Human-Computer Interaction Lab BBL Speaker Series
Join us each Thursday during the semester as we present interesting speakers on topics ranging from current areas of interest in the HCI field, software demos/reviews, study design, proposed research topics and more.
The BBL is the one hour a week where we all come together and provide HCIL members the opportunity to build collaborations, increase awareness of each other’s activities and generally just have a bit of fun together. There is no RSVP; simply show up!
Details to join us:
When: Every Thurs during the semester from 12:30p – 1:30p ET
Where: Via Zoom at this same link each week — https://umd.zoom.us/j/92820973827
— WHO IS BEHIND THIS? TEACHING STUDENTS TO EVALUATE ONLINE INFORMATION
Sarah McGrew is an Assistant Professor in the College of Education at the University of Maryland, College Park. Her research focuses on young people’s civic online reasoning—how they search for and evaluate online information on contentious social and political topics—and how schools can better support students to learn effective evaluation strategies. Dr. McGrew has developed assessments of students’ online reasoning, conducted research on fact checkers’ strategies for evaluating digital content, and tested curriculum designed to teach these strategies to secondary and college students. In addition to investigating online reasoning curricula in secondary and college classrooms, Dr. McGrew’s current research focuses on how best to support teachers to learn online reasoning themselves and how to design lessons in online reasoning that are rooted in civic and community issues that students know and care about. She has a Ph.D. in Curriculum and Teacher Education from Stanford University and previously taught high school history in Washington, DC.
Young people often turn to the Internet for information, where they face nearly constant questions about what to trust. In this talk, I will argue that educational innovations are a necessary component of efforts to combat the spread of online mis- and disinformation. However, few research-based resources exist to support teachers and students to learn to effectively evaluate online information. I will outline a curricular approach designed to teach strategies that professional fact checkers use to evaluate online sources and explore students’ progress in learning these strategies with findings from a series of intervention studies in high school and college classrooms. I’ll discuss possibilities and hurdles for teaching evaluation strategies and consider how technological solutions might accompany educational innovations.