Some questions are more relevant depending on the topic or source. For example, current information is of utmost importance when comparing apartment prices, while historical data is more reliant on the credentials of its reporters. OSLIS has additional suggestions on how to interrogate different sources. The MLA Guide to Digital Literacy by Ellen C. Carillo has a sample lesson plan , which is a key inspiration for this page. In the next unit we will look closer at ways to interpret and evaluate the information within each source.

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Start with a five-to-ten-minute opportunity for reflection. Ask students how they search for information online. Consider including additional prompts, such as whether they search differently if their question is for school or for personal use.

Next, share a general Google search for a topic relevant to your discussion. Focus on the results on the first two pages, since that's as far as most users consult. Discuss the following questions as a class or within smaller groups:

Which sites are prioritized in the search?
What kinds of sources appear on these pages? Are they able to follow the sources to confirm they're being represented accurately?
If not, are they able to independently confirm the sources by making another search?

After students are introduced to the topic, key questions for establishing their next steps include:

Do I understand the basics of this issue? What sort of language is used to talk about it?
Did I find everything that I need to understand this issue? Would a book, expert, or other non-digital source help me make sense of it?
How does this issue relate to other topics that interest me? Did my search uncover any unexpected connections?