Research Articles

Preparing College Students for a Digital Age: A Survey of Instructional Approaches to Spotting Misinformation

Nadav Ziv and Emma Bene

Critical Ignoring as a Core Competence for Digital Citizens

Anastasia Kozyreva , Sam Wineburg, Stephan Lewandowsky, and Ralph Hertwig

Civic Preparation for the Digital Age: How College Students Evaluate Online Sources about Social and Political Issues

Joel Breakstone, Mark Smith, Nadav Ziv, and Sam Wineburg

Lateral Reading on the Open Internet

Sam Wineburg, Joel Breakstone, Sarah McGrew, Mark Smith, and Teresa Ortega

Conversations After Lateral Reading: Supporting Teachers to Focus on Process, Not Content
 

Sarah McGrew and Virginia L. Byrne

Challenging Approaches: Sharing and Responding to Weak Digital Heuristics in Class Discussions

Sarah McGrew

Internet or Archive? Expertise in Searching for Digital Sources on a Contentious Historical Question

Sarah McGrew

Students’ Civic Online Reasoning: A National Portrait

Joel Breakstone, Mark Smith, Sam Wineburg, Amie Rapaport, Jill Carle, Marshall Garland, and Anna Saavedra

Lateral Reading: College Students Learn to Critically Evaluate Internet Sources in an Online Course

Joel Breakstone, Mark Smith, Priscilla Connors, Teresa Ortega, Darby Kerr, and Sam Wineburg

Educating for Misunderstanding

Sam Wineburg, Joel Breakstone, Nadav Ziv, and Mark Smith

Who Is Behind This? Preparing High School Students to Evaluate Online Content

Sarah McGrew and Virginia Byrne

Learning to Evaluate: An Intervention in Civic Online Reasoning

Sarah McGrew

Civic Online Reasoning: Curriculum Evaluation

Sam Wineburg, Joel Breakstone, Mark Smith, Sarah McGrew, and Teresa Ortega

Improving University Students' Web Savvy: An Intervention Study

Sarah McGrew, Mark Smith, Joel Breakstone, Teresa Ortega, and Sam Wineburg

Teacher Adaptation of Document-Based History Curricula: Results of the Reading Like a Historian Curriculum-Use Study

Brad Fogo, Abby Reisman, and Joel Breakstone

History Assessments of Thinking: A Validity Study

Mark Smith, Joel Breakstone, and Sam Wineburg

* Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information

Sam Wineburg and Sarah McGrew 

* What is Learned in College History Classes? 

Sam Wineburg, Mark Smith, and Joel Breakstone

Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning

Sarah McGrew, Joel Breakstone, Teresa Ortega, Mark Smith, and Sam Wineburg

New Multiple-Choice Measures of Historical Thinking: An Investigation of Cognitive Validity

Mark Smith 

Cognitive Validity: Can Multiple-Choice iItems Tap Historical Thinking Processes?

Mark Smith

Evaluating Information: The Cornerstone of Civic Online Reasoning

Sam Wineburg, Sarah McGrew, Joel Breakstone, and Teresa Ortega

Contributions of Educative Document-Based Curricular Materials to Quality of Historical Instruction

Abby Reisman and Brad Fogo

Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives

Maribel Santiago

A Rigorous Dialectic: Writing and Thinking in History

Jack Schneider and Sivan Zakai

The Making of California's History-Social Science Standards: Enduring Decisions and Unresolved Issues

Brad Fogo

* Disciplinary Literacy in History: A Toolkit for Digital Citizenship

Sam Wineburg and Abby Reisman

History Assessments of Thinking: An Investigation in Cognitive Validity

Mark Smith and Joel Breakstone

The Difficulty of Assessing Disciplinary Historical Reading

Abby Reisman

Mentoring Novices' Teaching of Historical Reasoning: Opportunities for Pedagogical Content Knowledge Development Through Mentor-facilitated Practice

Betty Achinstein and Bradley Fogo

Entering the Historical Problem Space: Whole-Class Text-Based Discussion in History Class

Abby Reisman

Try, Try, Try Again: The Process of Designing New History Assessments

Joel Breakstone

Core Practices for Teaching History: The Results of a Delphi Panel Survey

Bradley Fogo

Achievement Testing in History

Mark Smith, Joel Breakstone, and Sam Wineburg

Ways of Knowing and the History Classroom: Supporting Disciplinary Discussion and Reasoning About Texts

Avishag Reisman and Sam Wineburg

* The 'Document-Based Lesson': Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers

Avishag Reisman

Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools

Avishag Reisman

"Text complexity" in the History classroom: Teaching To and Beyond the Common Core

Avishag Reisman and Sam Wineburg

Testing in History

 Sam Wineburg and Bradley Fogo

The Teaching American History Program: A Venerable Past and a Challenging Future

Sam Wineburg

Teaching the Skill of Contextualizing in History

Avishag Reisman and Sam Wineburg

* Seeing Historical Thinking

 Daisy Martin and Sam Wineburg

Historical Thinking is Unnatural -- and Immensely Important

Sam Wineburg

“Famous Americans”: The Changing Pantheon of American Heroes

Sam Wineburg and Chauncey Monte-Sano

Unnatural and Essential: The Nature of Historical Thinking

Sam Wineburg

Historical Evidence and Evidence for Educational Claims

Sam Wineburg, Avishag Reisman, and Bradley Fogo

* Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness

Sam Wineburg, Susan Mosborg, Dan Porat, and Ariel Duncan