for all kinds of dubious organizations to obtain .org domain names. </p>
<p>Next, you’ll have the chance to test for yourself how CRAAP compares to lateral reading. </p>
<p>(To read more about checklists and lateral reading, see <a href="https://kappanonline.org/breakstone-need-new-approach-teaching-digital-literacy/" target="[object Object]">Why We Need a New Approach to Teaching Digital Literacy</a> from <em>Phi Delta Kappan)</em></p>
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<h2 class="hd hd-2 unit-title">2.2.3 Activity Part 1: Checklist vs. Lateral Reading</h2>
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<p>You read about the CRAAP test in the previous section. Now you will test how the checklist compares to lateral reading by using each approach to evaluate a website.</p>
<h3><strong>Instructions:</strong></h3>
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<li>Take a few minutes to review the CRAAP test evaluation criteria.</li>
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<p style="text-align: center;"><a href="https://library.csuchico.edu/sites/default/files/craap-test.pdf" target="_blank"><img height="762" width="600" src="/assets/courseware/v1/f747e172accf91aab7be12329c5a4df2/asset-v1:MITx+0.504x+3T2020+type@asset+block/Screen_Shot_2020-07-22_at_11.53.17_AM.png" alt="Cover image of webpage of evaluating information and applying the CRAAP Test to do so. " /></a></p>
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<p style="text-align: left;">2. Visit <a href="https://environmentalpolicyalliance.org/how-regulated-is-energy-development/" target="[object Object]">https://environmentalpolicyalliance.org/how-regulated-is-energy-development/</a>, and evaluate the site using the questions on the CRAAP Test. </p>
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<p>3. Now, watch this debrief of SHEG Director Joel Breakstone using the CRAAP test to evaluate this site. </p>
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<p>4. Visit <a href="https://environmentalpolicyalliance.org/how-regulated-is-energy-development/" target="_blank">https://environmentalpolicyalliance.org/how-regulated-is-energy-development/</a> one more time. Now, instead of using the CRAAP test, read laterally about the source.</p>
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<p>5. Now, watch Joel use lateral reading to investigate who's behind this site. </p>
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<h2 class="hd hd-2 unit-title">2.2.4 Voices in Practice: Lateral Reading vs. Vertical Reading</h2>
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<p>Let’s take a look inside a classroom and see how Will Colglazier, a U.S. History teacher in San Mateo, CA, teaches his students lateral reading, the strategy of leaving a website in order to investigate what other sources say about it. He uses three key questions that are essential to civic online reasoning: (1) Who’s behind the information? (2) What's the evidence? (3) What do other sources say? </p>
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<h2 class="hd hd-2 unit-title">2.2.5 Evaluating Authority and Perspective</h2>
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<p>Research suggests that students tend to focus on irrelevant, surface-level features of online sources (like a site’s appearance or its URL), so it’s important to teach students to consider the authority and perspective of a source when reading laterally.</p>
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<p><strong>Authority</strong></p>
<p><strong>When students evaluate the authority of a source, they should consider two factors: </strong></p>
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<p> 1. <strong><em>Expertise of the author(s)</em>.</strong> Consider an author’s educational background and professional experience. Is there reason to think that the author is deeply knowledgeable and experienced with this topic? </p>
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<p>Authors and organizations with expertise on a particular topic are more authoritative than neophytes. A well-known historian who has written several books about the New Deal, for example, is better positioned to offer information about the origins of Social Security than an anonymous Twitter user or an amateur historian with a blog. Similarly, the highly regarded American Medical Association has expertise on health issues, while a YouTube vlogger with no medical credentials does not. This doesn’t necessarily mean that everything that experts say is right, but an expert has a lot more credibility than someone with no known background credentials on the topic. </p>
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<p> 2. <strong><em>How the information was produced</em>.</strong> It is also important to consider how the information was generated. Does the person or organization have systems in place to ensure the accuracy of information they convey? </p>
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<li>Respected news outlets, for example, have processes in place to ensure the information they convey is correct. They employ journalists who adhere to high professional standards for reporting and fact-checkers who investigate whether information is accurately reported. They also issue corrections when mistakes are made and allow readers to call out incorrect information through letters to the editor.</li>
<li>Fact-checking agencies like Snopes, Politifact, and FactCheck.org also employ experts who investigate claims, and they have high standards for reporting and processes in place to correct mistakes and update information as it evolves. </li>
<li>Government agencies, NGOs, and reputable think tanks often employ experts in their field who conduct rigorous research and draft reliable policy statements and reports. </li>
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<p><strong>Perspective</strong></p>
<p><strong>When engaging in lateral reading, students also need to consider a source’s perspective:</strong></p>
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<li><strong>Might the author’s background give them a particular point of view on the issue? </strong></li>
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<p style="text-align: left;">In today’s polarized political landscape, students (and many adults) are quick to dismiss sources that come from a particular perspective as “biased,” especially when a source has a political point of view. As teachers, we need to help them move beyond these kinds of simplistic evaluations. Just because a source has a perspective, does not mean that it is completely unreliable. Students need to understand that all sources have a perspective, even supposedly “neutral” ones. Rather than seeing perspective as a fatal flaw, we must instead help students learn to factor perspective into their evaluation of a source.</p>
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<p>Editorial boards at respected news outlets, for example, bring clear perspectives to their commentary, but that doesn’t mean that we should discount their publications as sources of reliable information. Instead, students must learn to take the publication or author’s perspective into account and be aware that their perspective may cause them to frame the issue differently and focus on different evidence than an author with a different perspective. </p>
<p></p>
<p>Similarly, reputable think tanks bring different perspectives to policy issues. The Hoover Institution brings a conservative perspective to economic and political issues, and the Center for American Progress brings a liberal perspective to the same topics. But just because they have political leanings, that shouldn’t be a reason to discount them as a source of information. Rather, we should read what they say with the understanding that they are likely to frame the issues and present evidence in a way that supports their perspective. </p>
<p><strong>Lateral reading is a crucial step in evaluating online information. As we read laterally, we need to seek out information that helps us to evaluate the authority and perspective of a source. We can then take this into account as we read the source. </strong></p>
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<h2 class="hd hd-2 unit-title">2.2.6 Deep Dive on Evaluating Authority</h2>
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<p>In this section, we are presenting our first video from John Green's <em>Crash Course Navigating Digital Information</em> series. This is a series of 10 videos, each about 15 minutes long, that were co-developed by SHEG and the Crash Course team. They are a terrific resource for teachers and students, and the whole series addresses many of the same concepts and strategies as we do in this course. We include a subset of these videos throughout the course, and we encourage you to watch the <a href="https://www.youtube.com/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU" target="_blank">whole series</a>.</p>
<p>For a deeper dive into evaluating authority, we encourage you to view <a href="https://cor.stanford.edu/videos/who-can-you-trust" target="[object Object]">this video</a> from the SHEG and Crash Course teams. </p>
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<p>Lateral Reading is a strategy best used flexibly. Although we always recommend leaving an unfamiliar source to learn what other sources say about it, what we prioritize and what mechanics work best can vary. Here are some tips for lateral reading:</p>
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<li>If you’re unfamiliar with both the website and the author, it’s often most efficient to investigate the website first. If the website is completely unreliable, it is often unnecessary to spend additional time investigating the author.</li>
<li>Although you can’t trust an organization to be honest about itself on its own “about” page, the “about” page can provide leads for reading laterally, such as the names of people and organizations affiliated with the site.</li>
<li>Adding quotation marks around search terms will ensure that results will be returned only if the exact words appear in the exact order of your terms.</li>
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<p><img height="130" width="850" src="/assets/courseware/v1/3dfa34b91b57a9cb7a012f8b4ed7acea/asset-v1:MITx+0.504x+3T2020+type@asset+block/2.2.7_quotes.png" alt="google search bar "civic online reasoning"" /></p>
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<li><span style="font-size: 1em;">If you’d like to omit certain websites from your search, you can add "-site:[website URL]" to your search terms. Searching for the name of a website with the additional -site:[websiteURL] command will return results about a website that are not from the website itself.</span></li>
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<p><img height="286" width="850" src="/assets/courseware/v1/c2575d5b3cc8638f7fe76a0bea9791be/asset-v1:MITx+0.504x+3T2020+type@asset+block/2.2.7_-site.png" alt="Search result "civic online reasoning -site:cor.stanford.edu" " /></p>
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<li>To search more quickly for relevant text on a page, enter Ctrl + f (on PC) or cmd + F (on Mac) to search for specific words. </li>
<li> Google's “News” tab at the top of the Search Engine Results Page can help you identify news sources. Note that Google News also indexes non-news outlets. You should not assume that each source indexed by Google News is a reputable news site.</li>
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<p>Of course, as technology changes, so will the utility of these tips. Fortunately, the core principle of lateral reading—determining who’s behind a source by leaving it to see what trusted sources say—is more evergreen than what specific search engine tips work at a given time. And most often, even the most simple search terms, without any added bells or whistles, will allow you to engage successfully in lateral reading.</p>
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