Abstract
High school students face a daily overload of information from social media, search engines, and AI tools, much of which is unverified or misleading. While schools often emphasize digital safety and etiquette, there is a pressing need to expand digital citizenship instruction to include critical thinking and media literacy. This article argues that preparing students to evaluate sources, identify bias, and question the credibility of digital content should be a fundamental instructional priority. Drawing from classroom practice and emerging research, the article outlines three concrete, adaptable strategies educators can implement immediately: lateral reading exercises, guided source analysis, and collaborative “fact-checking labs.” Each approach promotes engagement while addressing state English Language Arts, Social Studies, and Science standards. High school educators are on the front lines at a time when a viral post can shape public opinion faster than the truth can catch up. Teaching students to navigate the gray zones of the Internet is no longer optional; it is foundational. This article supports teachers and administrators in rethinking digital citizenship as a strong, inquiry-based skill set that empowers learners to become informed participants in a complex media environment.
Recommended Citation
Green, William
(2026)
"Digital Citizenship in the Age of Misinformation: Teaching Students to Think Before Sharing,"
Ohio Journal of Teacher Education: Vol. 41:
No.
1, Article 5.
Available at:
https://www.exhibit.xavier.edu/ojte/vol41/iss1/5
Included in
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