Information behaviour of

What do we know about young the researcher of the

people’s information behaviour future
11 January 2008

Information literacy has not improved

Information not evaluated for relevance, accuracy or authority

Can’t develop effective search strategies

Cannot decide on keywords, uses sentences

Can’t assess the relevance of the materials presented

Often print off pages with no more than a perfunctory glance at them

Yahoo or Google is what they associate with the internet

http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_
final_keynote_11012008.pdf
Topic
Stage One
Stage 2
“Go onto Google and find
out some information about the kiwi.
Write 5 facts!”
http://www.sandiegozoo.org
/kids/games/index.html
 Stage 3
“Go onto Google and find
out some information about Kiwis in
New Zealand
Write 5 facts!”
Stage 4
http://www.chemistry.co.nz/kiwibird.htm
• keyword also key word ( ) n.
A word that serves as a key
to a code or cipher. A
significant or descriptive
word. (www.answers.com )
• Is a word that is associated
with a site or contents of a
site. Keywords are used to
categorize and search for
specific web sites.
(http://www.mantis.biz/gloss
ary/#k )
Basic Search using Keywords and Google

• The more keywords you have

the less the ‘hits’ (sometimes)
• Try these examples and record
the number of hits
– Kiwi 23,100,00

– Kiwi New Zealand 5,680,00

– Kiwi brown spotted
New Zealand 8,940,00
 Keywords and Hits

• Dinosaur • 24,400,000
• Dinosaur carnivore • 147,000
• Dinosaur carnivore Triassic • 10,900

• Tyrannosaurus • 2,530,000
• Tyrannosaurus prey • 67,500

Do a search on a topic you are doing at the moment with one

keyword, record the hits, now try it with another keyword, record
and then one more time. Look at the quality of the hits
 Stage 5
“Go onto Google, type in your keywords
and find out some information about
brown spotted Kiwis in
New Zealand
20,700,000

5,740,000

140,000
 Framing Questions
• Developing questions & keywords for research
– Writing the Question
– What do we know about?

See Example
 Online Mindmap
http://www.bubbl.us/index
• Create basic mindmaps
• Save online
• Others can edit it
• Can be embedded into wikis and blogs

http://jacquisharp.blo
gspot.com/2008/06/b
ubblus-online-
collaborative.html
Finding Keywords can be one of the most difficult tasks for children.
It is easier to think in sentence chunks or type in the whole question!

Break up the question. When choosing a keyword from the answers, check
that it answers the main Question!
Breaking
down
internet
addresses
to
understand
who made
the website.
 • People’s first response is
to believe what they see
and what they hear
• Students need to be
critical viewers
• http://www.youtube.com
/watch?v=NBfi8OEz0rA&e
url
• http://www.youtube.com
/watch?v=hibyAJOSW8U
&eurl
Ideas adapted from
http://langwitches.org/blog/2009/03/11/dont-
believe-everything-you-see-online/
 All about Explorers

• Use this website to

guide your students
to critically assess
the information
provided to them
• http://allaboutexplo
rers.com/

Ideas adapted from

http://langwitches.org/blog/2009/03/11/dont-
believe-everything-you-see-online/
Students will often
go to any website
that is offered in
Google and take
what they need
from it without
considering the
authenticity of the
site.
Use Ctrl – F
(- F for Mac)

Type in one of
the keywords,
press Enter on
Keyboard
First instance of
the word will be
highlighted
Tsunamis are unlike
wind-generated waves,
which many of us may
have observed on a
local lake or at a Does it answer my Does it answer my
coastal beach, in that Question? question?
they are characterized
as shallow-water • Why does a If yes, then copy
waves, with long and paste that
periods and wave
Tsunami wave
lengths. slow down in sentence only into
your notes page
shallow water? No, then move onto
Read the sentence the next instance of
the word
Older students can use software such as
Records and lists Websites as you
visit them
 Evernote

• Evernote allows you to

capture information in any
environment using
whatever device (phone or
platform you find most
convenient, and makes this
information accessible and
searchable at any time,
from anywhere. Did we
mention that it's free?
EXTENDING THE RESEARCH
PROCESS
Search Engines, Web2.0, Youtube, news
feeds…
Search Engines
Wikipedia
Blogs
Latest news
Videos
Youtube
Images
Books
How stuff works
 Search
Engines
Older students
Younger students

Single word search

• Use your keywords
• browse the
– Footnotes
– References
– External Links
– Images and video
http://search.creativecommons.org/

Free content on the Internet

Videos on what Creative Commons is

http://creativecommons.org/videos/#wwt
Youtube
How to find information

Youtube http://youtube.com/
http://video.google.com
• View examples of movies
• Extracting software or
http://youtubedownload.altervista.org/

Teacher Tube http://teachertube.com/

• Extracting software FLV player

Find relevant movies or news stories from

www.nzherald. • Search for national and international

co.nz stories

• Search for news stories or movies on

www.cnn.com the movie database

http://tvnz.co. • Search the ‘on demand’ database

nz/
http://www.tv • Search the ‘video on demand’
3.co.nz/ database
 Flickr for storage of images

• http://www.flickr.com/
• Accesses images on any computer that has internet
access
 Resources

• http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_
11012008.pdf What do we know about young peoples information behaviour
• http://www.morguefile.com/ free photos
• http://www.freephotosbank.com/ free photos
• http://school.discovery.com/clipart/ free clipart
• Hot Potatoes download
http://www.halfbakedsoftware.com/hot_pot_download.php
• Youtube http://youtube.com/ Teacher tube http://teachertube.com/
• Artrage http://www.ambientdesign.com
• Comic Life http://http://plasq.com/comiclife
• Web2.0 and Education http://jacquisharp.blogspot.com
• Sharp, J. (2006). Graphic Organisers. Ideas and activities with CD.