Covert Sourcing Strategies as Activism against Fake News
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| Title: | Covert Sourcing Strategies as Activism against Fake News |
|---|---|
| Language: | English |
| Authors: | Rachael VanDonkelaar (ORCID |
| Source: | Reading Teacher. 2025 78(6):366-369. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Curriculum, Secondary School Teachers, Secondary School Students, Credibility, Information Sources, Primary Sources, Misinformation, Curriculum Development, Hidden Curriculum, Activism, Teaching Methods, Social Media, News Media, Reading Strategies, Theory Practice Relationship |
| DOI: | 10.1002/trtr.2378 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research-to-practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466904 |
| Database: | ERIC |
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| Abstract: | In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to support informed reading. However, although teachers understand the benefits of sourcing, otherwise known as investigating online claims, research shows that educators do not feel confident in teaching such skills. With personal stories embedded throughout, this research-to-practice article provides practical strategies for teachers to gently incorporate sourcing into their classrooms. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.2378 |
