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How should we judge the quality of students’ Internet search activity? A review of research

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How should we judge the quality of students’ Internet search activity? A review of research

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The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality

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  1. 1. How should we judge the quality of students’ Internet search activity? A review of research, 2000-2019. Colin Harrison Emeritus Professor of Literacy Studies in Education, University of Nottingham colin.harrison@nottingham.ac.uk
  2. 2. ‘Pedagogy is the driver; Technology is the accelerator.’ Michael Fullan (2013)
  3. 3. Pedagogy is the driver Technology is the accelerator Michael Fullan (2013)
  4. 4. Navigating for information in a post-typographical world The British Library: 25,000,000 books
  5. 5. Navigating for information in a post-typographical world The Internet: 60,000,000,000 pages: <worldwidewebsize.com, 12 Nov 2019> ‘A room with sixty billion doors’
  6. 6. But in fact, the Internet: - is largely unedited - contains willfully misleading information (Heart of Texas, 2016) - Google: paid content gets 65% of clicks; unpaid content only 35% - 76% of all websites send tracker data via cookies to Google - 95% of web searches end on p. 1 We hoped that the 1.7 billion websites accessed over the Internet would be a liberating, safe, open and authoritative learning environment
  7. 7. If we want to support students in becoming skilled and effective users of the Internet, how should we judge the quality of their search activity? Searched <Internet “search behaviour”>: 25,600 results, from Hölscher C, Strube G. Web search behavior of Internet experts and newbies. Computer networks. 2000 Jun 1;33(1-6):337-46. to
  8. 8. Research themes 1995-2019
  9. 9. Research themes 1995-2005
  10. 10. Research themes 1995-2005
  11. 11. Research themes 2005-2010
  12. 12. Research themes 2010-2019

Description

The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality

Transcript

  1. 1. How should we judge the quality of students’ Internet search activity? A review of research, 2000-2019. Colin Harrison Emeritus Professor of Literacy Studies in Education, University of Nottingham colin.harrison@nottingham.ac.uk
  2. 2. ‘Pedagogy is the driver; Technology is the accelerator.’ Michael Fullan (2013)
  3. 3. Pedagogy is the driver Technology is the accelerator Michael Fullan (2013)
  4. 4. Navigating for information in a post-typographical world The British Library: 25,000,000 books
  5. 5. Navigating for information in a post-typographical world The Internet: 60,000,000,000 pages: <worldwidewebsize.com, 12 Nov 2019> ‘A room with sixty billion doors’
  6. 6. But in fact, the Internet: - is largely unedited - contains willfully misleading information (Heart of Texas, 2016) - Google: paid content gets 65% of clicks; unpaid content only 35% - 76% of all websites send tracker data via cookies to Google - 95% of web searches end on p. 1 We hoped that the 1.7 billion websites accessed over the Internet would be a liberating, safe, open and authoritative learning environment
  7. 7. If we want to support students in becoming skilled and effective users of the Internet, how should we judge the quality of their search activity? Searched <Internet “search behaviour”>: 25,600 results, from Hölscher C, Strube G. Web search behavior of Internet experts and newbies. Computer networks. 2000 Jun 1;33(1-6):337-46. to
  8. 8. Research themes 1995-2019
  9. 9. Research themes 1995-2005
  10. 10. Research themes 1995-2005
  11. 11. Research themes 2005-2010
  12. 12. Research themes 2010-2019

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