This research article underscores the critical role of specialized digital literacy in history education for both teachers and students, with a specific focus on primary and secondary educational levels. Drawing upon a comprehensive review of existing literature, the article illuminates the essential digital literacy skills required to evaluate online information credibility.
Furthermore, the article critically assesses different models of online information assessment and examines empirical research on user approaches to determining internet information credibility. The authors underscore the need for students to acquire the fundamental skills necessary for proficient digital resource evaluation before any expected academic improvement. The authors also introduce disciplinary literacy as a tool to enable readers to inquire and acquire knowledge. In sum, this research article underscores the vital importance of digital literacy in history education and offers valuable insights for educators and researchers.
In book: New Media Pedagogy: Research Trends, Methodological Challenges and Successful Implementations
