Teaching students to evaluate online information in social studies: A comparative case study of teachers’ goals and approaches

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ABSTRACT As young people consistently encounter social and political topics on the internet, it is critical to understand how teachers engage students in learning how to evaluate online information. This comparative case study analyzed how three social studies teachers described their goals for teaching history and government, their views on how those goals aligned with teaching students to evaluate online information, and how they approached teaching lessons on lateral reading. Through analysis of interviews, team meetings, and lesson observation records, I found that each teacher’s goals for teaching social studies informed their goals for teaching students to evaluate online information. These goals also aligned with key instructional moves each teacher made in the classroom. This case study informs our understanding of how social studies teachers approach teaching students to evaluate online information and can guide future professional development efforts that aim to cohere to teachers’ goals in their social studies classes.