People need more support learning to evaluate the credibility of online information. This article reviews recent research on interventions designed to teach lateral reading, the strategy of leaving an unfamiliar website to search for information about a source's credibility via additional sources. Interventions that use diverse designs to teach lateral reading and target participants in elementary school through adulthood have shown evidence of improving participants' digital evaluations. These interventions suggest that targeted and explicit instruction in lateral reading can help people both assess credible information and identify misinformation. Still, much more work is needed in a wider range of contexts to probe the design elements, duration, and teacher education needed to support successful interventions.

人们需要更多的支持学习来评估在线信息的可信度。本文回顾了最近关于旨在教授横向阅读的干预措施的研究，横向阅读是离开不熟悉的网站，通过其他来源搜索有关来源可信度的信息的策略。使用不同设计来教授横向阅读并针对小学至成年参与者的干预措施已显示出改善参与者数字评估的证据。这些干预措施表明，横向阅读中有针对性和明确的指导可以帮助人们评估可信信息并识别错误信息。尽管如此，仍需要在更广泛的背景下开展更多工作，以探讨支持成功干预措施所需的设计要素、持续时间和教师教育。