Search engine use as a literacy in the middle years: the need for explicit instruction and active learners

Search engine use as a literacy in the middle years: the need for explicit instruction and active learners

The internet has provided today’s middle years students with limitless, instantaneous information offering unprecedented educational benefits. Scholars have noted, however, that students frequently struggle to find information in such an overwhelming environment and exhibit a searching skill-deficit despite frequent use. Research also suggests that this deficit is rarely responded to with explicit search instruction in schools. Little is known however, about the potential benefits of exposing students to explicit search engines skills, nor the way they view their role when searching online. This paper therefore presents data from an intervention carried out with middle years students in relation to online searching skills. Data revealed that although a single intervention was not sufficient in changing the students’ views of themselves as searchers, nor of perfecting search strategies, students showed a willingness to adopt all new strategies taught. This knowledge has possible implications for better equipping students for learning and assessment, especially when research and online searching are required for success.

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