Understanding problems and identifying solutions requires identifying credible sources to inform that understanding. Yet an explosion in information over the past two decades has left students ill-prepared to critically assess the legitimacy of that information. In this article, Stanford professor Sam Wineburg describes his research on how students typically evaluate the sources of online information. He suggests “lateral reading” strategies used by fact checkers as one way to more critically assess what we read online.
To navigate the dangers of the web, you need critical thinking—but you also need critical ignoring
By: Sam Wineburg, The Conversation
Educator-prep | K-12 educators
Principled Innovation asks us to work with others and recognize the limits of our own knowledge so that we can better understand and tackle the complex issues our communities face.
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By: Principled Innovation™ (PI)