The document discusses how search engines like Google work and dispels some common myths. It explains that Google's algorithm considers over 200 unique signals from webpages and links to determine rankings, not popularity or payment. The document also notes that students often over-rely on Google for research and lack skills to use digital resources effectively for academic work.
Study results from Dulcinea Media showed that middle and high school students were not adequately prepared to effectively do research online. This covers the study results as well as steps through the process of teaching students proper online research techniques.
This presentation outlines 10 steps for better web research skills: 1) Consider where to search beyond just search engines 2) Try multiple search engines 3) Dig deeper than the first page of results 4) Think about your topic before searching 5) Use search operators to refine results 6) Question the reliability of information 7) Find primary sources when possible 8) Check the author and publisher's credibility 9) Consider the reason an article was written 10) Verify critical information with multiple sources. The goal is to teach students to thoughtfully evaluate online information rather than passively accepting search results.
Teaching the Ten Steps to Better Web ResearchMark Moran
We offer an outstanding Web search tutorial called "Ten Steps to Better Web Research" at www.SweetSearch.com/TenSteps
This presentation provides background, reference material and advice for teaching the Ten Steps.
For supplementary material, see http://bit.ly/teachtensteps
This quantitative research study aims to understand why graduate students prefer using Google over library databases for scholarly research. A survey will be administered via email to 1600 graduate students at Emporia State University to collect data on their search behaviors, perceptions of ease of use, and other factors. The goal is to receive 300 responses to obtain a reliable sample size. Results will help libraries develop more user-friendly discovery tools and inform database vendors. The research was designed based on a literature review exploring this topic and adheres to ethical standards involving human subjects. Some limitations include potential low response rate and lack of follow up interviews.
Reflecting on the Diverse Innovations and Impacts prompted by an OER projectBeck Pitt
The project aimed to provide open educational resources (OER) to help adults transition successfully to college in the US. Follow up research interviewed students, administrators, and educators and found that the OER led some institutions like the University of Maryland University College to pursue lower-cost course materials. However, educators in different contexts found the content did not always align with their needs and audiences. OER were found to have different usage patterns than other online resources and can help bridge formal education, though content must be appropriate for the target learners and contexts.
This document outlines 10 steps for effective web research presented by Dulcinea Media. It summarizes research showing students rely entirely on Google and do not evaluate sources. The 10 steps include: searching beyond search engines; using keywords and advanced search; thinking critically about results; finding primary sources; evaluating authors, publishers, dates and reasons for publication. The document advocates teaching broad research concepts and strategies over specific tools to improve students' web literacy and evaluation skills.
The document discusses research showing that students lack effective web research skills. It outlines 10 steps to teach better web research skills, including starting with general search terms and digging deeper into results, assessing source credibility by checking authors and dates, and considering why information was published. The goal is to teach broad research strategies rather than specific tools, and for skills to be reinforced throughout schooling to break habits of relying only on search engines without verification.
Presentation at Fall CUE 2013 on Teaching Web ResearchMark Moran
This document outlines 10 steps to teach better web research skills to students. It summarizes research showing that many students and even college students lack strategies for evaluating online information. The 10 steps include searching multiple search engines and sites, formulating focused questions before searching, using advanced search options, digging deeper for quality sources, evaluating source credibility based on author, publisher, date, and purpose. The goal is to teach students to think critically about online information and develop into informed internet citizens.
Study results from Dulcinea Media showed that middle and high school students were not adequately prepared to effectively do research online. This covers the study results as well as steps through the process of teaching students proper online research techniques.
This presentation outlines 10 steps for better web research skills: 1) Consider where to search beyond just search engines 2) Try multiple search engines 3) Dig deeper than the first page of results 4) Think about your topic before searching 5) Use search operators to refine results 6) Question the reliability of information 7) Find primary sources when possible 8) Check the author and publisher's credibility 9) Consider the reason an article was written 10) Verify critical information with multiple sources. The goal is to teach students to thoughtfully evaluate online information rather than passively accepting search results.
Teaching the Ten Steps to Better Web ResearchMark Moran
We offer an outstanding Web search tutorial called "Ten Steps to Better Web Research" at www.SweetSearch.com/TenSteps
This presentation provides background, reference material and advice for teaching the Ten Steps.
For supplementary material, see http://bit.ly/teachtensteps
This quantitative research study aims to understand why graduate students prefer using Google over library databases for scholarly research. A survey will be administered via email to 1600 graduate students at Emporia State University to collect data on their search behaviors, perceptions of ease of use, and other factors. The goal is to receive 300 responses to obtain a reliable sample size. Results will help libraries develop more user-friendly discovery tools and inform database vendors. The research was designed based on a literature review exploring this topic and adheres to ethical standards involving human subjects. Some limitations include potential low response rate and lack of follow up interviews.
Reflecting on the Diverse Innovations and Impacts prompted by an OER projectBeck Pitt
The project aimed to provide open educational resources (OER) to help adults transition successfully to college in the US. Follow up research interviewed students, administrators, and educators and found that the OER led some institutions like the University of Maryland University College to pursue lower-cost course materials. However, educators in different contexts found the content did not always align with their needs and audiences. OER were found to have different usage patterns than other online resources and can help bridge formal education, though content must be appropriate for the target learners and contexts.
This document outlines 10 steps for effective web research presented by Dulcinea Media. It summarizes research showing students rely entirely on Google and do not evaluate sources. The 10 steps include: searching beyond search engines; using keywords and advanced search; thinking critically about results; finding primary sources; evaluating authors, publishers, dates and reasons for publication. The document advocates teaching broad research concepts and strategies over specific tools to improve students' web literacy and evaluation skills.
The document discusses research showing that students lack effective web research skills. It outlines 10 steps to teach better web research skills, including starting with general search terms and digging deeper into results, assessing source credibility by checking authors and dates, and considering why information was published. The goal is to teach broad research strategies rather than specific tools, and for skills to be reinforced throughout schooling to break habits of relying only on search engines without verification.
Presentation at Fall CUE 2013 on Teaching Web ResearchMark Moran
This document outlines 10 steps to teach better web research skills to students. It summarizes research showing that many students and even college students lack strategies for evaluating online information. The 10 steps include searching multiple search engines and sites, formulating focused questions before searching, using advanced search options, digging deeper for quality sources, evaluating source credibility based on author, publisher, date, and purpose. The goal is to teach students to think critically about online information and develop into informed internet citizens.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
Ensuring LSE undergraduates gallps to success: emerging findings from the SAD...LSESADL
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Initial findings showed students developed skills but were also made aware of existing resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The project aimed to expand to more departments and collect additional data on the impact of the ambassador program.
This document discusses addressing student research skills in the age of Google. It notes that students now consider "research" to just mean "Googling" and they don't think critically about online information. It recommends defining the purpose of research assignments and providing direct instruction on research skills. Specific strategies include directing students to appropriate resources, requiring different source types, and spending class time on topics like assessing reliability and improving search skills.
The document discusses how to effectively use search engines and evaluate websites when doing research. It recommends using specific search engines tailored to the research topic to maximize efficiency. It also provides the "GET REAL" method for validating websites, which involves reading the URL, examining the content, asking about the author, and looking at linked pages. Teachers are advised to be wary of sponsored search results and teach students critical evaluation skills to identify biased or inaccurate information online.
This document summarizes a study conducted by Taylor & Francis and Loughborough University on the user experience of postgraduate research students when searching for and managing academic information. The study found that (1) Google and Google Scholar are most students' starting points for research, though the library catalog is still used, (2) students primarily download papers to hard drives or use Mendeley to manage information, and (3) lack of access and time required to find information are the biggest frustrations. The study provides insights that could help libraries and publishers improve services to better meet students' needs.
Student research eds ugm melbourne presentation (public edit)Miranda Hunt
Student researchers presented research on user experiences and behaviors. Primary research methods discussed included contextual inquiry, surveys, interviews, usability testing, video diaries, and card sorting. Research on college students found they begin with "presearch" on Google and Wikipedia to scope their topic before doing "serious research". Student research occurs in "microbursts" with periods of dormancy. Many students are novice researchers who find library websites challenging and don't understand terms like "Boolean". Top search terms were often broad, misspelled, and focused on results on the first page.
The document announces an upcoming fall conference on October 5th, 2013 titled "The Transition Years" which will evaluate information literacy skills from high school to college-level research and be presented by Emily Gover. Several studies and data are presented showing that high school students are often underprepared for college-level research due to less emphasis on information literacy skills and over-reliance on sources like Wikipedia, and the presentation suggests increased collaboration between high schools and colleges to improve student preparedness.
Internet research involves purposefully using free online information, especially from the World Wide Web, to further understanding on a topic. It has profoundly impacted how knowledge is created, with common uses including personal research, student academic projects, and journalist reporting. Effective internet research requires structuring questions before searching, developing search strategies, gathering and analyzing information found, integrating findings, and evaluating the research process. Key guidelines include using appropriate search engines and filters, evaluating source reliability, and being aware of copyright issues when using online content.
Search is the New Black: How Millenials Find Information OnlineUXPA Boston
The document discusses how Millennials search for information online. It finds that they almost always start searches on Google and rely heavily on search boxes. Millennials use simple keyword searches and put complete trust in search result rankings, only looking at the first page of results. They have poor search tactics like overusing natural language and changing topics frequently. The document recommends designing interfaces with recognizable search boxes on every page and focusing on improving students' search skills.
The document discusses the importance of internet literacy for students and outlines several key points:
1) Students need to be able to properly evaluate information found online, understand issues like plagiarism, and cite sources correctly.
2) Many students have trouble judging things like a website's objectivity and authoritativeness. Teachers must provide guidance on how to accurately and safely search for and assess information.
3) It is the teacher's role to model proper internet usage, direct students to appropriate resources, and make sure students understand ethical use of online information and issues in the emerging "read-write web".
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
The document summarizes the SADL (Student Ambassadors for Digital Literacy) project at the London School of Economics. The project aims to embed digital and information literacy skills into the curriculum by training student ambassadors and holding workshops. So far, a survey found students have different research strategies based on their discipline. Workshops covered searching, reading, and managing information. Lessons learned include the need for clear ambassador roles and more preparation for workshops. The future may explore sustaining the ambassador role and addressing staff development needs.
Changing user behavior on the web poses challenges for developing online information literacy tools. Research shows that users have poor understanding of their information needs, difficulties evaluating long search results, and unsophisticated mental maps of the internet. Younger users in particular spend little time evaluating information and have become reliant on search engines like Google over library resources. Developing tools requires addressing issues like entrenched habits, lack of skills training, and preference for familiar search interfaces.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
This document summarizes a presentation about helping students with research using Common Core standards. It discusses how Common Core emphasizes an in-depth research process over just learning facts. Students should practice short research projects and learn to independently conduct research. The presentation provides tips for teachers, such as leading text-based discussions and assigning projects for real audiences. It also discusses challenges students face with online research and introduces tools like a customized library media center website to help students evaluate sources and take notes.
What do students want from library discovery tools?Keren Mills
The document summarizes research into what students want from library discovery tools. Key findings from interviews and prototyping with students include that they want a simple search interface with clear indications of what is searchable. Students also want results to open in new tabs and clearly show full text availability. Other desired features include autocomplete, seeing previous searches, and saving items to a personal library shelf. The research helped the university select a new library management system and shape how the discovery tool will be implemented.
Day 3: Introduction to Information LiteracyBuffy Hamilton
Objectives: 1. To explore and evaluate traditional and uthoritative database information sources. 2. To explore and utilize strategies to effectively use traditional and emerging search engines for information. 3. To explore and evaluate how emerging Web 2.0 tools can be used as sources of information. 4. To explore the merits and drawbacks to collaboratively created open sources of information such as Wikipedia.
Discover the benefits of outsourcing SEO to Indiadavidjhones387
"Discover the benefits of outsourcing SEO to India! From cost-effective services and expert professionals to round-the-clock work advantages, learn how your business can achieve digital success with Indian SEO solutions.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
Ensuring LSE undergraduates gallps to success: emerging findings from the SAD...LSESADL
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Initial findings showed students developed skills but were also made aware of existing resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The project aimed to expand to more departments and collect additional data on the impact of the ambassador program.
This document discusses addressing student research skills in the age of Google. It notes that students now consider "research" to just mean "Googling" and they don't think critically about online information. It recommends defining the purpose of research assignments and providing direct instruction on research skills. Specific strategies include directing students to appropriate resources, requiring different source types, and spending class time on topics like assessing reliability and improving search skills.
The document discusses how to effectively use search engines and evaluate websites when doing research. It recommends using specific search engines tailored to the research topic to maximize efficiency. It also provides the "GET REAL" method for validating websites, which involves reading the URL, examining the content, asking about the author, and looking at linked pages. Teachers are advised to be wary of sponsored search results and teach students critical evaluation skills to identify biased or inaccurate information online.
This document summarizes a study conducted by Taylor & Francis and Loughborough University on the user experience of postgraduate research students when searching for and managing academic information. The study found that (1) Google and Google Scholar are most students' starting points for research, though the library catalog is still used, (2) students primarily download papers to hard drives or use Mendeley to manage information, and (3) lack of access and time required to find information are the biggest frustrations. The study provides insights that could help libraries and publishers improve services to better meet students' needs.
Student research eds ugm melbourne presentation (public edit)Miranda Hunt
Student researchers presented research on user experiences and behaviors. Primary research methods discussed included contextual inquiry, surveys, interviews, usability testing, video diaries, and card sorting. Research on college students found they begin with "presearch" on Google and Wikipedia to scope their topic before doing "serious research". Student research occurs in "microbursts" with periods of dormancy. Many students are novice researchers who find library websites challenging and don't understand terms like "Boolean". Top search terms were often broad, misspelled, and focused on results on the first page.
The document announces an upcoming fall conference on October 5th, 2013 titled "The Transition Years" which will evaluate information literacy skills from high school to college-level research and be presented by Emily Gover. Several studies and data are presented showing that high school students are often underprepared for college-level research due to less emphasis on information literacy skills and over-reliance on sources like Wikipedia, and the presentation suggests increased collaboration between high schools and colleges to improve student preparedness.
Internet research involves purposefully using free online information, especially from the World Wide Web, to further understanding on a topic. It has profoundly impacted how knowledge is created, with common uses including personal research, student academic projects, and journalist reporting. Effective internet research requires structuring questions before searching, developing search strategies, gathering and analyzing information found, integrating findings, and evaluating the research process. Key guidelines include using appropriate search engines and filters, evaluating source reliability, and being aware of copyright issues when using online content.
Search is the New Black: How Millenials Find Information OnlineUXPA Boston
The document discusses how Millennials search for information online. It finds that they almost always start searches on Google and rely heavily on search boxes. Millennials use simple keyword searches and put complete trust in search result rankings, only looking at the first page of results. They have poor search tactics like overusing natural language and changing topics frequently. The document recommends designing interfaces with recognizable search boxes on every page and focusing on improving students' search skills.
The document discusses the importance of internet literacy for students and outlines several key points:
1) Students need to be able to properly evaluate information found online, understand issues like plagiarism, and cite sources correctly.
2) Many students have trouble judging things like a website's objectivity and authoritativeness. Teachers must provide guidance on how to accurately and safely search for and assess information.
3) It is the teacher's role to model proper internet usage, direct students to appropriate resources, and make sure students understand ethical use of online information and issues in the emerging "read-write web".
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
The document summarizes the SADL (Student Ambassadors for Digital Literacy) project at the London School of Economics. The project aims to embed digital and information literacy skills into the curriculum by training student ambassadors and holding workshops. So far, a survey found students have different research strategies based on their discipline. Workshops covered searching, reading, and managing information. Lessons learned include the need for clear ambassador roles and more preparation for workshops. The future may explore sustaining the ambassador role and addressing staff development needs.
Changing user behavior on the web poses challenges for developing online information literacy tools. Research shows that users have poor understanding of their information needs, difficulties evaluating long search results, and unsophisticated mental maps of the internet. Younger users in particular spend little time evaluating information and have become reliant on search engines like Google over library resources. Developing tools requires addressing issues like entrenched habits, lack of skills training, and preference for familiar search interfaces.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
This document summarizes a presentation about helping students with research using Common Core standards. It discusses how Common Core emphasizes an in-depth research process over just learning facts. Students should practice short research projects and learn to independently conduct research. The presentation provides tips for teachers, such as leading text-based discussions and assigning projects for real audiences. It also discusses challenges students face with online research and introduces tools like a customized library media center website to help students evaluate sources and take notes.
What do students want from library discovery tools?Keren Mills
The document summarizes research into what students want from library discovery tools. Key findings from interviews and prototyping with students include that they want a simple search interface with clear indications of what is searchable. Students also want results to open in new tabs and clearly show full text availability. Other desired features include autocomplete, seeing previous searches, and saving items to a personal library shelf. The research helped the university select a new library management system and shape how the discovery tool will be implemented.
Day 3: Introduction to Information LiteracyBuffy Hamilton
Objectives: 1. To explore and evaluate traditional and uthoritative database information sources. 2. To explore and utilize strategies to effectively use traditional and emerging search engines for information. 3. To explore and evaluate how emerging Web 2.0 tools can be used as sources of information. 4. To explore the merits and drawbacks to collaboratively created open sources of information such as Wikipedia.
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1. How Google Works:
Are Search Engines Really
Dumb and Should Educators
Even Care?
Paul Barron
pbbarron@gmail.com
paul@duckduckgo.com
All Right Reserved. This presentation may be copied and distributed for
nonprofit educational purposes only. 2017. Session revised 4-1-2017
2. 2
14th Annual Longwood University Summer Literacy Institute
We know our students …
For them, “to Google” is a lifestyle, a habit
pattern. Do you agree?
JEFF STAHLER: (c) Columbus Dispatch Dist.
by Newspaper Enterprise Association, Inc
“Whereas libraries once seemed
like the best answer to the
question, Where do I find…? the
search engine now rules.”
“No Brief Candle: Preconceiving Research
Libraries for the 21st Century;” Part II
Council of Library and Information Resources
http://www.clir.org/pubs/reports/pub142/pub142.pdf
3. 3
14th Annual Longwood University Summer Literacy Institute
Research Sources for Middle & High School Students
1. Google or other online search engine (94%)
2. WikipediA or other online encyclopedia (75%)
3. YouTube or other social media sites (52%)
4. Their peers (42%)
8. Online databases (EBSCO, JSTOR,
or Grolier (17%)
9. Research librarian at school (16%)
“How Teens Do Research in the Digital World”
http://pewinternet.org/Reports/2012/Student-Research
4. 4
14th Annual Longwood University Summer Literacy Institute
The Definition of “Research”
“Middle and high school teachers suggest that the
definition of “research” has changed in the digital
world, and that change is reflected in how students
approach the task.”
“When asked how middle and high
school students “do research,” the first
response in every student and teacher
focus group was ‘Google’.”
“Some teachers say, for students today, ‘research =
Googling’.”
“How Teens Do Research in the Digital World”
http://pewinternet.org/Reports/2012/Student-Research
5. 5
14th Annual Longwood University Summer Literacy Institute
Love is blind!
“Students perceive themselves
as skilled searchers of Google and
every other search tool (because they’re
“experts” at searching Google).
“[Educators] know that these perceptions aren’t true.”
“Undergraduate students rated their information literacy
skills very high, but their search queries and behaviors did
not support this. They were not sophisticated users of
Google at all, let alone library resources.”
“What Do Librarians Do, Exactly?”
Helen Georgas
The Informed Librarian Online; http://goo.gl/gTIYFD
6. 6
14th Annual Longwood University Summer Literacy Institute
Unfortunate Facts at UC Berkeley
“At the undergraduate level, what is anecdotally apparent to
most faculty and librarians:
Students lack skills needed to use digital resources for
research.
As “digital natives” they are adept at finding
information for personal purposes; but …
those skills often aren’t sufficient to accomplish their
academic work effectively.”
“Report of the Commission on the Future of the UC Berkeley Library;” http://goo.gl/iKER2f
7. 7
UC Berkeley World Ranking
14th Annual Longwood University Summer Literacy Institute
https://www.timeshighereducation.com/world-university-rankings/2016/world-ranking#!/page/0/length/25
https://goo.gl/9ANmZY
8. 8
14th Annual Longwood University Summer Literacy Institute
Furthermore
“Students tended to overuse Google and misuse
scholarly databases. Indeed, they’re
not even very good at using Google
for these purposes.”
“Google’s own research
scientists have lamented that
students are unable to take advantage of the resources
that are readily available to those who know how to find
them.”
We can’t use this database;
it doesn’t look like Google!
Report of the Commission on the Future of the UC Berkeley Library
http://goo.gl/iKER2f
9. 9
14th Annual Longwood University Summer Literacy Institute
Daniel M. Russell, Google’s …
Senior Research Scientist for Search Quality says,
“In universities a lot of the Google Generation do the
dumbest things you can possibly imagine.
Scholarly searching is not an intuitive skill;
students cannot learn well by imitating peers.”
“That is where librarians come in;
… teach them what is possible.”
Searching For Better Research Habits
Steve Kolowich
http://www.insidehighered.com/news/2010/09/29/search
10. 10
14th Annual Longwood University Summer Literacy Institute
Do you agree that…
“There are consequences to
our students and our educational
system if we [allow] a search
engine to define the parameters
of effective research.”
The University of Google: Education in the (Post) Information Age
Tara Brabazon
11. 11
14th Annual Longwood University Summer Literacy Institute
If educators hope …
To change students’ excessive use of Google,
educators must embrace
Google and learn how
the search engine works, in order …
To influence students to integrate Google use with
other reliable sources of information.
12. 12
14th Annual Longwood University Summer Literacy Institute
Presentation Objective
Increase our
understanding of how
search engines and
Google work by dispelling
some search engine myths.
13. 13
14th Annual Longwood University Summer Literacy Institute
Presentation Objective: Dispel …
Search engine myths:
Google accepts pay for placement,
understands a searcher’s query,
treat all sites and domains the
same when determining results, and
determine the results based on the popularity of the
site with searchers.
I’m
.edu.
I’m
.net.
But we’re
not equal.
14. 14
14th Annual Longwood University Summer Literacy Institute
Why learn how Google works? Because …
“We expect a lot search engines. We ask them vague
questions about topics that we are unfamiliar and anticipate
a concise organized response.”
“You would have better success if
you laid your head on the keyboard
and coaxed the computer to read your mind.”
Understanding Search Engines: Mathematical Modeling and Text Retrieval
Michael W. Berry and Murray Browne
15. 15
14th Annual Longwood University Summer Literacy Institute
To understand how search engines work …
…we must understand, “search engines have no
understanding of words or
language. (They) don't
recognize user intent, can't
distinguish goal-oriented search
from browsing search.”
A ResourceShelf Interview: 20 Questions with Dr. Gary Flake, Ph.D.
Head of Yahoo Research Labs
http://searchenginewatch.com/showPage.html?page=3372051
Thursday, June 3, 2004
16. 16
14th Annual Longwood University Summer Literacy Institute
And today …
“Google announced
the biggest change since
2000. Google will focus on
trying to understand the meanings of phrases and
concepts as opposed to matching keywords in a search
query to the same words on Web pages.”
“Google Alters Search to Handle More Complex Queries”
New York Times; September 26, 2013
goo.gl/iuEtH8
17. 17
14th Annual Longwood University Summer Literacy Institute
If Google doesn’t understand my query …
… how does Google
determine how to select and rank the
results in response to my query?
18. 18
14th Annual Longwood University Summer Literacy Institute
Myth: Google Accepts “Pay for Ranking”
“At Google we take our commitment to
delivering useful and impartial search results
very seriously.”
“We don’t ever accept payment
to add a site to our index, update it
more often, or improve its ranking.”
Matt Cutts
Head of Google’s Web Spam Team
http://goo.gl/S40MJJ
19. 19
14th Annual Longwood University Summer Literacy Institute
Google does accept payment for …
…advertising.
20. 20
14th Annual Longwood University Summer Literacy Institute
What Google Considers on the Webpage
Google’s algorithms rely on more than 200 unique signals to
determine a ranking. For example,
how often the search terms occur
on the webpage,
if the search terms appear in the
title or the URL, and
whether synonyms or the search
terms occur on the page.
Facts about Google and Competition
http://www.google.com/press/competition/howgooglesearchworks.html
An Update to our Search Algorithms (8/10/12)
http://insidesearch.blogspot.com/2012/08/an-update-to-our-search-algorithms.html
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What Google Considers Off the Webpage
Links
PageRank – A measure of the
number and the quality of links
to a webpage.
Assumption - Important webpages receive
more links from other webpages.
Facts about Google and Competition
www.google.com/press/competition/howgooglesearchworks.html
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Matt Cutts of Google states,
“Popularity is different from accuracy and
PageRank is different than popularity.”
http://www.youtube.com/watch?v=rNsRpJm3z2g
Let’s test that assertion by searching for …
Therefore, PageRank is different from accuracy.
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Search Results
The first 36
results are from
Jew Watch Com
which is the most
“popular and
accurate result” for
our search.
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Jew Watch – A Popular & Accurate Site?
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This ad used to be at the …
… bottom of the search results …
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Google states, “We’re disturbed about these
search results as well.”
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Google’s Explanation
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http://www.google.com/explanation.html
This page has been deleted from the Google database. For a copy see:
http://archive.adl.org/internet/google_explanation.html
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The Value of Quality Links
“With PageRank, five or six high-quality
links from websites would be valued much
more highly than twice
as many links from less
reputable or established sites.”
Librarian Central
How does Google collect and rank results?
http://www.google.com/librariancenter/articles/0512_01.html
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Checking the Links to JewWatch.com
Google will return
.edu sites that are
linked to
JewWatch.com.
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Law School Links to Jew Watch.com
Google evaluates not
only the number of
links but the quality
(reputation) of the
linking site.
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Please explain why Google does not consider …
… the fact that
the site is
popular with
us, the
searchers who
view the sites!
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Why not consider searchers’ preferences?
"We believe the approach which relies heavily on an
individual's tastes and preferences [to rank results] just
doesn't produce the quality and relevant ranking that
our algorithms do."
Amit Singhal; Google Fellow
“This is tough stuff;” 25 February 2010
http://googlepolicyeurope.blogspot.com/2010/02/this-stuff-is-tough.html
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Why!?!
First: “We have all been trained to trust
Google and click on the first result.”
“College students trust Google; they
click on the number one abstract most
of the time, even when the abstracts are
less relevant.”
In Google We Trust: Users’ Decisions on Rank, Position, and Relevance; Laura Granka
Journal of Computer-Mediated Communication
http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00351.x/pdf
“How Google Measures Search Quality”
Datawocky
http://tinyurl.com/6mpt4u
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Trusting Google too Much?
“Second: For informational queries …
if a result on page 4, provides better
information than the results on the first three
pages, users will not know this result
exists!”
“Therefore, usage behavior does not
provide the best feedback on the rankings.”
But we are
the best
results!
“How Google Measures Search Quality”
Datawocky
http://tinyurl.com/6mpt4u
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From 2005 to 2014
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2005 Scan Pattern 2014 Scan Pattern
“The average user
scanned more
results in 2014 vs.
2005, but spent
less time looking
at each result
before clicking a
result.”
THE EVOLUTION OF GOOGLE SEARCH
RESULTS PAGES & THEIR EFFECTS ON
USER BEHAVIOUR
www.mediative.com
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And in 2016
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What explains the change in scan pattern?
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Do students read webpages?
In 1997, the first study of how users read web content summarized
the findings in two words: they don't. Users scan it.
In 2006, research found that users frequently
scan website … focusing on words at the top
or left side of the page, while barely glancing at
words that appeared elsewhere.
Recent research quantified this finding: given the duration of an
average page view, users read at most 28% of the words on the
page.
How Little Do Users Read?
http://www.nngroup.com/articles/how-little-do-users-read/
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Consider this …
“The computer screen is … literally
a small thing [that] may display just
over 300 words. If this world becomes
our reality, we actually are relying on
less information, not the more that is available.”
“The Google-ization of Knowledge”
Natasja Larson, Laura Servage, and Jim Parsons ; Faculty of Education; University of Alberta
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/28/03/99.pdf
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Google doesn’t need to consider …
… the popularity of a website with
searchers because their algorithm is
so up-to-date that Google always
returns the best results.
Right?
RIGHT!
RIGHT!
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Evaluating Google’s Opinion
Google returns all sites with the words,
martin and luther and king and school and flyers
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Google’s 1st Result (3-26-2017)
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Martin Luther King.org Homepage
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Martin Luther King.org is hosted by …
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The student wants to know …
Why was that site returned
as the 1st result among the
828,000 results!?!
I thought Google and
other search engines always
returned the best results.
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Checking for .edu Links to the Webpage
Link Check – Returns results that are linked to a
site; for example, .edu sites that are linked to
Martin Luther King.org.
Remember the
importance of
PageRank which
measures the number
and quality of links to
a webpage.
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Link Check Results
QUESTION
By reviewing the webpage
description can you determine the
purpose of the .edu sites’ linking to
Martin Luther King.org?
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Linking and Webpage Relevance
When reputable [webpage] author(s)
repeatedly link to a webpage,
or when highly regarded or colleges/universities,
governments, or organizations,
link to a webpage,
the rank of the linked-to webpage increases,
regardless of whether the page is relevant.
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Google‘s opinion is important; …
What can I do to influence the results
returned by Google?
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Question.
Search Engine Components
Spider/Web Crawler/Robot
Index
Search Engine
The only feature that you can
control is the query entered
into the search engine.
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Keyword Searching
“Keyword-based search works well if the users
know exactly what they want and formulate queries
with the “right words.”
“It does not help much and is
sometimes even hopeless if the users
only have vague concepts about what
they are asking.”
Toward Topic Search on the Web
Microsoft Research; March 2011
http://research.microsoft.com/apps/pubs/default.aspx?id=145837
Let’s go see
the librarian.
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Queries by Middle School Students
“A predominate difficulty students experience while
performing Web-based research is constructing effective
search strings.”
“[M]iddle school students
demonstrate unsophisticated skills
when constructing search strings,
using mainly broad terms and phrases.”
“Internet Searching by K-12 Students: A Research-based Process Model”
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a8/26.pdf
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Queries by High School Students
“ [H]igh school students
struggle with conceptualizing
the topic for their query, sometimes omitting
required concepts.”
“Internet Searching by K-12 Students: A Research-based Process Model”
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a8/26.pdf
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Queries by College Students
“[S]earch engines generally performed poorly, a
lack of computer skills and an inability
to construct appropriate
search statements limited
college students' success.”
Nowicki, Stacy.
Student vs. Search Engine: Undergraduates Rank Results for Relevance
portal: Libraries and the Academy - Volume 3, Number 3, July 2003
I have query
block!
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What we know and understand is …
“Librarians realize that for their students
learning a process as complex as research is
like learning a new language.
Librarians see the huge gaps in
actual student ability and know
that the problem is more than something
requiring remedial attention.”
Process Not Product: Learning to be Information Literate
Tami Echavarria Robinson
www.informedlibrarian.com/guestForum.cfm?FILE=gf1309.html
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He should have seen the librarian first!
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The Importance of “Friends”
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http://tinyurl.com/kg7kk7q
Remember these stats from
the introduction?
4. Their peers (42%)
8. Online databases (17%)
9. Research librarian at school (16%)
Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College
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Google Search Resources
Search Help Center
https://support.google.com/websearch#topic=3081620
https://goo.gl/Vot32N
Advanced Search
https://www.google.com/advanced_search
https://goo.gl/vGcSrY
Operators
https://support.google.com/websearch/answer/2466433
https://goo.gl/CDc1P2
14th Annual Longwood University Summer Literacy Institute