In the present knowledge society, reading comprehension represents a
key competence for lifelong learning and active citizenship. People need
to critically identify, select, comprehend, evaluate and integrate
information from multiple, often conflicting, sources. As our students are
accessing the Internet at young ages, it is important for schools to
empower them in becoming critical users of digital information. Critical
online reading consists in evaluating source credibility, selecting relevant
sources, and integrating content across sources. In this contribution we
present two digital interventions validated through experimental studies
in secondary school students: VITO, a scenario-based digital intervention
to enhance sourcing and intertextual integration skills; and EMILE a
project validating a gamified intervention to teach students to identify
and process relevant sources