{"id":18319,"date":"2021-04-18T21:18:50","date_gmt":"2021-04-18T20:18:50","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/histoire\/?p=18319"},"modified":"2026-01-28T10:05:01","modified_gmt":"2026-01-28T09:05:01","slug":"can-educators-teach-students-to-spot-fake-news-frederick-hess","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/histoire\/2021\/04\/18\/can-educators-teach-students-to-spot-fake-news-frederick-hess\/","title":{"rendered":"Can Educators Teach Students To Spot Fake News (Frederick Hess)"},"content":{"rendered":"<p>Reprise du billet publi\u00e9 par Larry Cuban <a href=\"https:\/\/larrycuban.wordpress.com\/2021\/04\/18\/can-educators-teach-students-to-spot-fake-news-frederick-hess\/\" target=\"_blank\" rel=\"noopener\">Can Educators Teach Students To Spot Fake News (Frederick Hess)<\/a><\/p>\n<div>\n<div><strong>Following up on my recent post, <a href=\"https:\/\/larrycuban.wordpress.com\/2021\/04\/14\/whatever-happened-to-current-events-lessons\/\">Whatever Happened to Current Events<\/a>, this op-ed by Frederick Hess who interviewed Stanford University Professor, Sam Wineburg, goes to the crucial intersection of children and youth learning how to sort accurate from inaccurate information. Digital literacy in dealing with mainstream and social media, according to Wineburg, spans all academic subjects that children and youth take during their student careers of 13-plus years in schools. <\/strong>\n<p><strong>Frederick Hess is director of education policy studies at the American Enterprise Institute, where he studies and writes about K-12 and higher education. This article <a href=\"https:\/\/www.forbes.com\/sites\/frederickhess\/2021\/04\/13\/how-can-educators-teach-students-to-spot-fake-news\/?sh=27b117c729d6\">appeared<\/a> in <em>Forbes<\/em> magazine April 13, 2021.<\/strong><\/p>\n<p>One of the great educational conundrums of the moment is how to help Americans navigate a digital landscape filled with fake news, dubious claims, and rank disinformation. Educators, like the rest of us, are searching for practical strategies. That\u2019s what makes Stanford University\u2019s Sam Wineburg so interesting.<\/p>\n<p>Wineburg, Stanford\u2019s Margaret Jacks Professor of Education, studies how people judge the credibility of digital content. A former history teacher with a PhD in education psychology, he\u2019s perhaps the nation\u2019s leading scholar when it comes to helping people figure out what\u2019s actually true on the Internet. I recently had the chance to <a href=\"https:\/\/www.edweek.org\/technology\/opinion-the-stanford-scholar-bent-on-helping-digital-readers-spot-fake-news\/2021\/04\">talk with him<\/a> about his work and the practical lessons it holds.<\/p>\n<p>Wineburg approaches his work with a simple guiding principle: \u201cIf you want to know what people do on the Internet, don\u2019t ask them what they <em>would<\/em> do. Put them in front of a computer and watch them <em>do<\/em> it.\u201d<\/p>\n<p>He recounts a 2019 experiment <a href=\"https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=3816075\">studying<\/a> how high school students evaluate digital sources, in which 3,000 students performed a series of web tasks. One task asked students to evaluate a website about climate change. Wineburg notes, \u201cWhen you Google the group behind it, you learn that they\u2019re funded by Exxon\u2014a clear conflict of interest. Yet, 92 percent of students never made the link. Why? Because their eyes remained glued to the original site.\u201d In other words, looking into the source of information is essential to judging its veracity\u2014and yet, students didn\u2019t make that leap.\u00a0<\/p>\n<p>In another <a href=\"https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=3048994\">study<\/a>, Wineburg compared how a group of PhD students and Stanford undergraduates stacked up against fact-checkers at leading news outlets in New York and Washington when it came to assessing the credibility of unfamiliar websites. He says that fact-checkers speedily \u201csaw through common digital ruses\u201d while trained scholars \u201coften spun around in circles.\u201d<\/p>\n<p>Why? Wineburg concludes, \u201cThe intelligent people we\u2019ve studied are invested in their intelligence. That investment often gets them in trouble.\u00a0Because they\u2019re smart, they think they can outsmart the Web.\u201d The result is that when they see a professional-looking website with scholarly references, they conclude it\u2019s legitimate. \u201cBasically,\u201d he says, \u201cthey\u2019re reading the web like a piece of static print\u2014thinking that they can determine what something is by looking at it . . . On the Internet, hubris is your Achilles heel.\u201d<\/p>\n<p>Fact-checkers employ a different approach, one that Wineburg terms \u201clateral reading.\u201d This involves only briefly looking at a website, then leaving it to search for background information on the organization or group behind the original site to determine if it is worth returning to. \u201cIn other words,\u201d he says, \u201cthey learn about a site by leaving it to consult the broader Web.\u201d<\/p>\n<p>The problem for educators, according to Wineburg, is that this goes against the grain of how teachers usually teach students to evaluate a text. Usually, students are taught to read carefully and fully, and only then render judgment. \u201cYet, on the Web, where attention is scarce, expending precious minutes reading a text, before you know who produced it and why, is a colossal waste of time,\u201d Wineburg says.<\/p>\n<p>In fact, the usual methods teachers use for addressing online credibility are mostly unhelpful. Wineburg laments that we often approach the subject like a game of twenty questions. We ask, \u201c\u2018Is the site a .org?\u2019 If so, \u2018It\u2019s good.\u2019 \u2018Is it a .com?\u2019 If so, \u2018It\u2019s bad.\u2019 \u2018Does it have contact information?\u2019 That makes it \u2018good.\u2019 But if it has banner ads? \u2018It\u2019s bad.\u2019\u201d The problem, he says, \u201cis that bad actors read these lists, too, and each of these features is ludicrously easy to game.\u201d<\/p>\n<p>To help teachers wrestling with all this, Wineburg and his collaborators have created a \u201cdigital literacy curriculum\u201d with 65 classroom-ready lessons and assessments, a complementary set of videos, and an online course on \u201cOnline Civic Reasoning\u201d done with MIT\u2019s Teaching Systems Lab. Wineburg notes that all of these materials are free and can be downloaded by registering at <a href=\"https:\/\/sheg.stanford.edu\">sheg.stanford.edu<\/a>.<\/p>\n<p>Wineburg thinks we should be teaching these skills from \u201cthe moment we give [kids] a smartphone\u201d and that \u201cwe\u2019re deluding ourselves\u201d if we imagine that schools adding \u201can elective\u201d will be enough to \u201cdrag us out of this mess.\u201d Rather, he wants educators to ask: \u201cHow, in the face of our current digital assault, do we rethink the teaching of history, science, civics, and language arts\u2014the basics?\u201d<\/p>\n<p>Ultimately, Wineburg says, \u201cOn every question we face as citizens\u2014to raise the minimum wage, to legalize marijuana, to tax sugary drinks, to abolish private prisons, you name it\u2014sham sources jostle for our attention right next to trustworthy ones. Failing to teach kids the difference is educational negligence.\u201d<\/p>\n<\/div>\n<\/div>\n<p>via Larry Cuban on School Reform and Classroom Practice <a href=\"https:\/\/larrycuban.wordpress.com\/2021\/04\/18\/can-educators-teach-students-to-spot-fake-news-frederick-hess\/\" target=\"_blank\" rel=\"noopener\">https:\/\/ift.tt\/1kBMiKL<\/a><\/p>\n<p>April 18, 2021 at 10:12PM<\/p>\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Reprise du billet publi\u00e9 par Larry Cuban Can Educators Teach Students To Spot Fake News (Frederick Hess) Following up on my recent post, Whatever Happened to Current Events, this op-ed by Frederick Hess who interviewed Stanford University Professor, Sam Wineburg, goes to the crucial intersection of children and youth learning how to sort accurate from [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_import_markdown_pro_load_document_selector":0,"_import_markdown_pro_submit_text_textarea":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[11],"tags":[259,771],"class_list":{"0":"post-18319","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-nouvelles-de-lhistoire","7":"tag-feedly","8":"tag-ifttt","9":"entry"},"jetpack_publicize_connections":[],"featured_image_src":null,"featured_image_src_square":null,"author_info":{"display_name":"Lyonel Kaufmann","author_link":"https:\/\/lyonelkaufmann.ch\/histoire\/author\/lyonelk\/"},"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1rJVM-4Lt","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":7199,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2013\/07\/03\/i-used-to-think-and-now-i-think-part-2-larry-cuban-on-school-reform-and-classroom-practice\/","url_meta":{"origin":18319,"position":0},"title":"I Used To Think \u2026 And Now I Think Part 2 &#124; Larry Cuban on School Reform and Classroom Practice","author":"Lyonel Kaufmann","date":"3 juillet 2013","format":false,"excerpt":"Une prise de position tr\u00e8s claire de Larry Cuban, que je partage, sur l'influence primordiale de l'enseignant sur le succ\u00e8s des \u00e9l\u00e8ves et de l'\u00e9cole : \u00abI used to think that the teacher was critical to student and school success. And now, I continue to think the same way. I\u2026","rel":"","context":"Dans &quot;Opinions&amp;R\u00e9flexions&quot;","block_context":{"text":"Opinions&amp;R\u00e9flexions","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/opinionsreflexions\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":10940,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2016\/01\/12\/stanford-history-education-group-reading-like-a-historian\/","url_meta":{"origin":18319,"position":1},"title":"Stanford History Education Group: Reading Like a Historian","author":"Lyonel Kaufmann","date":"12 janvier 2016","format":false,"excerpt":"https:\/\/youtu.be\/CnWnLNSZTAg Sur le projet :\u00a0Stanford History Education Group Un prolongement de Sam Wineburg sur ce projet : My annual report for the 2012-13 academic year stares at me from an undisturbed corner of my desk. I\u2019m tempted not to fill it out. It\u2019s not that I\u2019ve spent the past year\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/01\/0-2.jpg?fit=480%2C360&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":20507,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2026\/01\/28\/sophie-garcia-montero-transmettre-lhistoire-pour-mieux-apprehender-le-monde\/","url_meta":{"origin":18319,"position":2},"title":"Sophie Garcia Montero : transmettre l\u2019histoire pour mieux appr\u00e9hender le monde","author":"Lyonel Kaufmann","date":"28 janvier 2026","format":false,"excerpt":"Dans la s\u00e9rie In\u2026 We Trust (en fran\u00e7ais\u00a0: \"Nous croyons en\u201d), Les Grenades vont \u00e0 la rencontre de femmes arriv\u00e9es l\u00e0 o\u00f9 personne ne les attendait. Aujourd\u2019hui, place \u00e0 Sophie Garcia Montero. Professeure d\u2019histoire et assistante en didactique \u00e0 l\u2019Universit\u00e9 de Li\u00e8ge, en classe comme en dehors, elle encourage les\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2026\/01\/boussole-enseignement-histoire.png?fit=1024%2C768&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2026\/01\/boussole-enseignement-histoire.png?fit=1024%2C768&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2026\/01\/boussole-enseignement-histoire.png?fit=1024%2C768&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2026\/01\/boussole-enseignement-histoire.png?fit=1024%2C768&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":35,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/03\/08\/00-presentation\/","url_meta":{"origin":18319,"position":3},"title":"00. Pr\u00e9sentation","author":"Lyonel Kaufmann","date":"8 mars 2006","format":false,"excerpt":"Au d\u00e9part de ces fiches, il y a un site am\u00e9ricain, le Teachers'Curriculum Institute http:\/\/www.teachtci.com\/ consacr\u00e9 \u00e0 l'enseignement de l'histoire \u00e0 partir\u2022 du socio-constructivisme \u2022 du travail coop\u00e9ratif \u2022 des intelligences multiples de Gardner Ce site m'a permis d'initier une d\u00e9marche et un outil que je souhaitais d\u00e9velopper. A l'arriv\u00e9e,\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":5224,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2012\/03\/27\/12-expert-twitter-tips-for-the-classroom-2\/","url_meta":{"origin":18319,"position":4},"title":"12 Expert Twitter Tips for the Classroom","author":"Lyonel Kaufmann","date":"27 mars 2012","format":false,"excerpt":"Via Scoop.it - histoireThe tips provided below are based on expert teacher experiences using the social network twitter. These activities are designed to encourage students in making connections beyond a basic understanding of concepts using this online education technology. Students learn to create messages clearly and concisely as they communicate\u2026","rel":"","context":"Dans &quot;Nouvelles de l'histoire&quot;","block_context":{"text":"Nouvelles de l'histoire","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/nouvelles-de-lhistoire\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3721,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2011\/05\/01\/teacher-resistance-and-reform-failure-larry-cuban\/","url_meta":{"origin":18319,"position":5},"title":"Teacher Resistance and Reform Failure &#124; Larry Cuban","author":"Lyonel Kaufmann","date":"1 mai 2011","format":false,"excerpt":"Dans son dernier billet, Larry Cuban s'inscrit en faux contre la r\u00e9sistance des enseignants au changement. Il pointe par contre des diff\u00e9rences d'attentes, d'approche et de mesure du changement suivant que l'on soit responsable politique (\u00e9ducatif) ou enseignant. Larry Cuban invite les responsables \u00e9ducatifs \u00e0 envisager leurs r\u00e9formes \u00e0 partir\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/18319","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/comments?post=18319"}],"version-history":[{"count":0,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/18319\/revisions"}],"wp:attachment":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/media?parent=18319"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/categories?post=18319"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/tags?post=18319"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}