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The Search Myth: Quality Information
is Not a Click Away


             Monica Bulger, Oxford Internet Institute

                    Presentation to Uppsala visitors
                                    March 22, 2011
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?
Is online research easy?
Change concept into query
Example: What can make a hurricane
          lose its power?

  How would you search?

  What did you find?



             from Coiro & Dobler, 2007
Change concept into query
               38 million results
Evaluate results

Which would you choose?

Why?

What do you look for?
Change concept into query
               38 million results



                              Evaluate reliability &
                              relevance of results
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
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
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
Conclusions



Digital literacy requires more than access to
information

Deliberate practice that includes feedback and
scaffolding can improve proficiency
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

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Search Myth

  • 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?
  • 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

Hinweis der Redaktion

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  4. thinking of concepts in search terms; use example of ‘what causes a hurricane to lose power’\n
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  6. overload: challenge of evaluating and sifting information\n
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  8. overload: challenge of evaluating and sifting information\n
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  10. 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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