Associations Between Online Instruction in Lateral Reading Strategies and Fact-checking COVID-19 News Among College Students
Principal Investigator(s): View help for Principal Investigator(s) Jessica E. Brodsky, The Graduate Center, CUNY; The College of Staten Island, CUNY; Patricia J. Brooks, The Graduate Center, CUNY; The College of Staten Island, CUNY; Donna Scimeca, The College of Staten Island, CUNY; Peter Galati, The College of Staten Island, CUNY; Ralitsa Todorova, Lehman College, CUNY; Michael Caulfield, Washington State University Vancouver
Version: View help for Version V1
| Name | File Type | Size | Last Modified |
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| Data-Analysis-and-Output | 07/28/2021 01:26:PM | ||
| De-identified-Data | 07/29/2021 10:06:AM | ||
| Instructional-Assignments | 07/29/2021 10:07:AM | ||
| Pretest-and-Posttest-Assignments | 07/21/2021 06:00:PM | ||
| Supplemental-Analyses-and-Tables | 07/22/2021 10:42:AM | ||
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application/pdf | 89 KB | 07/28/2021 09:31:AM |
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Project Description
The abstract for our paper, entitled "Associations Between Online Instruction in Lateral Reading Strategies and Fact-checking COVID-19 News Among College Students" may be found below:
College students, and adults in general, may find it hard to identify trustworthy information amidst the proliferation of false news and misinformation about the COVID-19 pandemic. In Fall 2020, college students (N = 221) in an online general education civics course were taught through asynchronous assignments how to use lateral reading strategies to fact-check online information. Students improved from pretest to posttest in use of lateral reading to fact-check information; lateral reading was predicted by the number of assignments completed and students’ reading comprehension test scores. Students reported greater use, endorsement, and knowledge of Wikipedia at posttest, aligning with the curriculum’s emphasis on using Wikipedia to investigate information sources. Students also reported increased confidence in their ability to fact-check COVID-19 news. While confidence was related to perceived helpfulness of the assignments, it was only weakly associated with lateral reading. Findings support the effectiveness of the online curriculum for improving fact-checking.
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