How to Teach Source Credibility

In today’s fast-paced online world, it can feel like we are constantly bombarded with new information. It’s important to teach students how to determine whether or not sources are credible. Whether students are evaluating a news story or a blog, it’s critical to be able to tell whether or not the source is reliable. Teach students about credibility by showing them how to evaluate online sources and how to check for reliability in all sources.

Method 1

Method 1 of 3:

Providing Students With Essential Information

1
Explain top-level domain to students. The first thing a student should identify is what comes after the “.” at the end of the website’s URL. In the US, top-level domains are typically: .com, .org, .net, .gov, .mil., or .edu. These domain indicators provide important information about where the site originates and what its purpose is.^{[1]XResearch source}
- .gov is an indicator that the site is government run (in the US) and .edu indicates that it is from a school, college, or university. These two are usually the most reliable out of the domains.
2
Help them locate the author. Teach your students to always look for the author. If they learn the author’s name, they can check that person’s credentials. On many websites, the author’s name will be listed right after the title of the article.^{[2]XResearch source}
- On many sites, multiple authors will contribute to an article. Students might have to check the FAQs or e-mail the site to learn who the author is.
3
Demonstrate how to identify the authority of the author. Once students have learned the author’s identity, they can research that person. Explain to students that this will help determine the credibility of the article. They should try to determine whether or not that person has the authority to write the article by looking at their credentials, such as their background and education.^{[3]XResearch source}
- For example, if you are reading an article about heart disease, a medical doctor would be the most authoritative author.
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Method 2

Method 2 of 3:

Using Activities to Deepen Understanding

1
Explain the importance of source credibility. When you’re teaching students a new skill, it can be helpful to explain the “so what”. Students are more receptive to learning new information if they know why it is useful. Begin by having students share their thoughts. Ask why they think facts are important, for example.^{[4]XResearch source}
- Have students share an experience where they were either presented with false information or where they shared wrong information.
- Talk to them about the dangers of not knowing the facts. For example, the planet could suffer if people share false evidence of climate change.
2
Use a variety of assignments. Have your students do some hands on activities to learn more about source credibility. For example, you could share an article on how fake news spreads. Then, have students choose a story they feel is “fake” and have them try to trace the roots of the story.^{[5]XResearch source}
- You can also assign each student a certain topic. Ask them to find both credible and non-reliable sources.
3
Play games. Students often learn better when they’re having fun and engaging with the material. Divide them into groups and have them try some different activities. Try “The Art of Truthness”. Have students fact-check recent statements by politicians, the media, and celebrities.^{[6]XResearch source}
- You can also play “Fact or Faux”. Supply them with some credible websites and some sites that are phony. Have them explain how they were able to tell the difference.
4
Assign group projects. Try letting students work together. They might have fun, and they will likely learn to evaluate different opinions. You can have them make a list of credible sources for a particular topic.^{[7]XResearch source}
- ”Trust-o-meter” is another good exercise. Divide students into teams and give each a set of websites. Have them rank each site based on credibility, with 1 being false and 5 being credible. This will likely spark debate between students.
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Method 3

Method 3 of 3:

Explaining Reliability and Authoritativeness in All Sources

1
Show students how to compare different types of information. Teach students that it is important to use more than one source. A source always has potential to be biased. If you can confirm the information from multiple sources, you’re more likely to be able to verify your information.^{[8]XResearch source}
- For example, if your students are writing about global warming, they could use sources from the media, but also from organizations such as the United Nations or the National Centers for Environmental Information.
2
Have students practice asking specific questions. With so many articles out there, it can be difficult to tell what is “fake news” and what is true. Help your students learn to tell the difference. Provide them with a set of questions that they can ask themselves about every article they read. Some basic questions are:^{[9]XResearch source}
- Does the article match the headline?
- Does the information seem unbelievable?
- Is there a generic “enemy” in the story?
3
Help students create other questions. Once they understand the importance of asking questions, ask students to come up with some of their own ideas for questions. Remind students that each source is different. Encourage them to ask their own questions that might differ from source to source. Ask them to spend time writing questions before evaluating a source. Some good questions might be:^{[10]XResearch source}
- Does the source cite other credible sources?
- When was this published?
4
Teach students to look for potential biases. You want to help your students understand that some articles and sources are biased. Explain to them that even if an author is credible, they might still have some prejudice. Offer them specific examples.
- For example, if an article criticizing a particular congressman is written by his opponent in an upcoming election, there is bound to be bias.
- Ask you students to think about any biases they have. This will help them understand how common biases are.
5
Help your students identify the intent of these sources. Explain to your students that the purpose of the document is important to understanding whether or not it is reliable. To figure out the intent, have them think as if they are the author. Have your students ask questions to figure out whether the source is there simply to be informative or if there is an agenda. Some good questions are:
- Who is the audience?
- Why did the author create this?
- Is it straightforward or does there seem to be a "hidden" message?^{[11]XResearch source}
6
Show students why you use different methods of evaluation. One of the most effective ways to teach is to demonstrate. You can help your students grow more comfortable with source evaluation by showing them how you use it. For example, anytime you display an article, graph, or image, explain to them where it came from.^{[12]XResearch source}
- You can also ask your own set of questions each time you share a source.
- This will help students understand how useful the process can be.
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