The Boolean is Dead, Long Live the Boolean! Natural Language versus Boolean Searching in Introductory Undergraduate Instruction

Abstract

Boolean logic can be a difficult concept for first-year, introductory students to grasp. This paper compares the results of Boolean and natural language searching across several databases with searches created from student research questions. Performance differences between databases varied. Overall, natural search language is at least as good as Boolean searching. With evidence that students struggle to grasp Boolean searching, and may not use it even after instruction, it could be left out of first-year instruction, freeing up valuable class time to focus on concepts such as question development and source evaluation. As the Framework for Information Literacy does not specifically address Boolean operators, the authors suggest it should have less prominence in first-year Information Literacy instruction. IntroductionConventional wisdom considers knowledge of Boolean logic a basic information retrieval Information Literacy (IL) skill. Librarians and other information professionals are taught the value of Boolean searching (referred to throughout this article interchangeably as "Boolean") in professional education, and it is seen in instruction, reference interactions, and database interfaces. However, the concept can be difficult for first-year (introductory) students to grasp, and it can take multiple sessions before a student demonstrates effective use of Boolean logic.A student's ability to use Boolean operators is a performance indicator within the Association of College and Research Libraries (ACRL) Information Literacy Compe-

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