{"id":51035,"date":"2020-02-12T00:00:39","date_gmt":"2020-02-12T08:00:39","guid":{"rendered":"https:\/\/world.edu\/?p=51035"},"modified":"2020-02-11T12:05:32","modified_gmt":"2020-02-11T20:05:32","slug":"dont-just-google-it-3-ways-students-can-get-the-most-from-searching-online","status":"publish","type":"post","link":"https:\/\/world.edu\/dont-just-google-it-3-ways-students-can-get-the-most-from-searching-online\/","title":{"rendered":"Don\u2019t \u2018just Google it\u2019: 3 ways students can get the most from searching online"},"content":{"rendered":"<p><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-51036\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/02\/Google-It-crop.0.0.jpg\" alt=\"\" width=\"680\" height=\"382\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/02\/Google-It-crop.0.0.jpg 680w, https:\/\/world.edu\/wp-content\/uploads\/2020\/02\/Google-It-crop.0.0-250x140.jpg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><\/p>\n<p>Searching online has many educational benefits. For instance,\u00a0<a href=\"https:\/\/eric.ed.gov\/?id=EJ1209673\">one study found<\/a>\u00a0students who used advanced online search strategies also had higher grades at university.<\/p>\n<p>But spending more time online\u00a0<a href=\"http:\/\/eprints.lse.ac.uk\/57211\/1\/Gorzig_etal_Primary-school-children's-internet-skills_2014.pdf\">does not guarantee<\/a>\u00a0better online skills. Instead, a student\u2019s ability to successfully search online increases with\u00a0<a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/2637002.2637007\">guidance<\/a>\u00a0and\u00a0<a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0306457317308889\">explicit instruction<\/a>.<\/p>\n<p>Young people tend to assume they are already\u00a0<a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/2307096.2307121\">competent searchers<\/a>. Their\u00a0<a href=\"https:\/\/ajet.org.au\/index.php\/AJET\/article\/view\/986\">teachers<\/a>\u00a0and\u00a0<a href=\"http:\/\/ecite.utas.edu.au\/130837\">parents<\/a>\u00a0often assume this too. This assumption, and the\u00a0<a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0165551515615841\">misguided belief<\/a>\u00a0that searching always results in learning, means much classroom practice focuses on searching to learn, rarely on learning to search.<\/p>\n<p><a href=\"http:\/\/ecite.utas.edu.au\/130838\">Many teachers don\u2019t explictly<\/a>\u00a0teach students how to search online. Instead, students\u00a0<a href=\"https:\/\/ajet.org.au\/index.php\/AJET\/article\/view\/986\">often teach themselves<\/a>\u00a0and are reluctant to ask for assistance. This does not result in students obtaining the skills they need.<\/p>\n<p>For six years, I studied how young Australians use search engines. Both\u00a0<a href=\"https:\/\/www.researchgate.net\/publication\/331101627_Search_engine_use_as_a_literacy_in_the_middle_years_The_need_for_explicit_instruction_and_active_learners\">school students<\/a>\u00a0and home-schoolers (the nation\u2019s fastest growing educational cohort showed some traits of online searching that aren\u2019t beneficial. For instance, both groups spent greater time on irrelevant websites than relevant ones and regularly quit searches before finding their desired information.<\/p>\n<p>Here are three things young people should keep in mind to get the full benefits of searching online.<\/p>\n<h4><strong>1. Search for more than just isolated facts<\/strong><\/h4>\n<p>Young people should explore, synthesise and question information on the internet, rather than just locating one thing and moving on.<\/p>\n<p>Search engines offer endless educational opportunities but many students\u00a0<a href=\"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/JD-03-2017-0048\/full\/html\">typically only search<\/a>\u00a0for isolated facts. This means they are no better off than they were 40 years ago with a print encyclopedia.<\/p>\n<p>It\u2019s important for searchers to use different keywords and queries, multiple sites and search tabs (such as news and images).<\/p>\n<p>Part of my (as yet unpublished) PhD research involved observing young people and their parents using a search engine for 20 minutes. In one (typical) observation, a home-school family type \u201cHow many endangered Sumatran Tigers are there\u201d into Google. They enter a single website where they read a single sentence.<\/p>\n<p>The parent writes this \u201canswer\u201d down and they begin the next (unrelated) topic \u2013 growing seeds.<\/p>\n<p>The student could have learnt much more had they also searched for<\/p>\n<p>\u2022 where Sumatra is<\/p>\n<p>\u2022 why the tigers are endangered<\/p>\n<p>\u2022 how people can help them.<\/p>\n<p>I searched Google using the key words \u201cSumatran tigers\u201d in quotation marks instead. The returned results offered me the ability to view National Geographic footage of the tigers and to chat live with an expert from the World Wide Fund for Nature (WWF) about them.<\/p>\n<p>Clicking the \u201cnews\u201d tab with this same query provided current media stories, including on\u00a0<a href=\"https:\/\/www.euronews.com\/2019\/03\/29\/watch-rare-sumatran-tiger-cubs-make-debut-at-sydney-zoo\">two tigers coming to an Australian wildlife park<\/a>\u00a0and on the\u00a0<a href=\"https:\/\/www.abc.net.au\/news\/2018-12-03\/sumatran-tigers-on-the-brink-of-extinction\/10568758\">effect of palm oil<\/a>\u00a0on the species. Small changes to search techniques can make a big difference to the educational benefits made available online.<\/p>\n<h4><strong>2. Slow down<\/strong><\/h4>\n<p>All too often we presume search can be a fast process. The home-school families in my study spent 90 seconds or less, on average, viewing each website and searched a new topic every four minutes.<\/p>\n<p>Searching so quickly can mean students don\u2019t\u00a0<a href=\"https:\/\/pdfs.semanticscholar.org\/a3e0\/75d194661568b6279ed82ac1641576ce9c4f.pdf\">write effective search queries<\/a>\u00a0or get the information they need. They may also not have enough time to\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10639-012-9190-3\">consider search results<\/a>\u00a0and\u00a0<a href=\"https:\/\/research.utwente.nl\/en\/publications\/how-students-evaluate-information-and-sources-when-searching-the-\">evaluate websites<\/a>\u00a0for accuracy and relevance. .<\/p>\n<p>My research confirmed\u00a0<a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/2063576.2063638\">young searchers<\/a>\u00a0frequently click on only the most prominent links and first websites returned, possibly trying to save time. This is problematic given the commercial environment where such positions can be bought and given children\u00a0<a href=\"https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=2956153\">tend to take<\/a>\u00a0the accuracy of everything online for granted.<\/p>\n<p>Fast search is\u00a0<a href=\"http:\/\/tecfa.unige.ch\/tecfa\/maltt\/ergo\/articles\/P3\/Chevalier2015.pdf\">not always problematic<\/a>. Quickly locating facts means students can spend time on more challenging educational follow-up tasks \u2013 like analysing or categorising the facts. But this is only true if they first persist until they find the right information.<\/p>\n<h4><strong>3. You\u2019re in charge of the search, not Google<\/strong><\/h4>\n<p>Young searchers\u00a0<a href=\"https:\/\/researchbank.rmit.edu.au\/eserv\/rmit:160639\/Mohamed_Shuhidan.pdf\">frequently rely<\/a>\u00a0on search tools like Google\u2019s \u201cDid you mean\u201d function.<\/p>\n<p>While students feel confident as searchers, my PhD research found they were more confident in Google itself. One year eight student explained: \u201cI\u2019m used to Google making the changes to look for me\u201d.<\/p>\n<p>Such attitudes can mean students dismiss relevant keywords by automatically agreeing with the (sometimes incorrect) auto-correct or going on irrelevant tangents unknowingly.<\/p>\n<p>Teaching students to choose websites based on domain name extensions can also help ensure they are in charge, not the search engine. The easily purchasable \u201c.com\u201d, for example, denotes a commercial site while information on websites with a \u201c.gov\u201d(government) or \u201c.edu\u201d (education) domain name extension better assure quality information.<\/p>\n<p>Search engines have\u00a0<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/abs\/10.1111\/j.1365-2729.2011.00406.x\">great potential<\/a>\u00a0to provide new educational benefits, but we\u00a0<a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0165551515615841\">should be cautious of presuming<\/a>\u00a0this\u00a0<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/abs\/10.1111\/j.1365-2729.2009.00338.x\">potential is actually<\/a>\u00a0a guarantee.<\/p>\n<p><em><strong>Author Bio:<\/strong> Renee Morrison is a Lecturer in Curriculum Studies at the University of Tasmania<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Searching online has many educational benefits. For instance,\u00a0one study found\u00a0students who used advanced online search strategies also had higher grades at university. But spending more time online\u00a0does not guarantee\u00a0better online skills. Instead, a student\u2019s ability to successfully search online increases with\u00a0guidance\u00a0and\u00a0explicit instruction. Young people tend to assume they are already\u00a0competent searchers. Their\u00a0teachers\u00a0and\u00a0parents\u00a0often assume this too. [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/dont-just-google-it-3-ways-students-can-get-the-most-from-searching-online\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":51036,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[350702],"coauthors":[],"class_list":["post-51035","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-searching-online"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Don\u2019t \u2018just Google it\u2019: 3 ways students can get the most from searching online - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/dont-just-google-it-3-ways-students-can-get-the-most-from-searching-online\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Don\u2019t \u2018just Google it\u2019: 3 ways students can get the most from searching online - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Searching online has many educational benefits. For instance,\u00a0one study found\u00a0students who used advanced online search strategies also had higher grades at university. But spending more time online\u00a0does not guarantee\u00a0better online skills. Instead, a student\u2019s ability to successfully search online increases with\u00a0guidance\u00a0and\u00a0explicit instruction. Young people tend to assume they are already\u00a0competent searchers. Their\u00a0teachers\u00a0and\u00a0parents\u00a0often assume this too. 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