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<h2 class="hd hd-2 unit-title">2.7.1 Additional Reading & Resources</h2>
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<p><strong>Referenced Readings</strong></p>
<p>Breakstone, Joel, McGrew, Sarah, Smith, Mark, Ortega, Teresa, & Wineburg, Sam. 2018. <a href="http://www.kappanonline.org/breakstone-need-new-approach-teaching-digital-literacy/" target="[object Object]">Why We Need a New Approach to Teaching Digital Literacy.</a> <em>Phi Delta Kappan. </em>Staff from the Stanford History Education Group explore the limitations of checklist-based approaches to evaluating online sources and explain how research with fact checkers revealed more effective evaluation strategies. </p>
<p>Hargittai, Eszter, Fullerton, Lindsay, Menchen-Trevino, Ericka, & Thomas, Kristin Y. 2010. <a href="https://ijoc.org/index.php/ijoc/article/view/636" target="[object Object]">Trust Online: Young Adults’ Evaluation of Web Content.</a> <em>International Journal of Communication.</em> This research article details a study investigating how young people search for and evaluate information online. </p>
<p><strong>Suggested Readings</strong></p>
<p>Caulfield, Mike. 2018. <a href="https://hapgood.us/2018/09/14/a-short-history-of-craap/" target="[object Object]">A Short History of CRAAP.</a> This article identifies problems with the CRAAP test and traces its creation. </p>
<p>Steinmetz, Katy. 2018. <a href="https://time.com/5362183/the-real-fake-news-crisis/" target="[object Object]">How Your Brain Tricks You Into Believing Fake News.</a> <em>Time.</em> Reporter Katy Steinmetz details the challenges related to sorting fact from fiction online. She pays particular attention to the research that led to the creation of the Civic Online Reasoning curriculum. </p>
<p>Weaver, Brilee. 2018. <a href="https://www.gse.harvard.edu/news/uk/18/06/digital-native-digital-expert" target="[object Object]">From Digital Native to Digital Expert.</a> <em>Usable Knowledge.</em> This short set of tips for evaluating online sources summarizes the research of Sam Wineburg and Sarah McGrew about how fact checkers approach unfamiliar digital content. </p>
<p><strong>Suggested Viewing</strong></p>
<p>Stanford History Education Group & Crash Course. 2019. <a href="https://youtu.be/GoQG6Tin-1E" target="[object Object]">Check Yourself with Lateral Reading.</a> John Green teaches you how to read laterally, opening new tabs in your browser to fact check as you read. </p>
<p>Stanford History Education Group & Crash Course. 2019. <a href="https://youtu.be/o93pM-b97HI" target="[object Object]">Who Can You Trust?</a> John Green dives deeper into lateral reading, discussing how to evaluate the authority and perspective of online sources.</p>
<p>Stanford History Education Group & Crash Course. 2019. <a href="https://youtu.be/5tw44SkkXQg" target="[object Object]">Click Restraint.</a> In this episode of the series, John Green discusses how search engines generate results and teaches how to use “click restraint” when deciding which results to open.</p>
<p><strong>Suggested Resources</strong></p>
<p><a href="https://cor.stanford.edu/curriculum/collections/teaching-lateral-reading" target="[object Object]">Teaching Lateral Reading Civic Online Reasoning curriculum collection.</a> If you would like to teach lateral reading, this curriculum collection includes a sequenced set of lessons and assessments focused on developing this crucial skill. </p>
<p><a href="https://cor.stanford.edu/curriculum/lessons/click-restraint" target="[object Object]">Click Restraint Civic Online Reasoning lesson.</a> This lesson introduces students to click restraint, a strategy that involves resisting the urge to immediately click on the first search result.</p>
<p><a href="https://cor.stanford.edu/curriculum/lessons/practicing-click-restraint" target="[object Object]">Practicing Click Restraint Civic Online Reasoning lesson.</a> After students learn about click restraint, this lesson provides opportunities to hone this skill. </p>
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