1. Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course
- Author
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Victor Miller, Robert Grosso, Jessica E. Brodsky, Patricia J. Brooks, Michael Caulfield, Donna Scimeca, Michael Matthews, Peter Galati, Ralitsa Todorova, and Michael Batson
- Subjects
Experimental psychology ,Cognitive Neuroscience ,media_common.quotation_subject ,Fact checking ,Media literacy ,lcsh:Consciousness. Cognition ,050801 communication & media studies ,Experimental and Cognitive Psychology ,0508 media and communications ,Reading (process) ,Credibility ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Humans ,Learning ,College students ,Students ,Curriculum ,media_common ,05 social sciences ,050301 education ,General education ,lcsh:BF309-499 ,Fact-checking instruction ,Lateral reading ,Reading ,Civics ,Original Article ,Psychology ,0503 education ,Wikipedia - Abstract
College students lack fact-checking skills, which may lead them to accept information at face value. We report findings from an institution participating in the Digital Polarization Initiative (DPI), a national effort to teach students lateral reading strategies used by expert fact-checkers to verify online information. Lateral reading requires users to leave the information (website) to find out whether someone has already fact-checked the claim, identify the original source, or learn more about the individuals or organizations making the claim. Instructor-matched sections of a general education civics course implemented the DPI curriculum (N = 136 students) or provided business-as-usual civics instruction (N = 94 students). At posttest, students in DPI sections were more likely to use lateral reading to fact-check and correctly evaluate the trustworthiness of information than controls. Aligning with the DPI’s emphasis on using Wikipedia to investigate sources, students in DPI sections reported greater use of Wikipedia at posttest than controls, but did not differ significantly in their trust of Wikipedia. In DPI sections, students who failed to read laterally at posttest reported higher trust of Wikipedia at pretest than students who read at least one problem laterally. Responsiveness to the curriculum was also linked to numbers of online assignments attempted, but unrelated to pretest media literacy knowledge, use of lateral reading, or self-reported use of lateral reading. Further research is needed to determine whether improvements in lateral reading are maintained over time and to explore other factors that might distinguish students whose skills improved after instruction from non-responders.
- Published
- 2021
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