This document discusses strategies for understanding and leveraging search engine filters and algorithms. It begins by demonstrating how two users searching the same topic can receive different results, and encourages engaging students in discussions about how search tools influence results. Students are guided through an activity where they discuss their perspectives on personalized search filters. The document then provides strategies students can use to better control and direct their search results, such as using quotation marks, specific search terms, and different search engines or country codes. It emphasizes the importance of knowing one's search purpose and applying techniques like SWOT analyses to compare search tools. The overall message is that while search filters can't be avoided, they can be understood and leveraged to expand perspectives.

1. The Filter BubbleThe Filter Bubble
Working with Middle School StudentsWorking with Middle School Students
Created by Fay LeongCreated by Fay Leong

2. Exploring the bubbleExploring the bubble
with your studentswith your students

3. WatchWatch
https://https://youtu.beyoutu.be/6pVSLgH-3kw/6pVSLgH-3kw

4. What did you notice?What did you notice?
2 Users2 Users
Same topicSame topic
Different ResultsDifferent Results

5. Engage with the issueEngage with the issue
“What if …we integrated
discussions about the persuasive
agents that are embedded in these
tools?”
Estee Beck (June 2014)

6. Leverage the bubble!Leverage the bubble!
Try this with your classTry this with your class

7. Think Pair ShareThink Pair Share
Find your partner!Find your partner!
Which of the following statements do you agreeWhich of the following statements do you agree
with?with?
This is not such a big deal. It’s good to see differentThis is not such a big deal. It’s good to see different
perspectivesperspectives
Why should I care what other people find?Why should I care what other people find?
This is frustrating. My past search patterns might stopThis is frustrating. My past search patterns might stop
me finding anything useful!me finding anything useful!

8. Collaborative meaningCollaborative meaning
1.1. Explain your answer to your partner.Explain your answer to your partner.
2.2. What are the points you agree on?What are the points you agree on?
3.3. What don’t you agree on?What don’t you agree on?
4.4. Put your opinions together and create a ‘stance’ thatPut your opinions together and create a ‘stance’ that
describes your point/s of viewdescribes your point/s of view
5.5. Present this to the classPresent this to the class

9. So what…?So what…?
What’s our takeaway from this?What’s our takeaway from this?
What are YOU thinking?What are YOU thinking?

10. “A squirrel dying in your front
yard may be more relevant to
your interests right now than
people dying in Africa”
Mark Zuckerberg, Facebook Creator

11. Let’s find our bubble!Let’s find our bubble!
Move into groups of 3 or 4Move into groups of 3 or 4
Follow the instructions on the nextFollow the instructions on the next
slides…slides…

12. I’ll give you a keyI’ll give you a key
term…term…

13. Analysing your searchAnalysing your search
resultsresults
Individually answer the following questions:Individually answer the following questions:
1.1.What companies can I see on my search results page?What companies can I see on my search results page?
2.2.What data have these companies collected on me?What data have these companies collected on me?
What is my evidence?What is my evidence?
3.3.What are the benefits for me as a researcher whenWhat are the benefits for me as a researcher when
companies give me information, news, or links to itemscompanies give me information, news, or links to items
based on my preferences?based on my preferences?
4.4.What are the negatives?What are the negatives?

14. Collating groupCollating group
answersanswers
1.1. What are the similarities in yourWhat are the similarities in your
answers?answers?
2.2. What are the differences?What are the differences?
3.3. What will you do with this knowledge?What will you do with this knowledge?

15. Poll your classPoll your class
Do you care if companies,Do you care if companies,
governments, social media networksgovernments, social media networks
control what you see?control what you see?
Use this quick polling websiteUse this quick polling website
http://www.poll-maker.com/http://www.poll-maker.com/

16. Did the poll results turnDid the poll results turn
into a ‘teachableinto a ‘teachable
moment’?moment’?

17. ControllingControlling
the filterthe filter
Inovation by Markus Reugel

18. Can I stop the filter?Can I stop the filter?

19. You can run, but youYou can run, but you
can’t hide…can’t hide…
It’s true – you can turn off personalized searchesIt’s true – you can turn off personalized searches
on Googleon Google
1.1.Once you are on Google, click the ‘Once you are on Google, click the ‘geargear’’ iconicon
2.2.Select ‘Select ‘Web historyWeb history’’
3.3.Click ‘Click ‘disable customizations based on searchdisable customizations based on search
activityactivity’’

20. BUT…BUT…
Google still knows your physical location, andGoogle still knows your physical location, and
the browser you are using.the browser you are using.
It will know if you are inIt will know if you are in
• Hong Kong…Hong Kong…
• The United States…The United States…
• Australia…Australia…

21. And it will tailor yourAnd it will tailor your
search results tosearch results to
events in that countryevents in that country

22. But if you KNOW that…But if you KNOW that…
Imagine what you could doImagine what you could do

23. Leverage the filter bubbleLeverage the filter bubble
Expand your perspectiveExpand your perspective
Make the filters work for youMake the filters work for you

24. How?How?

25. Always know yourAlways know your
purposepurpose
Let’s try a taskLet’s try a task
Imagine you are investigating the impact of the BritishImagine you are investigating the impact of the British
mission to China led by Lord Macartney in 1792.mission to China led by Lord Macartney in 1792.

26. ……
You’ve discussed the task in class.You’ve discussed the task in class.
You know what key questions you’re specificallyYou know what key questions you’re specifically
working onworking on
You know why the mission happenedYou know why the mission happened
NOW you want to know why it failedNOW you want to know why it failed

27. ISOLATE your targetISOLATE your target
5 Easy Strategies5 Easy Strategies
1.1.Quotation marksQuotation marks
2.2.Using specific words in your key stringUsing specific words in your key string
3.3.Using the minus signUsing the minus sign
4.4.Using 2 periodsUsing 2 periods
5.5.Using different country codes for GoogleUsing different country codes for Google
(Adapted from: Clark, H. 2013)(Adapted from: Clark, H. 2013)

28. Quotation MarksQuotation Marks
Use quotation marks to search for an exact word or setUse quotation marks to search for an exact word or set
of wordsof words
““macartney missionmacartney mission””

29. The key stringThe key string
Identify a list of specific words for the key string toIdentify a list of specific words for the key string to
NARROW your targetNARROW your target
‘‘history china qing dynasty impact + “history china qing dynasty impact + “macartneymacartney
missionmission””

30. The minus signThe minus sign
Place the minus sign AFTER the key string that sets thePlace the minus sign AFTER the key string that sets the
context, leaving NO space before the word that removescontext, leaving NO space before the word that removes
sites irrelevant to your search.sites irrelevant to your search.
history qing dynasty impact macartney mission-travelhistory qing dynasty impact macartney mission-travel

31. Using two periodsUsing two periods
Narrow your search by using two periods to help youNarrow your search by using two periods to help you
find information between two relevant datesfind information between two relevant dates
History china qing dynasty impact + “History china qing dynasty impact + “macartneymacartney
missionmission”” 1792..17951792..1795

32. Consider country codesConsider country codes
Every country has its own perspective on events.Every country has its own perspective on events.
Try using country codes to isolate cultural perspectives.Try using country codes to isolate cultural perspectives.
All of Google is not equalAll of Google is not equal
Google.com.auGoogle.com.au
Google.com.hkGoogle.com.hk
Google.com.ukGoogle.com.uk

33. BUT…BUT…
Can I AVOID the filter?Can I AVOID the filter?

34. YESYES

35. Alternative searchAlternative search
enginesengines
Search engines such as Google and Yahoo!Search engines such as Google and Yahoo!
are often set as default search enginesare often set as default search engines
They are the GIANTS OF SEARCHThey are the GIANTS OF SEARCH
But there are others…But there are others…

36. Search engineSearch engine
aggregatorsaggregators

37. Duck Duck goDuck Duck go
Does not track usersDoes not track users
Does not use preference miningDoes not use preference mining
Aims to provide relevant websites andAims to provide relevant websites and
alternative sources to continuealternative sources to continue
searchingsearching

38. IxquickIxquick
Ranks sites in order of most relevantRanks sites in order of most relevant
5 stars means 5 search engines agreed5 stars means 5 search engines agreed
on the resulton the result

39. Use a SWOT analysis forUse a SWOT analysis for
comparing 2 searchescomparing 2 searches
S – StrengthsS – Strengths
W – WeaknessesW – Weaknesses
O – OpportunitiesO – Opportunities
T - ThreatsT - Threats

40. Work in groupsWork in groups
Have students put the same key string in one of
the search engine aggregators
Compare it with a Google search.
Provide groups with a key string relevant to
current class work and with words specific
enough to generate something useful
Example: china + "macartney mission”-travel

41. ‘‘SWOT’ itSWOT’ it
Compare results from the aggregator to your defaultCompare results from the aggregator to your default
search engine (eg. Google)search engine (eg. Google)

42. Expand your horizonsExpand your horizons
Know what forces are shapingKnow what forces are shaping
your searchyour search
Know what you want and whyKnow what you want and why
you want ityou want it
Design your strategy!Design your strategy!

43. ““Security against defeat impliesSecurity against defeat implies
defensive tacticsdefensive tactics
Ability to defeat the enemy meansAbility to defeat the enemy means
taking the offensive”taking the offensive”
Source: Sun Tzu The Art of War. Retrieved fromSource: Sun Tzu The Art of War. Retrieved from
http://classics.mit.edu/Tzu/artwar.htmlhttp://classics.mit.edu/Tzu/artwar.html

44. ReferencesReferences
Bartlett, J. A. (Jan. 2014).Bartlett, J. A. (Jan. 2014). InternetInternet Reviews: Alternatives toReviews: Alternatives to GoogleGoogle..
Kentucky Libraries (10:13).Kentucky Libraries (10:13).
Beck, E. (June 2014)Beck, E. (June 2014)BreakingBreaking up with Facebook: Untethering fromup with Facebook: Untethering from
the ideological freight of online surveillance. Hybrid Pedagogythe ideological freight of online surveillance. Hybrid Pedagogy
Clarke, H. (Oct. 16, 2013). Do your students know how to search?Clarke, H. (Oct. 16, 2013). Do your students know how to search?
Edudemic.Edudemic.
Heim, K. (2011). ‘Filter bubble’ influences what we see on GoogleHeim, K. (2011). ‘Filter bubble’ influences what we see on Google
and Facebook. Scripps Howard Foundation Wireand Facebook. Scripps Howard Foundation Wire
Pariser, E. (2011a). Beware online “filter bubbles.” TED talk.Pariser, E. (2011a). Beware online “filter bubbles.” TED talk.

45. Renault, V. (n.d.). Section 14. SWOT analysis: Strengths,Renault, V. (n.d.). Section 14. SWOT analysis: Strengths,
weaknesses, opportunities, threats. The Community Toolbox.weaknesses, opportunities, threats. The Community Toolbox.
University of Kansas.University of Kansas.
Ritchhart, R., & Perkins, D. N. (2005). Learning to think: TheRitchhart, R., & Perkins, D. N. (2005). Learning to think: The
challenges of teaching thinking. The Cambridge handbook ofchallenges of teaching thinking. The Cambridge handbook of
thinking and reasoning, 775-802.thinking and reasoning, 775-802.
Rieland, R. (Dec. 11). Have scientists found a way to pop the filterRieland, R. (Dec. 11). Have scientists found a way to pop the filter
bubble? Smithsonian.combubble? Smithsonian.com
Valentine, A., & Wukovitz, L. (2013). Using The Filter Bubble toValentine, A., & Wukovitz, L. (2013). Using The Filter Bubble to
Create a Teachable Moment: A Case Study Utilizing OnlineCreate a Teachable Moment: A Case Study Utilizing Online
Personalization to Engage Students in Information LiteracyPersonalization to Engage Students in Information Literacy
Instruction. Pennsylvania Libraries: Research & Practice, 1(1), 24-Instruction. Pennsylvania Libraries: Research & Practice, 1(1), 24-
34.34.
Zuckerberg, M in Pariser, E. (May 22, 2011). When the internet thinksZuckerberg, M in Pariser, E. (May 22, 2011). When the internet thinks
it knows you. The New York Times.it knows you. The New York Times.

46. This slideshare was created on Powerpoint, using the Orbit design
Image reference
‘Inovation’ by Markus Reugel, under a Creative Commons Attribution Non-
commerical share-alike license