Lesson 3: Debunking Unhelpful Evaluation Strategies
Initial Publication Date: February 13, 2025
Do all strategies for evaluating online information work equally well? In this lesson, students review "unhelpful strategies" for evaluating online information-- strategies like judging a site's URL or appearance that they might have learned or practiced in the past but are actually not very effective. Students then have a chance to continue to practice reading laterally about two sources.
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Thinking
![[reuse info]](/images/information_16.png)
Provenance: London Allen
Reuse: If you wish to use this item outside this site in ways that exceed fair use (see http://fairuse.stanford.edu/) you must seek permission from its creator.
Lesson Plan
The Slide Deck link will direct you to a pop-up that prompts you to create your own, editable copy of the slide deck. Teacher notes and details on the lesson plan are included in the notes section of each slide.
The Guiding Questions link will also direct you to a pop-up that prompts you to create your own, editable copy of the document. Before giving to students, fill in the names of the sources/topics you select in the highlighted sections.
Slide Deck
https://docs.google.com/presentation/d/1aT4lmj5InR7oyFNQTp2XCv7nLgJEUzNLh3AL0Jemd5A/copy
Guiding Questions
https://docs.google.com/document/d/1WHBmqqsBHZqypZj0CVImskseuHtAhnjSsaYsajN9KP0/copy
Lateral Reading Sources Mapped to MEL Topics
There are a variety of articles in this document that are mapped to Model-Evidence Link diagram activities. For each topic, three sources are provided.
LR Sources
Project Support
The Lateral Reading-Model-Evidence Link Diagrams project is supported in part by the NSF under Grant Nos. DRL-2201012, DRL-2346657, DRL-2201015, DRL-2201016, DRL-2201017, and DRL-2201018. Previous support came from Grant Nos. DRL-2201013, 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.
