ABSTRACT
This chapter examines the ways in which geographical sources available through the internet are significantly different from what was available before the digital age. It explores the opportunities made possible through access to the web for both teachers and learners and also the challenges involved, considering issues related to disinformation, representation and the reliability of online sources that are used in the geography classroom. In ‘post-truth’ times, considering whether sources are reliable or have been manipulated is complex. In particular, the chapter will argue that geography teachers play a critical role in helping students effectively navigate the digital world and understand how their knowledge of the world is being mediated by the representation of geography in online sources.
