By Rachel Horowitz
I recently came across a 1995 case study called “Teaching Zack to Think,” where a 14-year-old student finds a seemingly credible internet article that claims the Holocaust never existed.
Zack is convinced because: “The page is simple and clear. It’s written in a calm, logical tone. The page is clearly intended for experts in its field.” Zack eventually realizes that this is actually a personal web page, and the author has ties to the KKK and white power groups.
The study’s author concludes: “to survive in the future economy, kids must learn how to research, publish and communicate working with the Internet and other information tools.” So what happens when Zack and his fellow students — who would be more than 40 years old…