Ch. 6--Stage 2: ACCESSING

I admit to being in a search engine rut. I am the self-proclaimed Queen of Google, and before I could use the Accessing Lesson Planner or its associated student tools, I would have to do some test searches of my own to become acquainted with other search engines. I am used to sifting through the first four or five pages of Web sites that Google returns, trying to find a site to fit my needs. I often have to refine my search using different or more specific terms, but it never crossed my mind that I could get better results by going to a different search engine. There is a table to help choose the best Internet search device in netsaavy: Building information literacy in the classroom (Jukes, 2004, p. 41), but the Web site from which it was originally taken can no longer be found. Search Engine Watch provides reviews of and links to many different types of search engines, and includes a section of search engines that are designed especially for use by children.

There are times when it is beneficial to simply give students one or more URLs they are to use for a specific project. However, if the goal is to help them avoid infowhelm and become netsaavy kids, then we must teach them how to find resources on their own. A lesson thoughtfully planned using the Accessing Lesson Planner can introduce the skills needed to sift through the millions of resources available on the internet. Giving students a tool for recording the history of their search (Jukes, 2004, p. 45, Figure 6.2), helps them understand what search terms provide the most "good" (relevant) hits. When the student does find a Website that contains useful information, it is best to go ahead and record that information, as well as to document the source (Jukes, 2004, p. 47). I know from personal experience how frustrating it is to find good information, then not be able to remember where it was or what search terms I was using at the time I found it.

References

Jukes, I., Dosaj, A., Macdonald, B. (2000). net.savvy: Building information literacy in the classroom (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.