1. Internet Search Processes of Students Karl West & Merrill Cox

2. Young Canadians in a Wired World - Phase II Key Findings … Young people, particularly in the 13 to 14 and 15 to 17 age segments, are using the knowledge-base aspect of the on-line world at a more sophisticated level than most parents/teachers realize…

3. … Young people understand intuitively or experientially how the Net is organized, and use their knowledge to investigate and explore topics that are of special interest to them…

4. …Most of those in the 13 to 14 and 15 to 17 age segment indicated that they would like to have more and better school assignments that would let them practice their research skills. They would like to practice sorting out credible information from biased information in a safe environment. They want, and are interested in, improving their critical thinking skills in a supportive environment...

5. … Most reported that their teachers don’t design projects that take into account how information is organized on the Net, and don’t make demands on kids’ search skills…

6. We had two teachers allow us to come into their classrooms to observe how their students responded to a research assignment within the normal parameters of the curriculum. We did not influence the topic or how it was presented in any way. We asked the students to record how they carried out their research in order for us to compare their experiences with what the authors of Young Canadians in a Wired World reported that they were told anecdotally.

7. Internet Search Skill Survey We want to follow the internet search process of a regular class at the high school level. Your teacher has agreed to let us ask for your cooperation in this project. Please do not put your name anywhere on this sheet – this is to be totally anonymous. We hope to keep things simple. Please fill out the following chart as you do your search. Record at each step if your action is because you were taught what to do next, and if so, by whom (teacher, friend, parent, etc.). If you were guessing or experimenting, please leave the last two columns blank for that step. Thanks. Step Result Tip taught?(Yes or no) By whom?

8. Survey conducted at MRHS in early December 23 grade 11 Social Studies students One 80 min period

9. We decided to have a group of elementary students do the same survey to try to evaluate skills and progress.

10. Survey conducted at DRES in early January. 19 grade 5 Science students Approximately 85 min

11. What Search Engine was used by grade 11’s? The initial choice of search engine for 19 students was Google This could be because it is the default search engine used at the school

12. What Search Engine was used by grade 5’s? The teacher recommended yahooligan.com Karl taught them how to use the link button to move to sites listed by the search engine.

13. Who taught the grade 5’s to search the net? 17 were taught how to search 2 indicated no one taught them

14. Who taught the grade 11’s to search the net? 19 claimed to be self taught 1 Friend 1 Mom 1 Dad 1 Teacher

15. This showed us that the responses in Young Canadians in a Wired World had a certain validity, but perhaps didn’t tell the whole story…

16. How did they progress from few skills to many skills with no apparent memory of having been taught how to search?

17. Techniques taught in isolation are taught but not learned Grade 11’s claimed they weren’t taught, but perhaps they weren’t given the chance to experiment over time. We speculate they were taught years ago, but it is now second nature to them.

18. If they were given the basic search skills, but feel that they have not been able to develop them to a high enough level by high school, perhaps where we are letting them down is in the quality of assignments we give that will allow them to hone searching skills.

19. Limiting assignment topics limits the experience of the children… perhaps in favour of limiting noise, confusion, questions, or a sense of the teacher being overwhelmed.

20. To quote other wise people… Learn to do by doing. Practice makes permanent. Using the internet search capabilities does not mean altering curriculum; it merely allows the student to direct the details of the learning.

21. To test our theory, we challenged you to find information on London Bridge in about ten minutes, share it with your neighbour, and defend its legitimacy.

22. Assignment: The London Bridge authorities are upset that there is a rumor that their name may be used by another bridge. You are a copyright investigator and have been asked to resolve this dispute. Find out if there is any basis to this rumor, how this rumor may have occurred and suggest restitution? Report back to the Bridge authorities (the class). Assignment: London Bridge is one of the world’s best known structures. It is mentioned in many literary genres from Shakespeare to the Beatles. Find information about London Bridge. Be prepared to report to the class your findings.

23. We conclude that teachers must improve how they present search challenges to their students so that they can take their simple, learned skills and develop them into high level skills that will allow them to acquire legitimate information.

24. Our role as teachers is to design learning experiences that will challenge students to test their search skills and, more importantly, evaluate reliable information. Copyright by Cox/West, 20/01/05