Improving College Students’ Fact-Checking Strategies through Lateral Reading Instruction in a General Education Civics Course

Jessica Brodsky; Patricia J. Brooks

doi:10.17605/OSF.IO/9RBKD

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Improving College Students’ Fact-Checking Strategies through Lateral Reading Instruction in a General Education Civics Course

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Description: We examined the effects of lateral reading instruction on college students' fact-checking strategies at one of the institutions participating in the AASCU's Digital Polarization Initiative (https://www.aascu.org/AcademicAffairs/ADP/DigiPo/).

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