“…Positioning a person/people behind the scenes of the computer or device screen mirrors the way people are accustomed to finding information offline-asking teachers, parents, librarians, and others questions directly and getting answers in return. Such an understanding of Google (as a person who can be expected to return a relevant response) may help to explain earlier researchers' findings that young people may rely on surface cues in assessing the relevance of search results (Rouet et al 2011) and may simply choose the first search result listed (Wartella et al 2016). In depicting Google as connections, students revealed their understanding of the necessity of a technological means, whether wired or wireless, to access the information online through our devices.…”
Section: Discussionmentioning
confidence: 93%
“…In their study on how middle-and high-school-aged students are able to distinguish and choose search engine results based on discipline and lexical relationship to the search topic, Keil and Kominsky (2013) found ''a strong developmental shift during adolescence in evaluations of search engine results,'' and, in particular, a marked improvement in the older students' ''ability to recognize deeper discipline-based relationships in the absence of lexical similarity'' (p. 4). In another study (Rouet et al 2011), researchers analyzed results from 174 7th-12th graders and found that ''up to early secondary school, students are highly sensitive to surface relevance cues when selecting website titles from lists,'' and that upper case keyword letters tended to be especially persuasive (p. 212). This study confirmed an earlier model by Rouet, the TRACE (''Task-based Relevance Assessment and Content Extraction'') model, that shows ''relevance-based reading requires a combination of superficial and deep semantic processing (p. 212).…”
Although youth are increasingly going online to fulfill their needs for information, many youth struggle with information and digital literacy skills, such as the abilities to conduct a search and assess the credibility of online information. Ideally, these skills encompass an accurate and comprehensive understanding of the ways in which a system, such as a Web search engine, functions. In order to investigate youths' conceptions of the Google search engine, a drawing activity was conducted with 26 HackHealth afterschool program participants to elicit their mental models of Google. The findings revealed that many participants personified Google and emphasized anthropomorphic elements, computing equipment, and/or connections (such as cables, satellites and antennas) in their drawings. Far fewer participants focused their drawings on the actual Google interface or on computer code. Overall, their drawings suggest a limited understanding of Google and the ways in which it actually works. However, an understanding of youths' conceptions of Google can enable educators to better tailor their digital literacy instruction efforts and can inform search engine developers and search engine interface designers in making the inner workings of the engine more transparent and their output more trustworthy to young users. With a better understanding of how Google works, young users will be better able to construct effective queries, assess search results, and ultimately find relevant and trustworthy information that will be of use to them.
“…Positioning a person/people behind the scenes of the computer or device screen mirrors the way people are accustomed to finding information offline-asking teachers, parents, librarians, and others questions directly and getting answers in return. Such an understanding of Google (as a person who can be expected to return a relevant response) may help to explain earlier researchers' findings that young people may rely on surface cues in assessing the relevance of search results (Rouet et al 2011) and may simply choose the first search result listed (Wartella et al 2016). In depicting Google as connections, students revealed their understanding of the necessity of a technological means, whether wired or wireless, to access the information online through our devices.…”
Section: Discussionmentioning
confidence: 93%
“…In their study on how middle-and high-school-aged students are able to distinguish and choose search engine results based on discipline and lexical relationship to the search topic, Keil and Kominsky (2013) found ''a strong developmental shift during adolescence in evaluations of search engine results,'' and, in particular, a marked improvement in the older students' ''ability to recognize deeper discipline-based relationships in the absence of lexical similarity'' (p. 4). In another study (Rouet et al 2011), researchers analyzed results from 174 7th-12th graders and found that ''up to early secondary school, students are highly sensitive to surface relevance cues when selecting website titles from lists,'' and that upper case keyword letters tended to be especially persuasive (p. 212). This study confirmed an earlier model by Rouet, the TRACE (''Task-based Relevance Assessment and Content Extraction'') model, that shows ''relevance-based reading requires a combination of superficial and deep semantic processing (p. 212).…”
Although youth are increasingly going online to fulfill their needs for information, many youth struggle with information and digital literacy skills, such as the abilities to conduct a search and assess the credibility of online information. Ideally, these skills encompass an accurate and comprehensive understanding of the ways in which a system, such as a Web search engine, functions. In order to investigate youths' conceptions of the Google search engine, a drawing activity was conducted with 26 HackHealth afterschool program participants to elicit their mental models of Google. The findings revealed that many participants personified Google and emphasized anthropomorphic elements, computing equipment, and/or connections (such as cables, satellites and antennas) in their drawings. Far fewer participants focused their drawings on the actual Google interface or on computer code. Overall, their drawings suggest a limited understanding of Google and the ways in which it actually works. However, an understanding of youths' conceptions of Google can enable educators to better tailor their digital literacy instruction efforts and can inform search engine developers and search engine interface designers in making the inner workings of the engine more transparent and their output more trustworthy to young users. With a better understanding of how Google works, young users will be better able to construct effective queries, assess search results, and ultimately find relevant and trustworthy information that will be of use to them.
“…From the perspective of a developmental model, one can argue that these students still fail on matching their navigation goals to the available links by means of inferences. Thus, their assessments of a link's relevance might rely on more superficial processes, such as links' typography (Rouet et al, 2011) or word matching (Cerdán et al, 2011;Salmerón et al, 2015), e.g., if the goal and the hyperlink share a particular word. By using those cues to navigate, students may still access pages that are relevant for their goal, but nonetheless they won't be able to make complete sense of the information on those pages.…”
Section: Resultsmentioning
confidence: 99%
“…A student might lack offline comprehension skills, but still have the skill necessary to navigate a digital text. For example students may match words in the question to words in the text, without a thorough examination of the relevance of that particular text section (Cerdán, Gilabert, & Vidal-Abarca, 2011;Salmerón, Cerdán, & Naumann, 2015), or they may use typographical cues of hyperlinks to guide their navigation (Rouet et al, 2011). In this case, however, despite an apparently good navigation, comprehension outcomes will be poor.…”
This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.
“…Another line of models we are focusing on represents Internet search as a process where searchers go through consecutive steps (e.g., Brand-Gruwel, Wopereis, & Vermetten, 2005;Brand-Gruwel, Wopereis, & Walraven, 2009;Rouet, Ros, Goumi, Macedo-Rouet, & Dinet, 2011). The Internet search process involves that individuals deal with information by selecting links from search engine result pages (SERPs), scanning webpages, and thoroughly processing and recalling information from webpages (Brand-Gruwel et al, 2005.…”
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