don't think this is necessarily for a History class but a topic he chose to write a paper on. Sort of like his confederate flag paper. I understand the point the professor is making, but I would never frame it in this way. What he/she needs to do is make sure students understand what a properly vetted secondary source looks like and the rest should fall into place. Kevin, you will be happy to know I have made media literacy a unit of my middle school Media Arts class, with the primary focus being digital resources. I am also working with history department chair in helping students evaluate sources for National History Day projects. I am only one teacher, but it has to start somewhere. I know many college professors, historians and academics in general frown on digital sources, but being a good distance from even a regional division of the National Archives, digitized primary sources are what we are faced with. We are an hour from Dallas and many students can't travel there to look at the primary sources housed there, much less travel to other locations that house primary source documents. As more primary sources, even peer-reviewed secondary sources, come "online," do you see a future where a website won't automatically be discounted by teachers, professors and historians? I don't automatically discount the information my students use if I believe they have vetted a site properly, but that's usually my high school students. I try to get my