Campbell, Margaret
Quintana, M. G. B., Pujol, M. C., & Romani, J. R. (2012). Internet navigation and information search strategies: how children are influenced by their participation in an intensive ICT project. International Journal of Technology and Design Education, 22(4), 513-529.
Summary
190 students were assessed for the ability to use computers for internet search and for organizing, assessing, analyzing, and synthesizing the search results. In contrast to the results found in previous studies that showed students could use technology, but not search and locate reliable, valid resources for their projects, this study found that students who have had structure, planning, and regular time in their information literacy projects have a "significant ability to use search engines and locate specific information on the Internet. They have clear searching aims and navigate in relevant schedules for working on the intended task" (p. 52 ).
However, web literacy levels were ranked as low because the students had difficulty articulating their information needs, using the information that they did find for a specific purpose, and analyzing the information. It has become essential for basic literacy levels for students to have daily access to computers to handle school and personal tasks. It is recommended that students receive structured education on the way information is organized, so that students begin to build a picture of information that will allow them to work with information at higher order levels of engagement.
Evaluation
The article presented results from a more recent study on internet searching skills that contradicts some of the more negative results obtained from students with less experience with computers. It is interesting to see the fast changes that are happening with students and instruction as a result of more tech-savvy students in classrooms. It is gratifying to read that the increased daily exposure to tech is having a good effect on search competencies. And the article makes a point that students are still missing practice in placing information within context, and in analyzing and synthesizing search results. This is one more call for structured, higher-order IL instruction.
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