Refereed Journal Articles:
Wineburg, S., Breakstone, J., McGrew, S., Smith, M., & Ortega, T. (in press). Lateral reading on the open Internet: A district-wide field study in high school government classes. Journal of Educational Psychology.
McGrew, S., & Chinoy, I. (2022). Fighting misinformation in college: Students learn to search and evaluate online information through flexible modules. Information & Learning Sciences, 123 (1/2), 45-64. https://doi.org/10.1108/ILS-09-2021-0081
McGrew, S. (2021). Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class. Theory & Research in Social Education. Advance online publication. https://doi.org/10.1080/00933104.2021.1997844
McGrew, S. (2021). Challenging approaches: Sharing and responding to weak digital heuristics in class discussions. Teaching & Teacher Education, 108. https://doi.org/10.1016/j.tate.2021.103512
McGrew, S. (2021). Internet or archive: Expertise in searching for digital sources on a contentious historical question. Cognition & Instruction. Advance online publication. https://doi.org/10.1080/07370008.2021.1908288
McGrew, S. (2021). Skipping the source and checking the contents: An in-depth look at students’ approaches to web evaluation. Computers in the Schools, 38(2), 75-97. https://doi.org/10.1080/07380569.2021.1912541
McGrew, S., & Byrne, V. B. (2021). Who is behind this? Preparing high school students to evaluate online content. Journal of Research on Technology in Education, 53(4), 457-475. https://doi.org/10.1080/15391523.2020.1795956
McGrew, S. (2020). Learning to evaluate: An intervention in civic online reasoning. Computers and Education, 145. https://doi.org/10.1016/j.compedu.2019.103711
McGrew, S., Smith, M., Breakstone, J., Ortega, T., & Wineburg, S. (2019). Improvement in university students’ web savvy: An intervention study. British Journal of Educational Psychology, 89(3), 485-500. https://doi.org/10.1111/bjep.12279
Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record, 121(11).
McGrew, S., Breakstone, J., Ortega, T., Smith, M., & Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education, 46(2), 165-193. https://doi.org/10.1080/00933104.2017.1416320
Reisman, A., Kavanagh, S., Monte-Sano, C., Fogo, B., McGrew, S., Cipparone, P., & Simmons, E. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278-293. https://doi.org/10.1177/0022487117707463
Select Professional and Popular Publications:
Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Why we need a new approach to teaching digital literacy. Phi Delta Kappan, 99(6), 27-32. http://www.kappanonline.org/breakstone-need-new-approach-teaching-digital-literacy/
McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The problem that’s bigger than fake news: Civic reasoning in a social media environment. American Educator, 41(3), 4- 9, 39. https://www.aft.org/ae/fall2017/mcgrew_ortega_breakstone_wineburg
Wineburg, S., & McGrew, S. (2016). Why students can’t Google their way to the truth. Education Week, 36(11), 22. https://www.edweek.org/ew/articles/2016/11/02/why-students-cant-google-their-way-to.html