Media-literacy lessons happen in class. Reading happens everywhere else. The Broader View works on whatever students are already reading — one press opens the schools of thought around a story, where they clash, and where they agree.
It arrives as a browser button, printable handouts, and short video explainers — so it works in one-device classrooms and no-device classrooms alike.
Talk to us about a pilot →Students at every level struggle to tell a reported fact from a framed opinion — a foundational civic skill that classroom time alone can't keep rehearsed.
What students see outside school is the most extreme telling of every story. Thoughtful voices — on every side — are rendered nearly invisible.
Teachers want to hold discussion on contested topics without it boiling over — dialogue, not debate — and need structure that keeps it calm and fair.
Not another destination site. The broader view opens on the article or post in front of the student — the moment curiosity (or outrage) strikes.
Teachers set reading level and length. The same story can open as three short paragraphs for middle school or a source-rich analysis for a university seminar.
Every view ends with discussion questions and self-reflection prompts, so a hot topic becomes a structured exercise in reasoning — fact versus opinion, claim versus framing.
Students who never leave their town can see how the same event lands in a different region, community, or country — virtual travel for the civic imagination.
Peter Levine — co-designer of the C3 Framework and the Educating for American Democracy Roadmap, and Lincoln Filene Professor of Citizenship at Tufts University — has formally endorsed the approach as aligned with both frameworks.
Before asking any school to adopt The Broader View, we brought the working demo to researchers, educators, and policy leaders — media-literacy scholars, civic-education researchers, deans, and school administrators — in individual conversations, usually thirty minutes to an hour. They critiqued the approach, flagged risks, and offered recommendations that are shaping the classroom pilots.
These were feedback sessions, not endorsements — institutions are listed to describe the conversations, not to imply support.
Classroom studies are in development with school-of-education researchers focused on K–12 — measuring whether seeing a story more fully changes how students reason, discuss, and treat classmates who disagree. University research labs studying civic life and AI in the public interest are designing parallel work with older students and adults.
We're assembling the first cohort of pilot classrooms and the funding to run them well — rural, urban, and everything between, at no cost to schools. If that could be your district, your grant program, or your study, we'd like to talk.
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