References: Evaluating Sources

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References

Afflerbach, P. A., & Cho, B. Y. (2010). Determining and describing reading strategies: Internet and traditional forms of reading. In Waters, H. S., & Schneider, W. (Eds.). Metacognition, strategy use, and instruction (pp. 201-255). New York: Guilford.

Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Teaching students to navigate the online landscape. Social Education, 82(4), 219-221.

Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Why we need a new approach to teaching digital literacy. Phi Delta Kappan, 99(6), 27-32.

Crocco, M., Halvorsen, A. L., Jacobsen, R., & Segall, A. (2017) Teaching with evidence in this age of fake news.Phi Delta Kappan.

Galvin, J. (2005). Alternative strategies for promoting information literacy. The Journal of academic librarianship, 31(4), 352-357.

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge: MIT Press.

Kingsley, T., & Tancock, S. (2014). Internet inquiry. The Reading Teacher, 67(5), 389-399.

Kohnen, A. M., & Saul, E. W. (2018). Literacy instruction for life online._ Phi Delta Kappan, 99_(6), 33-38.

Limberg, L., Alexandersson, M., Lantz-Andersson, A., & Folkesson, L. (2008). What matters? Shaping meaningful learning through teaching information literacy. Libri, 58(2), 82-91.

McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The Challenge that's bigger than fake news: Civic reasoning in a social media environment. American Educator, 41(3), 5.

Rapchak, M. E., Lewis, L. A., Motyka, J. K., & Balmert, M. (2015). Information literacy and adult learners: Using authentic assessment to determine skill gaps. Adult Learning, 26(4), 135-142.

Street, C. (2005). Tech talk for social studies teachers: Evaluating online resources: The importance of critical reading skills in online environments. The Social Studies, 96(6), 271-273.

Wineburg, S., & McGrew, S. (2017). Lateral reading: Reading less and learning more when evaluating digital information (Working Paper No 2017.A1). Retrieved from Stanford History Education Group: https://pdfs.semanticscholar.org/5b26/9628f4dc29b514dfcb0b5e429e49fc0dae6d.pdf.