Leave the page: who is behind this?
Fact-checkers judge a source by leaving it and asking what others say about it.
Faced with an unfamiliar site, most people read it more carefully: the About page, the design, the tone, the references. Professional fact-checkers do something else. They leave the page almost at once and open new tabs to find out what other sources say about the one in front of them: who runs it, who pays for it, what it has published before. The Stanford History Education Group called this lateral reading, after the way the tabs run sideways across the screen.
In their study, historians and university students who read vertically, staying on the page, were taken in by polished sites with hidden sponsors. Fact-checkers who read laterally reached a sound judgement in minutes. Later studies taught the habit in a college course and in school classes, and found that it stuck.
The habit is a question, not a verdict: who is behind this, and how do I know? An outlet owned by a political party, a company or a trust can still be right; an outlet nobody can trace can still be wrong. Knowing who is behind it tells you what to check next, and whose interest to keep in mind while you read.
Two smaller moves go with it. Click restraint: before opening the first result of a search, read down the list and choose. And source first: before judging a claim, find where it started, not where you met it.
On Huduku
Every outlet on Huduku has a page, and its About card lists checkable facts with their sources: who publishes it and what kind of body that is, what else that owner publishes on Huduku, when it was founded and where it is based. The card’s “What to check” lines are the lateral reader’s questions, with the facts Huduku has and the gaps it hasn’t filled. Where no owner is on record, the card says so rather than guessing.
Questions for you
- Who is behind the outlet that carried this headline, and where did you find out: on its own site, or elsewhere?
- What would change about how you read the headline if the owner were a political party, a company in the same business, or a trust?
Sources
- Sam Wineburg and Sarah McGrew (2017), “Lateral Reading: Reading Less and Learning More When Evaluating Digital Information”, Stanford History Education Group working paper 2017-A1.
- Sam Wineburg and Sarah McGrew (2019), “Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information”, Teachers College Record 121(11): 1–40.
- Jessica E. Brodsky and others (2021), “Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course”, Cognitive Research: Principles and Implications 6: 23.
- Sam Wineburg, Joel Breakstone, Sarah McGrew, Mark D. Smith and Teresa Ortega (2022), “Lateral reading on the open Internet: A district-wide field study in high school government classes”, Journal of Educational Psychology 114(5): 893–909.