The acquisition of document search strategies in grade school students

Rouet, Jean-François; Coutelet, Béatrice

doi:10.1002/acp.1415

Cited by 37 publications

(45 citation statements)

References 27 publications

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“…On the other, Web searching, especially for unfamiliar topics, remains a big challenge for middle school students. They face not only the demanding problem of locating relevant information through appropriate search strategies (Rouet and Coutelet 2008), but also the difficult task of evaluating source reliability and information accuracy. In this regard, multiple-document literacy also includes the ability to locate and evaluate sources of information to construct and communicate meaningful, integrated representations of an issue or subject (Bråten 2008;Rouet 2006).…”

Section: Discussionmentioning

confidence: 99%

Epistemic metacognition in context: evaluating and learning online information

Masón

Boldrin

Ariasi

2009

Metacognition Learning

113

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This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty, source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition. Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification of the knowledge accessed concerning the topic.

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Section: Discussionmentioning

confidence: 99%

Epistemic metacognition in context: evaluating and learning online information

Masón

Boldrin

Ariasi

2009

Metacognition Learning

113

View full text Add to dashboard Cite

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“…Finding more key pages is associated with age, and students who find more key pages tend to give better quality answers to search questions. Rouet and Coutelet (2008) compared 3rd, 5th, and 7th grade students' search behaviors in a fourquestion search task. Fifth and seventh graders were significantly more likely to find the key page than 3rd graders (81% and 83% vs. 33%, respectively).…”

Section: Predictors Of Successful Searchmentioning

confidence: 99%

“…Typically in studies of students' search processes, participants are presented with a limited number of hypermedia pages (on the Web or in a Web-like environment) and are asked to find specific information (e.g., Bilal and Kirby 2002;Gauss and Urbas 2003;Gwizdka and Spence 2007;Rouet et al 2001;Rouet and Coutelet 2008). Studies of search have converged on a number of key variables: whether the student finds the hypermedia page that contains the target information (called the key page), how long it takes to student to locate that key page, how many irrelevant pages were visited, the specific search moves that are used (such as a hyperlinked contents page, back arrow, or find feature), and the quality of 3 One-half of textbooks now come bundled with supplementary materials (USPIRG 2005), many popular reference books are now available on searchable CDs (e.g., Chicago Manual of Style, see Roncevic 2006), and children's books are increasingly being sold with an accompanying CD or DVD (Bookseller 2006 the student's answers to the questions that were posed.…”

Section: Predictors Of Successful Searchmentioning

confidence: 99%

“…The few research studies conducted with school-aged children show that they have difficulty locating information (Bilal and Kirby 2002;Brown 2003;Cataldo and Cornoldi 1998;Coiro and Dobler 2007;Reynolds and Symons 2001;Rouet and Coutelet 2008). Only a few studies to date have examined these search processes within extended hypermedia, the majority of these studies use undergraduate participants, and very few have studied the development of search strategies with age (using either cross-sectional or longitudinal designs).…”

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confidence: 96%

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Locating information within extended hypermedia

Cromley

Azevedo

2008

Education Tech Research Dev

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New literacies researchers have identified a core set of strategies for locating information, one of which is ''reading a Web page to locate information that might be present there' ' (Leu et al. in: Rush, Eakle, Berger (eds) Secondary school reading and writing: What research reveals for classroom practices, 2007, p. 46). Do middle-school, high school, and undergraduate students (N = 51) differ in effectiveness at locating information within extended hypermedia? Students completed a pretest measure of knowledge about the circulatory system. They then gave verbal answers to 10 researcherdeveloped questions about the circulatory system, which they answered by searching the environment and thinking aloud about the task. Consistent with large-scale national and international studies, students were only moderately successful at locating information. Successfully locating information was significantly associated with having more prior knowledge, efficient searching, and giving better quality answers to the researcher-posed questions. It was also associated with specific strategies only at the level of individual questions. That is, the ''ideal'' strategy depended on the question and how the answer was phrased in the text. Implications of the results for teaching students how to search in hypermedia are offered.

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“…Dreher and Guthrie concluded that the mastery of text organizers and selection devices is an important component of document literacy. A study by Rouet and Coutelet (2007) showed that students' awareness of indexes and tables of contents increases throughout the elementary grades. And Rouet et al (2001) found that a table of contents speeded up university students' localization of relevant sections in a lengthy electronic text presented in a single window.…”

Section: Metatextual Knowledge and Document Search Strategiesmentioning

confidence: 98%

Effects of academic training on metatextual knowledge and hypertext navigation

Rouet

Bigot

2007

Metacognition Learning

Self Cite

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We investigated the effects of college training on students' metatextual knowledge, hypertext navigation strategies and their acquisition of problem-relevant information. Ten psychology undergraduates and nine clinical psychology post-graduate students were asked to study a 3,400-word, 14-section hypertext with the purpose of drafting a short essay on a specific, complex issue in the area of teenage psychopathology. The specialists outperformed the novices on a metatextual knowledge test. They spent more time visiting relevant sections of the hypertext, and wrote essays containing more critical information. They also displayed a better incidental memory for the hypertext structure. We discuss the data in terms of the late acquisition of metatextual knowledge and study strategies.

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The acquisition of document search strategies in grade school students

Abstract: International audienc

Cited by 37 publications

References 27 publications

Epistemic metacognition in context: evaluating and learning online information

Epistemic metacognition in context: evaluating and learning online information

Locating information within extended hypermedia

Effects of academic training on metatextual knowledge and hypertext navigation

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