I cannot emphasize this point strongly enough: "Historians and students were often fooled by manipulative websites, but journalism fact-checkers were not. In addition, their methods of analysis differed significantly: historians and students tried to assess the validity of websites and information by reading vertically, navigating within a site to learn more about it, but fact-checkers read laterally, opening new browser tabs for different sources and running searches to judge the original website's credibility." Educators and education writers need to be more like journalists, however unfortunately they tend to be more like, and recommend the approach, of historians.
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