How good of a searcher are you?
Why is searching online such an essential but under-taught skill among students today?
An exploration-strand post in an ongoing 2-strand series about Information Literacy
Would you consider yourself a “power searcher” when it comes to using Google?
How might a student (say, from 4th grade through college) respond to this same question?
Even though Google has become a tool and verb intrinsically connected to how we connect to the digital world today, our perceived expertise can be deceptive. We are all very familiar and seemingly fluent in speaking “Google”; however, if our use of it remains shallow compared to how we could be leveraging its power to really work for us, then we are likewise missing out on leveraging our own power to think and grow as searchers. Continue reading
A tool-strand post in an ongoing 2-strand series about Information Literacy
How can we foster a “slow search” approach that maximizes what we don’t know through discovery?
How can we take advantage of what we don’t know and use it more effectively in developing a search strategy?
How can the quest for quality also be built into the quest for information?
Fact or Fiction?
Kids like to search Google—and they think they are pretty good at it.
Kids like to search Google using questions instead of keywords, terms or concepts.
Kids expect to get acceptable answers to their questions—and tend to accept what they get.
When it comes to searching online, this skill is probably the one students feel the most confident about simply because they do it practically everyday for one reason or another. But in this case, familiarity and frequency do not equate to fluency. Continue reading