Okay, you don’t like Wikipedia, newspapers, or textbooks as sources.
What about journal papers and monographs published by academic publishing houses? I read academic works on a daily basis, and they are chock full of nonsense, even from high-impact journals. Sometimes just sloppy scholarship uncritically repeating dubious claims (sometimes even found on Wikipedia then not credited!), but other times intentional fabrications. In the academic literature you can find misattributions of discoveries, serious calculation errors, sources that say the opposite of what they are cited to say, claims from notorious fabulists and mentally ill people credulously repeated, false history, faked study data, nonsensical mathematical models extrapolating trivial numbers of data points far outside their original range, invented interviews, legends presented as factual, speculation presented as factual, promotion of snake oil, amateur psychiatric diagnoses based on fragmentary evidence, apologies for genocide, and whatever other bad thing you might imagine.
Students should be taught to critically examine these sources and look for biases, mistakes, and incongruities.
What about journal papers and monographs published by academic publishing houses? I read academic works on a daily basis, and they are chock full of nonsense, even from high-impact journals. Sometimes just sloppy scholarship uncritically repeating dubious claims (sometimes even found on Wikipedia then not credited!), but other times intentional fabrications. In the academic literature you can find misattributions of discoveries, serious calculation errors, sources that say the opposite of what they are cited to say, claims from notorious fabulists and mentally ill people credulously repeated, false history, faked study data, nonsensical mathematical models extrapolating trivial numbers of data points far outside their original range, invented interviews, legends presented as factual, speculation presented as factual, promotion of snake oil, amateur psychiatric diagnoses based on fragmentary evidence, apologies for genocide, and whatever other bad thing you might imagine.
Students should be taught to critically examine these sources and look for biases, mistakes, and incongruities.