Open+discussions

"Most researchers agree on two points. First, children must acquire search skills, as well as skills to use effectively the information that they find. Both types of skills require much training and support. Second, children rarely look at the reliability and authority of the information that they find; they either do not ask themselves about the authority of the Web or do not know how to evaluate the Web on this point" ( Kuiper, Volman & Terwel, 2005, p.300).
 * Web-searching behaviour of children **

Louise Limberg (1998) identified three different ways of student information seeking behaviour. "For some, information seeking was experienced as fact-finding, or finding the right answer. These students wanted information that was easy to access, and disregarded what they considered to be biased information because of lack of facts... Others experienced information seeking and use as balancing information in order to choose. These learners interpreted the information process as involving finding sufficient information to allow them to form a personal standpoint on a controversial issue... Students experiencing information use this way still sought answers to questions and found it difficult to manage subjective views on the issue.... Students adopting a third approach to information seeking and use, experienced the process as scrutinizing and analyzing. These students sought to understand through critically analysing and evaluating information sources; they sought to identify the underlying values and motives in the discourse they were interpreting" (Bruce, 2004, p.15). The model below reflects that it is not technical skills that make effective Web searchers but rather the reflective and conceptual capabilities that are part of the character of the information literate.
 * Discussion: In what ways can you support students' web-searching behaviour ? **

Source: Bruce, 2004, p. 15

I think this model of Web searching in Education should be adopted by more teachers. From personal experience, some teachers begin the the planning stage (although this is limited), students engage in the 'act' phase rather uncessfully, the 'recording of results' phase often involves plagerism (copy and paste of information) and the 'reflect' phase is non existant. Students aren't becomming more effecient Web users, they are becomming frustrated Web users. From an Educators perspective, while it is tempting to focus on content acquisition or the final product of online research, focus should be directed towards the process. "Focusing on the inquiry process supports the overarching goal of teaching students strategies they can use in multiple contexts. Design your Internet inquiry instruction around solid pedagogical principles of guided and independent practice and ongoing assessment and feedback so that students will continue to build on the skills they need in order to be independent in this complex environment" (Eaglton & Guinne, 2002, p. 1). **Reference List:** Bruce, C. (2004). Information Literacy as a Catalyst for Educational Change. A Background Paper. In Danaher, Patrick Alan, Eds. // Proceedings “Lifelong Learning: //Whose responsibility and what is your contribution?”, the 3rd International Lifelong Learning Conference, 8-19, Yeppoon, Queensland. Kuiper, W., Volman, M. & Terwl, J. (2005). The Web as an Information Resource in K-12 Education: Strategies for searching and processing information. //Review of Educational Research, 75// (3), 285-328. Doi:10.3102/00346543075003285

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