id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
doi-org-9149		Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course | Cognitive Research: Principles and Implications | Full Text			.html	text/html	12353	834	56	We report findings from an institution participating in the Digital Polarization Initiative (DPI), a national effort to teach students lateral reading strategies used by expert fact-checkers to verify online information. The current study reports findings from one of eleven colleges and universities participating in the Digital Polarization Initiative (DPI), a national effort by the American Democracy Project of the American Association of State Colleges and Universities to teach college students information-verification strategies that rely on lateral reading for online research (American Democracy Project, n.d; Caulfield, 2017a). We were interested in whether students who received the DPI curriculum would be more likely to use lateral reading to correctly assess the trustworthiness of online content at posttest, as compared to "business-as-usual" controls. In light of previous research on the disconnect between students' self-reported and observed information-evaluation behaviors, we also examined whether students who received the DPI curriculum were more likely to self-report use of lateral reading at posttest, as compared to "business-as-usual" controls.	./cache/doi-org-9149.html	./txt/doi-org-9149.txt