Lateral Reading-Model-Evidence Link Diagrams (LR-MEL) Project
The Lateral Reading-Model-Evidence Link Diagrams (LR-MEL) project is investigating how deeper evaluations might promote changes in students' epistemic judgments, including source trustworthiness, and claim plausibility, toward a more civically-minded and scientific stance. We are also developing and implementing three-day summer institutes and follow-on professional development to help middle and high school ELA, social studies, and science teacher teams use LR (in ELA and social studies) and MEL (in science) scaffolds to facilitate students' critical-analytic thinking, evidence-based reasoning, and core disciplinary knowledge.
Lateral Reading - Source Evaluation
Model-Evidence Link - Evaluating Connections Between Lines of Evidence and Alternative Explanatory Claims
The Lateral Reading-Model-Evidence Link Diagrams project is supported in part by the NSF under Grant Nos. DRL-2201012, DRL-2201013, DRL-2201015, DRL-2201016, DRL-2201017, and DRL-2201018. Previous support came from Grant Nos. DRL-2027376, DRL-1721041, and DRL-1316057. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the NSF's views.