The use of the Web in K–12 education has increased substantially in recent years. The Web, however, does not support the learning processes of students as a matter of course. In this review, the authors analyze what research says about the demands that the use of the Web as an information resource in education makes on the support and supervision of students’ learning processes. They discuss empirical research focusing on the limitations of the actual search strategies of children, as well as theoretical literature that analyzes specific characteristics of the Web and their implications for the organization of education. The authors conclude that students need support in searching on the Web as well as in developing “information literacy.” Future research should focus on how the use of the Web in education can contribute to the development of deep and meaningful knowledge.

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