This professional learning session will introduce educators to common pitfalls in students’ online reasoning, as well as research-based strategies for improving students’ internet savvy. Note: A free educator account is required to access these materials.

In this session, education professionals will continue to learn about lateral reading and click restraint—skills professional fact checkers use to make accurate online evaluations—and anticipate opportunities and challenges to teaching this new approach to students. Note: A free educator account is required to access these materials.

In this professional learning session, educators will reflect on effective instructional responses to common student misconceptions about online evidence. Note: A free educator account is required to access these materials.

In this professional learning session, educators will brainstorm, discuss, and plan how to implement Civic Online Reasoning instruction and assessment within their subject and across the school day. Note: A free educator account is required to access these materials.

The Big6 is a six-stage model to help anyone solve problems or make decisions by using information. Students can use this model to guide them through the research process. This resource is a presentation about digital research and information literacy.

The course is an introduction to the preparation and delivery of oral presentations in an extemporaneous style. Emphasis is on ethical research, critical and logical analysis, and organization of informative and persuasive presentations.

This is day four of a five ­day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem. In this team­ taught lesson, students will learn how to evaluate sources for credibility.

This is day three of a five day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem. In this team­taught lesson, students will continue to learn that researching is not a linear process. Students will learn to adjust their topic based on what information is available (with their pre­search). Focus will be on finding good search terms and thinking outside of the box to gather evidence.

This is Day 1 of a 5 day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro-con research assignment).For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.In this team­-taught unit of 5 lessons, students will learn that researching is not a linear process. They will use "pre­search" to help them test, adjust, or even abandon viable topics from their brainstorming. They will learn to narrow ideas to smaller, researchable concepts.

This is Day 2 of a 5 day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro-­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.In this team­ taught lesson, students will learn that researching is not a linear process. They will use "pre­search" to help them test, adjust, or even abandon viable topics from their brainstorming. They will learn to narrow ideas to smaller, researchable concepts.

This is Day Four of a Five­ Day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.In this team­ taught lesson, students will learn how to incorporate sources in their paper. Focus will be on treating previous discussion of their topic as a "conversation" they are taking part in.

SRL wants to meet students where they are online -- whether that’s TikTok or Instagram. Used both as a reporting tool and a promotional tool, social media can be integral for student journalists. Use this guide to help find your classroom’s voice online.

The teacher will read But I Read It on the Internet! by Toni Buzzeo to the class. Then, students, working in groups of three, will use the "Gizmo" criteria discussed in the book to evaluate three pre-selected websites. Students will then rank the websites as Good, Better, or Best and write statements to support their ranking choice using vocabulary from the Gizmo.

In this lesson students will complete a reading survey to Students will become aware of their Reader Identity - reading preferences, habits, strengths, weaknesses, and attitudes.

In this lesson there will be books placed on tables around the library with questionnaires for students to answer in the format of "speed dating" to help students choose a book matching their interests and reading level.

In this lesson students will learn how to present a book talk, and prepare to give a book talk.

By conducting an interview, students can develop research, speaking, and active listening skills. This assignment helps them prepare by rehearsing with a chatbot.

The Big6 is a six-stage model to help anyone solve problems or make decisions by using information. Students can use this model to guide them through the research process. This resource is an editable research project organizer for grades 7-12.

The Big6 is a six-stage model to help anyone solve problems or make decisions by using information. Students can use this model to guide them through the research process. This resource describes a Big6 lesson focused on research questions which call for more than information gathering.

Students will identify what they know and don’t know about their story’s topic. Once students know what they don’t know, they will use curiosity to guide research that will result in better developed stories.