Digital Literacy Curriculum and Learning Study

 A recent study found that high school students who received only six 50-minute lessons in digital literacy were twice as likely to spot questionable websites as they were before the instruction took place, using a Stanford-created curriculum. 

Wineburg, S., Breakstone, J., McGrew, S., Smith, M. D., & Ortega, T. (2022). Lateral reading on the open Internet: A district-wide field study in high school government classes. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000740

Lateral Reading Study

 Lateral-reading instruction -- a fact-checking strategy that includes verifying sources and considering author intent -- can help improve students' media literacy, according to a study conducted by a Nebraska school district in partnership with the Stanford University History Education Group. The study has put the district's media literacy instruction, led by school librarians and social studies teachers, in the spotlight.

Wineburg, S. et al. (2022). Lateral reading on the open Internet. SSRN.

https://ssrn.com/abstract=3936112 or http://dx.doi.org/10.2139/ssrn.3936112