Google is NOT a Verb


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Google is NOT a Verb

  1. 1. Google Is NOT a Verb! Kathleen McKim Al Bayan Bilingual School PEAK 2013
  2. 2. Google, v.2 The Dictionary Says…Pronunciation: Brit. /ˈ ɡl/ , U.S. /ˈ ɡuˈ ɡuɡ(ə)l/Forms: also with lower-case initial.Etymology: < Google, a proprietary name for an Internet search engine launched in 1998. The name of the search engine was perhaps conceived as an alteration of googol n., with allusion to the large amount of information contained on the Internet.1. intr. To use the Google search engine to find information on the Internet.1998 L. Page New Features in eGroups (Electronic mailing list) 8 July, Have fun and keep googling!1999 Re: Hi Guys! in (Usenet newsgroup) 10 Oct., Has anyone Googled? Ver ver [sic] clean and fast.2003 Sunday Herald (Glasgow) 14 Sept. (Seven Days section) 7/3 You can google all you want and theres nothing there on them.2004 U.S. News & World Rep. 14 June 49/2 The couple found themselves Googling for a new place to live.2007 Church Times 14 Dec. 25/3, I did find, when Googling around, that the second reference to the story was from an Islamic website.2. trans. To enter (a search term) into the Google search engine to find information on the Internet; to search for information about (a person or thing) in this way.2000 Re: $Emergency_Number in NYC in alt.sysadmin.recovery (Usenet newsgroup) 10 Jan., Ive googled some keywords, and it came up with some other .edu text.2001 N.Y. Times 11 Mar. iii. 12/3, I met this woman last night at a party and I came right home and googled her.2005 ‘Belle De Jour’ Intimate Adventures of London Call Girl 115 Obsessing over the details, including Googling his name every few hours? Too right I did.2010 Daily Tel. 18 Oct. 29/5 Googling ‘breast pain’ came up with eight million.Source: Oxford English Dictionary
  3. 3. Overview• Why It Matters – Inquiry Process & Investigation – Digital Research Culture• What is Google Good For?• Search Engine Extravaganza• Wrap Up
  4. 4. Why It Matters: the Inquiry Process Source: Stripling, 2010
  5. 5. Why It Matters: Investigation Investigation Teaching and Learning Strategies Investigate Find Information Find and evaluate Two column note-taking information to answer •Notes/Reflection questions, test hypotheses •Main Idea/Details, examples •Guided Practice Think about the •Ideas from information to illuminate text/connections to prior new questions and knowledge hypotheses •Organize sources and evaluate information Source: Berger, 2010
  6. 6. Why It Matters: the Inquiry Process“Students must acquire the skills of digital inquiry: connecting ideas to personal interests and a desire to know, asking questions that probe beyond simple fact gathering, investigating answers from multiple perspectives, constructing new understanding, expressing the new ideas through a variety of formats, and reflecting on both the process and product of learning” (Stripling, 2010).
  7. 7. “If all you have is a hammer, everything looks like a nail.”“Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology” (Berger, 2010, p. 17).
  8. 8. Opportunities in a Digital Research Culture• Information available on practically anything that students want to know• Multiple formats and languages• Levels from novice to expert• Natural language searching• Diverse formats• Diverse types, from opinion to research• One-stop information access• High engagement and participation• Collaboration and shared thinking Adapted from Stripling, 2010
  9. 9. Challenges in a Digital Research Culture• Too much information pressures students toward passive acceptance of whatever they find to avoid an unending search• Information accepted if found quickly and easily; little in-depth probing• Lack of sequence and hierarchy in information (order has nothing to do with time, place, or even synchrony with researcher‟s main idea• Specific information with little or no contextualization• Pressure for speed• Environment favors access over reflection• Ability of individuals to post and publish leading to assumption of authority Adapted from Stripling, 2010
  10. 10. Think/Pair/ShareOther Opportunities Other Challenges
  11. 11. Questions for GoogleAddress Bar: where is the page I know exists but can‟t remember the URL – Voter registration for Kentucky – State of Texas Teacher Certification Adapted from Arment, 2011
  12. 12. Questions for GoogleReference: What is the answer to this specific, unambiguous question? – Who shot Abraham Lincoln? – Recipe for Rice Krispie Treats Adapted from Arment, 2011
  13. 13. Questions for GoogleGuide: where is some good information on a specific topic? – Applying liquid eyeliner – How to start a blog Adapted from Arment, 2011
  14. 14. Questions for GoogleProduct Research: what are some opinions, recommendations, reviews or even general information for a certain kind of product or need, even a specific one? – Underwater diving camera – Book reviews – Jet skis Adapted from Arment, 2011
  15. 15. Think/Pair/Share• What can‟t Google answer?
  16. 16. Search Engine Extravaganza
  17. 17. Ready, Set, Begin!• Choose a partner in your grade level or academic subject area.• Choose one or two of the search engines that look interesting to you.• Chose a topic to research (one from one of your assignments or a topic you are very familiar with). Research your topic in your chosen search engines.• Fill in the chart, and be prepared to share your results with the class.•
  18. 18. Share!
  19. 19. Not Included in Today’s Discussion (but worth thinking about)• Databases• Primary Sources/Archives (Library of Congress)• E-books (Project Gutenberg)• Media-specific Search Engines (Check out search-engines-you-should-know/)• Bing, Yahoo• Medical-specific searching (MEDLINE)• Search Organization Tools
  20. 20. AASL Standards Addressed1.1 Skills1.1.4 Find, evaluate, and select appropriate sources to answer questions.1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.1.2 Dispositions in Action1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.1.3 Responsibilities1.3.2 Seek divergent perspectives during information gathering and assessment.
  21. 21. BibliographyAmerican Association of School Librarians. (2009). Standards for the 21st-century Learner. Chicago: ALA.Anderson, M.A. (2009). The power of primary sources. Multimedia & Internet @ Schools (n.v.): 35-38.Arment, M. (January 5, 2011). Google‟s decreasingly useful, spam-filled web search. Retrieved January 27, 2011, from, P. (2010). Student inquiry and Web 2.0. School Library Monthly 26(5): 14-17.Burkhardt, J. and MacDonald, M. (2010). Teaching Information Literacy: 50 Standards-Based Exercises for College Students, 2nd ed. Chicago: ALA.Cohen, N. (31 Jan 2011). Define gender gap? Look up Wikipedia‟s contributor List. New York Retrieved December 4, 2012, from, B. (31 Oct 2012). Teachers call online search mixed bag. Retrieved December 4, 2012, from mixed-bag-3998816.php."Google, v.2". OED Online. September 2012. Oxford University Press. (accessed December 04, 2012).Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly 26(8). Retrieved December 4, 2012, from, A. (2009, February 23). Exploring a „Deep Web‟ That Google Can‟t Grasp. Ocala Star-Banner (FL) n.pag. Retrieved December 4, 2012, from NewsBank on-line database (Access World News)