After the modules, students engaged in lateral reading far more often, rising from 3 of 87 students at pretest to 67 of 87 at posttest¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On a task about climate-change denial websites, students leaving the original site to consult at least one other source rose from 3 of 87 at pretest to 67 of 87 at posttest. → Breakstone 2021
Evidence¶
Breakstone 2021¶
Breakstone, J., Smith, M., Connors, P., Ortega, T., Kerr, D., & Wineburg, S. (2021). Lateral reading: College students learn to critically evaluate internet sources in an online course. Harvard Kennedy School (HKS) Misinformation Review. https://doi.org/10.37016/mr-2020-56
q2 · i? · causal · r1
Coded strategy analysis of students' written responses to Task 3 (climate-change denial websites friendsofscience.org or co2science.org), with two independent raters (Cohen's kappa pre = .921, post = .949). At posttest, "67 of 87 students engaged in lateral reading by leaving the target website."
"At pretest, only 3 of 87 students engaged in lateral reading by leaving the original website and consulting at least one other source (Figure 2)."
Discussion¶
Related Claims¶
- Civic Online Reasoning Instruction Improves Evaluation — a broader claim this one bears on
- College students' scores on an online source credibility assessment improved significantly after four course-embedded modules in an asynchronous nutrition course — related
- One-session checklist (CRAAP) instruction in source evaluation did no better than the alternative methods it was compared with in two quasi-experiments — related
- Students' reliance on surface-level evaluation strategies declined after the modules, including trust in dot-org domains, links, appearance, and About pages — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lateral-reading-increased-post-intervention |
title |
After the modules, students engaged in lateral reading far more often, rising from 3 of 87 students at pretest to 67 of 87 at posttest |
description |
After the modules, students engaged in lateral reading far more often, rising from 3 of 87 students at pretest to 67 of 87 at posttest |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — breakstone-2021 |
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