The Search Myth: Quality Information is Not a Click Away
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The document summarizes a presentation by Monica Bulger about the challenges of online research. It discusses how students spent significant time modifying search terms and viewing URLs but cited few in their essays. While information access is widespread, using information effectively requires digital literacy skills like evaluating reliability and relevance. Students may benefit from guidance to improve search practices and integrate high-quality sources.
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The Search Myth: Quality Information is Not a Click Away
- 1. The Search Myth: Quality Information is Not a Click Away Monica Bulger, Oxford Internet Institute Presentation to Uppsala visitors March 22, 2011
- 2. Does access = knowledge? Do we really need to know anything, or do we just need to know how to get it? How much time do we spend on search?
- 3. Is online research easy?
- 4. Change concept into query
- 5. Example: What can make a hurricane lose its power? How would you search? What did you find? from Coiro & Dobler, 2007
- 6. Change concept into query 38 million results
- 7. Evaluate results Which would you choose? Why? What do you look for?
- 8. Change concept into query 38 million results Evaluate reliability & relevance of results
- 9. Method 150 participants (88 undergraduate, 62 graduate) 50 minute research and writing task --> write 1-2 page essay (measured integration and communication processes) Recorded student computer actions (measured search practices) Pre- and post-task questionnaire (measured prior
- 10. Results Students modified their search terms an average of 7 times Students viewed an average of 19 URLs and cited an average of 1-2 URLs in their 2 page essays
- 11. Implications Ease of access ≠ easy use Low consequences for entering multiple search terms means students may not be aware of the time they spend searching Locating relevant useful information requires several attempts
- 12. Conclusions Digital literacy requires more than access to information Deliberate practice that includes feedback and scaffolding can improve proficiency
- 13. Thank you Additional questions and comments can be directed to monica.bulger@oii.ox.ac.uk To participate in further discussions about digital literacy, please visit www.monicabulger.com
Notes de l'éditeur
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- thinking of concepts in search terms; use example of ‘what causes a hurricane to lose power’\n
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- overload: challenge of evaluating and sifting information\n
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- overload: challenge of evaluating and sifting information\n
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- In a 50 minute period, viewed on average 19 URLs to gain breadth of knowledge on topic and find at least 1-2 to quote in their essays. \nSifting through quite a bit of information to find useful bits.\n
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