Search engine use as a literacy in the middle years: The need for explicit instruction and active learners

The internet has provided today’s middle years students with limitless, instantaneous information offering unprecedented educational benefits. Scholars have noted, however, that students frequently struggle to find information in such an overwhelming environment and exhibit disadvantageous search behaviours despite frequent use. These behaviours, research suggests, are rarely responded to with explicit search instruction in schools. Little is known furthermore, about the potential benefits of exposing students to such explicit instruction, nor of the way students view their role when searching online. This paper presents data from an intervention carried out with middle years students in relation to online searching. Data revealed that although a single intervention was not sufficient in changing the students’ views of themselves as searchers, nor of perfecting search strategies, students showed a willingness to adopt new strategies taught. This knowledge has possible implications for better equipping students for learning and assessment, especially when research and online searching are required for success.