Sarah McGrew

Refereed Journal Articles:

McGrew, S., Reynolds, Elizabeth C.,  & Glass, Alex C. (2024). The problem with perspective: Teachers’ and students’ reasoning about credibility during discussions of    online sources. Cognition and Instruction, 42(3), 399-425. 
https://doi.org/10.1080/07370008.2024.2340981

Breakstone, J., McGrew, S., & Smith, M. (2024). Measuring what matters: Investigating what new types of assessments reveal about students’ online source evaluations. Harvard Kennedy School Misinformation Review, 5(1). https://doi.org/10.37016/mr-2020-133

McGrew, S. (2024). Teaching lateral reading: Interventions to help people read like fact  checkers. Current Opinion in Psychology, 55.  https://doi.org/10.1016/j.copsyc.2023.101737
McGrew, S., & Breakstone, J. (2023). Civic online reasoning across the curriculum: Developing    and testing the efficacy of digital literacy lessons. AERA Open. https://doi.org/10.1177/23328584231176451

Levy, B. L. M., Busey, C. L., Cuenca, A., Evans, R. W., Halvorsen, A., Ho, L., Kahne, J.,    Kissling, M. T., Lo, J. C., McAvoy, P., & McGrew, S. (2023). Social studies education research for sustainable democratic societies: Addressing persistent civic challenges. Theory & Research in Social Education, 51(1), 1-46. https://doi.org/10.1080/00933104.2022.2158149

McGrew, S., & Byrne, V. B. (2022). Conversations after lateral reading: Supporting teachers to    focus on process, not content. Computers & Education, 185. https://doi.org/10.1016/j.compedu.2022.104519

Wineburg, S., Breakstone, J., McGrew, S., Smith, M., & Ortega, T. (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. https://doi.org/10.1037/edu0000740

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:

​McGrew, S., Merroth, L., Zuspan, S., Buhrman, S., & Reynolds, E. (2022). Teaching students to evaluate online information through current events. Social Education, 86(6), 386-391. 

https://www.socialstudies.org/social-education/86/6/teaching-students-evaluate-online-information-through-current-events

Mirra, N., McGrew, S., Kahne, J., Garcia, A., & Tynes, B. (2022). Expanding digital citizenship education to address tough issues. Phi Delta Kappan, 103(5), 31-35.
https://kappanonline.org/digital-citizenship-tough-issues-mirra-mcgrew-kahne-garcia-tynes/

McGrew, S. (2022). Students (and many adults) can’t tell fact from fiction online. Here’s how to help. Education Week. https://www.edweek.org/teaching-learning/opinion-students-and    many-adults-cant-tell-fact-from-fiction-online-heres-how-to-help/2022/04

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