Search (2 results, page 1 of 1)

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Abstract

Purpose - This paper aims to report findings from an exploratory study investigating the web interactions and technoliteracy of children in the early childhood years. Previous research has studied aspects of older children's technoliteracy and web searching; however, few studies have analyzed web search data from children younger than six years of age. Design/methodology/approach - The study explored the Google web searching and technoliteracy of young children who are enrolled in a "preparatory classroom" or kindergarten (the year before young children begin compulsory schooling in Queensland, Australia). Young children were video- and audio-taped while conducting Google web searches in the classroom. The data were qualitatively analysed to understand the young children's web search behaviour. Findings - The findings show that young children engage in complex web searches, including keyword searching and browsing, query formulation and reformulation, relevance judgments, successive searches, information multitasking and collaborative behaviours. The study results provide significant initial insights into young children's web searching and technoliteracy. Practical implications - The use of web search engines by young children is an important research area with implications for educators and web technologies developers. Originality/value - This is the first study of young children's interaction with a web search engine.

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Abstract

Limited research has investigated the role of multitasking, cognitive coordination, and cognitive shifts during web search. Understanding these three behaviors is crucial to web search model development. This study aims to explore characteristics of multitasking behavior, types of cognitive shifts, and levels of cognitive coordination as well as the relationship between them during web search. Data collection included pre- and postquestionnaires, think-aloud protocols, web search logs, observations, and interviews with 42 graduate students who conducted 315 web search sessions with 221 information problems. Results show that web search is a dynamic interaction including the ordering of multiple information problems and the generation of evolving information problems, including task switching, multitasking, explicit task and implicit mental coordination, and cognitive shifting. Findings show that explicit task-level coordination is closely linked to multitasking, and implicit cognitive-level coordination is related to the task-coordination process; including information problem development and task switching. Coordination mechanisms directly result in cognitive state shifts including strategy, evaluation, and view states that affect users' holistic shifts in information problem understanding and knowledge contribution. A web search model integrating multitasking, cognitive coordination, and cognitive shifts (MCC model) is presented. Implications and further research also are discussed.