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Lesson Plan: Digital Literacy

Digital Literacy: Recognizing Trusted Sources


By James Purse, Arcadia Education Partners 


“Partnering with schools to align leadership, communication, and innovation.”



Why This Lesson Matters

In a world where anyone can publish anything, helping students recognize what (and who) they can trust is one of the most important skills we can teach. Middle and Upper School students live in a constant stream of news, social media, and influencer content. Developing critical habits of inquiry helps them separate fact from fiction, and information from opinion.


This activity gives students the opportunity to analyze, debate, and define credibility for themselves. It’s designed to be practical, discussion-based, and immediately transferable to their daily digital lives.



Lesson Plan

Digital Literacy: Recognizing Trusted Sources

Grade Level: Middle & Upper School Duration: 45 to 60 minutes Focus Area: Digital Literacy / Media Literacy / Critical Thinking



Lesson Overview

In an era where information travels faster than ever, developing students’ ability to discern between trustworthy and unreliable sources is an essential skill. This lesson invites students to analyze a range of online articles, identify the characteristics of legitimate versus illegitimate or opinion-based sources, and collaboratively establish a framework for evaluating information credibility.



Learning Objectives

Students will:

  • Identify characteristics of credible, illegitimate, and opinion-based online sources.

  • Analyze the purpose, tone, and evidence presented within a text.

  • Develop shared class criteria for identifying trusted sources in future research.

  • Practice respectful collaboration, discussion, and presentation skills.



Materials Needed

  • Three articles per group:

    1. One legitimate (reputable journalism, academic source, or institutional publication)

    2. One illegitimate (clickbait, misinformation, or unverified source)

    3. One opinion piece (editorial, blog, or commentary)

  • Chart paper or whiteboard

  • Markers or digital collaboration tool (Padlet, Jamboard, or Google Docs)



Lesson Procedure

1. Introduction (10 minutes)

Ask: “How do you decide whether something you read online is true?”

Students will share experiences: whether seeing misinformation on social media or noticing bias in online articles. Record responses on the board.


Introduce the concept of source credibility and discuss why it matters in school and in life.

Here are the key questions to consider:


  • Who is the author or organization behind this content?

  • What is the purpose or motive of the publication?

  • Does the article cite verifiable evidence or sources?



2. Group Analysis (20 minutes)

Divide students into groups of 3 to 5. Provide each group with their set of three articles (legit, illegitimate, opinion). Each group reads and discusses their three articles.


Their task: identify which article is most trustworthy and defend their reasoning.


  • Which article do they believe is most credible?

  • What evidence supports that claim?

  • What red flags or language patterns suggest bias or misinformation?

  • How does the opinion piece differ in tone, evidence, and structure?



3. Class Sharing & Source Bank (15 minutes)

As groups present, build a class Source Bank on the board with three columns: Legitimate Sources | Illegitimate Sources | Opinion Pieces. Record examples, patterns, and notes under each category. Students will quickly see how language, layout, and transparency signal credibility - or the lack of it.


  • Legitimate Sources

  • Illegitimate Sources

  • Opinion Pieces


Write the article titles or main takeaways under each heading to visualize patterns.



4. Whole-Class Reflection (10 minutes)

Facilitate a class discussion:

  • What common traits do legitimate sources share?

  • How can you spot bias or manipulation in a source?

  • How might these skills help outside of school: on social media, in politics, or in everyday decision-making?


Together, develop a class list of “Trusted Source Criteria” (e.g., author credentials, citation of evidence, domain reliability, purpose clarity).



Extensions & Follow-Up

  • Ask students to apply their class criteria to one of their own favorite sites, YouTube channels, or podcasts.

  • Have them present a short reflection next class titled “Can I Trust This Source?”

  • Consider adding a student-curated “Trusted Source Wall” in your classroom or digital hub for ongoing reference.


Optional AI Integration

  • Use a classroom-safe AI tool (like Perplexity, ChatGPT Edu, Flint, Magic School AI or a district-approved AI assistant) to summarize each article before reading.

  • Ask students to compare the AI’s summary with their own conclusions: Did the AI accurately detect credibility? What might it miss that a human reader notices?

  • Discuss how AI tools can support (but never replace) human critical thinking.


Assessment

  • Group participation and discussion quality

  • Accuracy and depth of article analysis

  • Contribution to the Source Bank

  • Reflection or written follow-up demonstrating understanding of trusted source criteria



Reflection for Teachers

This lesson is a strong foundation for ongoing digital literacy work. It connects directly to media bias, current events, and research writing. It builds the critical mindset students need to navigate an AI-driven information landscape responsibly.


Encourage your students to leave class not with fear of misinformation, but with confidence that curiosity, collaboration, and critical thinking can lead them to truth.



Jimi Purse is a Founder| Consultant at Arcadia Education Partners. Want to connect? Send him an email at jimi@inspiredbyarcadia.com



 
 
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