Understanding problems and identifying solutions requires identifying credible sources to inform that understanding. Yet an explosion in information over the past two decades has left students ill-prepared to critically assess the legitimacy of that information. In this article, Stanford professor Sam Wineburg describes his research on how students typically evaluate the sources of online information. He suggests “lateral reading” strategies used by fact checkers as one way to more critically assess what we read online.
By: Sam Wineburg, The Conversation
Educator-prep | K-12 educators
Using data to support teacher and student growth
Systems thinking: understanding the whole rather than just separate pieces
What are systems?
An engine for inquiry
By: ASU New College
5 barriers to critical thinking
By: Chistopher Dwyer, Psychology Today