Active reading can help people spot misinformation, researcher says

A Carleton University researcher is urging readers to practice active reading as social media becomes a common source of news for younger audiences. Joanna Pozzulo wrote in The Conversation that reading with questions, notes and attention to evidence can help people judge whether claims are credible.

Pozzulo pointed to Pew Research Center data showing that people under 30 are more likely than other age groups to trust what they encounter on social media. She also cited research finding that misinformation can be common in fields such as health, politics and controversial news, with rates in some areas reaching 30% to 50% or higher.

The problem is not only what appears online, Pozzulo wrote. A 2024 UNESCO survey of 500 influencers in 45 countries found that 62% said they did not carry out rigorous fact-checking before sharing information.

Passive reading leaves claims untested

Pozzulo described passive reading as moving through text without much mental effort, questioning or evaluation. She cited research and university guidance that list warning signs: losing focus, being unable to explain what was just read, reading while doing another demanding task, skimming only to finish, or highlighting large sections without restating the main ideas.

Readers may spend more time this way than they realize, Pozzulo wrote, citing an estimate that more than 80% of readers skim or scan rather than read every word. She said social platforms encourage that habit by serving short, fast-changing material that rewards quick attention shifts.

That style of reading can weaken judgment, according to Pozzulo. She wrote that passive readers may absorb information without testing its quality, making them more vulnerable to unsupported or misleading claims over time.

Active reading asks for evidence

Active reading, as Pozzulo explained it, means treating a text as something to examine rather than consume. Readers ask what evidence supports a claim, separate fact from opinion and check whether an argument holds together.

The practice also includes challenging assumptions, including one’s own, Pozzulo wrote. She said readers can improve comprehension and critical thinking by taking notes, identifying main arguments and connecting ideas across a text.

Over time, Pozzulo wrote, those habits can help readers identify weak reasoning, spot bias, distinguish evidence from opinion and assess an argument before accepting it. She cited research linking active reading to stronger analysis, questioning and evaluation.

How to build the habit

Pozzulo recommended that readers highlight key words and arguments, take notes and pause to decide what they think before accepting an author’s conclusion. She also advised readers to consider an author’s motives or possible biases and return to key ideas after reading.

Nonfiction can be useful for this work, Pozzulo wrote, especially evidence-based books that require readers to follow complex arguments and weigh supporting material. She said such books can train readers to break down claims, detect gaps in logic and judge whether conclusions rest on facts or opinion.

Pozzulo also encouraged readers to seek authors from different ideological, cultural and professional backgrounds. She wrote that exposure to different interpretations can reduce the pull of confirmation bias and make thinking more reflective.

Reading groups can help sustain those practices, Pozzulo said, by giving readers a place to compare interpretations. She noted that her Reading for Well-Being Community Book Club at Carleton University is open to anyone interested in discussing evidence-based books on personal growth and well-being.

This story draws on original reporting from Phys.org.