Historians and students asked to check on-line information often fell victim to easily manipulated features of websites, such as official-looking logos and domain names

Wineburg S., Breakstone J., McGrew S., Ortega T. (2018) Why Google Can’t Save Us. In: Zlatkin-Troitschanskaia O., Wittum G., Dengel A. (eds) Positive Learning in the Age of Information, pp 221-228, https://doi.org/10.1007/978-3-658-19567-0_13

Abstract: The Stanford History Education Group has prototyped, field tested, and validated a bank of assessments that tap civic online reasoning—the ability to judge the credibility of the information that floods young people’s smartphones, tablets, and computers. We developed 56 tasks and administered them to students across 12 states. In total, we collected and analyzed 7,804 student responses. From pre-teens to seniors in college, students struggled mightily to evaluate online information. To investigate how people determine the credibility of digital information, we sampled 45 individuals: 10 PhD historians, 10 professional fact checkers, and 25 Stanford University undergraduates. We observed them as they evaluated websites and engaged in open web searches on social and political issues. Historians and students often fell victim to easily manipulated features of websites, such as official-looking logos and domain names.