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Abstract

The internet has provided today’s middle years students with limitless, instantaneous informationoffering unprecedented educational benefits. Scholars have noted, however, that students frequentlystruggle to find information in such an overwhelming environment and exhibit disadvantageoussearch behaviours despite frequent use. These behaviours, research suggests, are rarely respondedto with explicit search instruction in schools. Little is known furthermore, about the potentialbenefits of exposing students to such explicit instruction, nor of the way students view their rolewhen searching online. This paper presents data from an intervention carried out with middleyears students in relation to online searching. Data revealed that although a single interventionwas not sufficient in changing the students’ views of themselves as searchers, nor of perfecting searchstrategies, students showed a willingness to adopt new strategies taught. This knowledge has possibleimplications for better equipping students for learning and assessment, especially when research andonline searching are required for success.

Item Type:	Article
Authors/Creators:	Morrison, R and Barton, G
Keywords:	Search Engines; Google; Middle Years; Digital Literacy; Active learning; Explicit instruction; Students; Intervention
Journal or Publication Title:	Literacy Learning: The Middle Years
Publisher:	Australian Literacy Educators' Association
ISSN:	1320-5692
Copyright Information:	Copyright 2018 Australian Literacy Educators' Association
Item Statistics:	View statistics for this item

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