This study
observed historians, professional fact checkers, and Stanford University
undergraduates as they evaluated live websites and searched for information on
social and political issues. Historians and students often fell victim to
easily manipulated features of websites, such as official-looking logos and
domain names. They read vertically, staying within a website to evaluate its
reliability. In contrast, fact checkers read laterally, leaving a site after a
quick scan and opening up new browser tabs in order to judge the credibility of
the original site. Compared to the other groups, fact checkers arrived at more
warranted conclusions in a fraction of the time. The study contrasts insights
gleaned from the fact checkers’ practices with common approaches to teaching
web credibility.
Wineburg,
S., & McGrew, S. (2017). Lateral reading: Reading less and learning more
when evaluating digital information. Stanford, CA: Stanford. http://dx.doi.org/10.2139/ssrn.3048994
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