Straight From Students: Smart Tips for Searching Online
Why "Googling It" Is Not Enough
Google Launches New Search Education Site with Lesson Plans
Search Tip for Students: Try Predicting Your Search Results
Is Learning Facts a Trivial Pursuit?
Building Good Search Skills: What Students Need to Know
Search by Color? A Little-Known Trick to Find the Right Image
How to Embrace the Wild, Wild Web
12 Ways to Be More Search Savvy
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Contact Tasha and check out the Search Education website at: http://www.google.com/insidesearch/searcheducation/.","avatar":"https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["edit_files","upload_files","subscriber"]}],"headData":{"title":"Tasha Bergson-Michelson | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/tasha"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_29750":{"type":"posts","id":"mindshift_29750","meta":{"index":"posts_1591205157","site":"mindshift","id":"29750","score":null,"sort":[1377201365000]},"guestAuthors":[],"slug":"straight-from-students-smart-tips-for-searching-online","title":"Straight From Students: Smart Tips for Searching Online","publishDate":1377201365,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-large wp-image-30867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg\" alt=\"175715671-1\" width=\"638\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cbr>\n\u003cem>\u003ca href=\"@khestsveen\">Karoline Hestsveen, \u003c/a>a high school student in Norway, collaborated with 26 other students and teacher \u003ca href=\"http://dailyedventures.com/index.php/2012/08/01/ann-sorum/\">Ann Michaelsen\u003c/a> to write the interactive digital book \u003ca href=\"http://shop.plpnetwork.com/connected-learners/\">Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, \u003c/a>a collection of anecdotes, tips, and ideas to help educators design their classrooms into student-driven, globally connected learning spaces. Karoline wrote the following chapter about using smart search tactics.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Internet is full of useful information. You can find everything from food recipes, new jobs, news, and information on various topics. Most students use the internet to find information, because there is so much information about almost anything you can imagine to be found on the web. Imagine searching for information about Facebook on Google, you will get 20,270,000,000 results.\u003c/p>\n\u003cp>Since anyone can put up anything there, you are likely to find false information. It is important to be able to tell the difference between false and correct information. The result for Facebook will give you many different results and how do you know what to trust and what to use? Most people settle for the first three results. There are many questions you can ask yourself, and many things to look for when you are considering the relevance of web sites.\u003c/p>\n\u003col>\n\u003col>The first thing you can do is to look at the URL. The URL is the address of the page, the link.\n\u003c/ol>\u003c/ol>\u003cul>\n\u003cli>Is this a personal site? Personal sites are often more likely to present one person’s subjective opinion. The information may not be neutral, and may just be presenting the page owner’s opinions, rather than good information.\u003c/li>\n\u003cli>To decide this, you can look for personal names in the URL, or words like “users,” “members” or “people.”\u003c/li>\n\u003cli>It is also a good idea to look at the domain. Domains are the ending of the address, the .com or .org.\n\u003cul>\n\u003cli>Government sites use .gov\u003c/li>\n\u003cli>Educational sites use .edu\u003c/li>\n\u003cli>Nonprofit organizations use .org\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"size-medium wp-image-30859 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/cover_mock__87309.1369095130.1280.12801-300x336.png\" alt=\"cover_mock__87309.1369095130.1280.1280\" width=\"300\" height=\"336\">\u003c/p>\u003c/li>\n\u003c/ul>\n\n\n\u003cp>The next thing to do is to evaluate the author. What do you know?\u003c/p>\n\u003col>\n\u003c/ol>\u003cul>\n\u003cli>See if the name of the author is recognized by either you, or is he/she associated by a known organization?\u003c/li>\n\u003cli>Is there any contact information about the author? If there is, you can contact the author to get more information, or ask about his/her position and opinions. It is important to decide whether you have found just an opinion or gossip, or if it is a relevant, factual text.\u003c/li>\n\u003cli>You also need to consider the date of the publishing. If it was written ten years ago, the facts are very likely to have changed. It is very important to use up to date facts.\u003c/li>\n\u003cli>Are there any sources? It is a very good idea to check out the sources the author has used. Maybe they are even better than what the author has created. Alternatively,maybe the sources prove to be not reliable at all.\u003c/li>\n\u003cli>It can also be very useful to look up what others say.\u003c/li>\n\u003cli>Google the author and see if you can find any information on him/her.\u003c/li>\n\u003cli>Go to \u003ca href=\"http://www.alexa.com\">Alexa.com\u003c/a> and paste in the link in the search box. You will find traffic details, related links, and ownership info about the domain name.\u003c/li>\n\u003cli>Google the site and see what comes up. It is often a good idea to see what sort of pages that links to the page you are looking up.These simple steps can help you to evaluate whether the information you have found is false or not. It is always important to remember that everyone can post anything on internet, and it is important to check your sources twice. We used these sources: \u003ca href=\"http://guideHs.library.jhu.edu/content.php?pid=198142&sid=1657539\">Johns Hopkins, \u003c/a>and \u003ca href=\"https://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html\">UC Berkeley\u003c/a>.\u003c/li>\n\u003c/ul>\n\n\u003cp>To learn more about the book and how it came to be, check out \u003ca href=\"http://www.stevehargadon.com/2013/08/late-notice-early-interview-today.html\">Steve Hargadon's Future of Education conversation\u003c/a> with Michaelson and her students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Karoline Hestsveen, a high school student in Norway, collaborated with 26 other students and teacher Ann Michaelsen to write the interactive digital book Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, a collection of anecdotes, tips, and ideas to help educators design their classrooms into student-driven, globally connected learning spaces. Karoline wrote the following chapter about using smart search tactics.","status":"publish","parent":0,"modified":1377796996,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":652},"headData":{"title":"Straight From Students: Smart Tips for Searching Online | KQED","description":"Karoline Hestsveen, a high school student in Norway, collaborated with 26 other students and teacher Ann Michaelsen to write the interactive digital book Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, a collection of anecdotes, tips, and ideas to help educators design their classrooms into student-driven, globally connected learning spaces. Karoline wrote the following chapter about using smart search tactics.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Straight From Students: Smart Tips for Searching Online","datePublished":"2013-08-22T19:56:05.000Z","dateModified":"2013-08-29T17:23:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29750 http://blogs.kqed.org/mindshift/?p=29750","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/22/straight-from-students-smart-tips-for-searching-online/","disqusTitle":"Straight From Students: Smart Tips for Searching Online","path":"/mindshift/29750/straight-from-students-smart-tips-for-searching-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-30867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg\" alt=\"175715671-1\" width=\"638\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/175715671-1-e1377201142628-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cbr>\n\u003cem>\u003ca href=\"@khestsveen\">Karoline Hestsveen, \u003c/a>a high school student in Norway, collaborated with 26 other students and teacher \u003ca href=\"http://dailyedventures.com/index.php/2012/08/01/ann-sorum/\">Ann Michaelsen\u003c/a> to write the interactive digital book \u003ca href=\"http://shop.plpnetwork.com/connected-learners/\">Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, \u003c/a>a collection of anecdotes, tips, and ideas to help educators design their classrooms into student-driven, globally connected learning spaces. Karoline wrote the following chapter about using smart search tactics.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Internet is full of useful information. You can find everything from food recipes, new jobs, news, and information on various topics. Most students use the internet to find information, because there is so much information about almost anything you can imagine to be found on the web. Imagine searching for information about Facebook on Google, you will get 20,270,000,000 results.\u003c/p>\n\u003cp>Since anyone can put up anything there, you are likely to find false information. It is important to be able to tell the difference between false and correct information. The result for Facebook will give you many different results and how do you know what to trust and what to use? Most people settle for the first three results. There are many questions you can ask yourself, and many things to look for when you are considering the relevance of web sites.\u003c/p>\n\u003col>\n\u003col>The first thing you can do is to look at the URL. The URL is the address of the page, the link.\n\u003c/ol>\u003c/ol>\u003cul>\n\u003cli>Is this a personal site? Personal sites are often more likely to present one person’s subjective opinion. The information may not be neutral, and may just be presenting the page owner’s opinions, rather than good information.\u003c/li>\n\u003cli>To decide this, you can look for personal names in the URL, or words like “users,” “members” or “people.”\u003c/li>\n\u003cli>It is also a good idea to look at the domain. Domains are the ending of the address, the .com or .org.\n\u003cul>\n\u003cli>Government sites use .gov\u003c/li>\n\u003cli>Educational sites use .edu\u003c/li>\n\u003cli>Nonprofit organizations use .org\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"size-medium wp-image-30859 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/cover_mock__87309.1369095130.1280.12801-300x336.png\" alt=\"cover_mock__87309.1369095130.1280.1280\" width=\"300\" height=\"336\">\u003c/p>\u003c/li>\n\u003c/ul>\n\n\n\u003cp>The next thing to do is to evaluate the author. What do you know?\u003c/p>\n\u003col>\n\u003c/ol>\u003cul>\n\u003cli>See if the name of the author is recognized by either you, or is he/she associated by a known organization?\u003c/li>\n\u003cli>Is there any contact information about the author? If there is, you can contact the author to get more information, or ask about his/her position and opinions. It is important to decide whether you have found just an opinion or gossip, or if it is a relevant, factual text.\u003c/li>\n\u003cli>You also need to consider the date of the publishing. If it was written ten years ago, the facts are very likely to have changed. It is very important to use up to date facts.\u003c/li>\n\u003cli>Are there any sources? It is a very good idea to check out the sources the author has used. Maybe they are even better than what the author has created. Alternatively,maybe the sources prove to be not reliable at all.\u003c/li>\n\u003cli>It can also be very useful to look up what others say.\u003c/li>\n\u003cli>Google the author and see if you can find any information on him/her.\u003c/li>\n\u003cli>Go to \u003ca href=\"http://www.alexa.com\">Alexa.com\u003c/a> and paste in the link in the search box. You will find traffic details, related links, and ownership info about the domain name.\u003c/li>\n\u003cli>Google the site and see what comes up. It is often a good idea to see what sort of pages that links to the page you are looking up.These simple steps can help you to evaluate whether the information you have found is false or not. It is always important to remember that everyone can post anything on internet, and it is important to check your sources twice. We used these sources: \u003ca href=\"http://guideHs.library.jhu.edu/content.php?pid=198142&sid=1657539\">Johns Hopkins, \u003c/a>and \u003ca href=\"https://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html\">UC Berkeley\u003c/a>.\u003c/li>\n\u003c/ul>\n\n\u003cp>To learn more about the book and how it came to be, check out \u003ca href=\"http://www.stevehargadon.com/2013/08/late-notice-early-interview-today.html\">Steve Hargadon's Future of Education conversation\u003c/a> with Michaelson and her students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29750/straight-from-students-smart-tips-for-searching-online","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20547","mindshift_1040","mindshift_695"],"featImg":"mindshift_30867","label":"mindshift"},"mindshift_24869":{"type":"posts","id":"mindshift_24869","meta":{"index":"posts_1591205157","site":"mindshift","id":"24869","score":null,"sort":[1352487537000]},"guestAuthors":[],"slug":"why-googling-it-is-not-enough","title":"Why \"Googling It\" Is Not Enough","publishDate":1352487537,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1480641302,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":614},"headData":{"title":"Why \"Googling It\" Is Not Enough | KQED","description":"Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “How Teens Do Research in the Digital World.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why \"Googling It\" Is Not Enough","datePublished":"2012-11-09T18:58:57.000Z","dateModified":"2016-12-02T01:15:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24869 http://blogs.kqed.org/mindshift/?p=24869","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/09/why-googling-it-is-not-enough/","disqusTitle":"Why \"Googling It\" Is Not Enough","path":"/mindshift/24869/why-googling-it-is-not-enough","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24869/why-googling-it-is-not-enough","authors":["4355"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_968","mindshift_821","mindshift_695"],"featImg":"mindshift_24892","label":"mindshift"},"mindshift_21059":{"type":"posts","id":"mindshift_21059","meta":{"index":"posts_1591205157","site":"mindshift","id":"21059","score":null,"sort":[1335975000000]},"guestAuthors":[],"slug":"google-launches-new-search-education-site-with-lesson-plans","title":"Google Launches New Search Education Site with Lesson Plans","publishDate":1335975000,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/google-launches-new-search-education-site-with-lesson-plans/screen-shot-2012-05-01-at-6-06-53-pm/\" rel=\"attachment wp-att-21077\">\u003cimg class=\"alignleft size-medium wp-image-21077\" title=\"Screen shot 2012-05-01 at 6.06.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-01-at-6.06.53-PM-300x188.png\" alt=\"\" width=\"300\" height=\"188\">\u003c/a>\u003c/div>\n\u003cp>Google has launched a new site called \u003ca href=\"http://www.google.com/insidesearch/searcheducation/\">Search Education\u003c/a> aimed at educators who want to teach online search strategies.\u003c/p>\n\u003cp>The site includes lesson plans geared at different levels of expertise -- \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">beginner, intermediate and advanced\u003c/a>-- as well as training videos that walk through different strategies for subjects like using Creative Commons and Google maps.\u003c/p>\n\u003cp>The lessons cover the \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">following topics\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Picking the right search terms\u003c/li>\n\u003cli>Understanding search results\u003c/li>\n\u003cli>Searching for evidence for research tasks\u003c/li>\n\u003cli>Narrowing a search to get the best results\u003c/li>\n\u003cli>Evaluating the credibility of sources\u003c/li>\n\u003c/ul>\n\u003cp>For each topic, lessons for every level of searcher goes into deep detail, offering background explanations of how search works the way it does, specific examples of search words and their results, and numerous tips. There's also a short quiz at the end of each lesson.\u003c/p>\n\u003cp>The lessons are aligned with the Common Core Curriculum Standards and refer to the K-12 College and Career Readiness (CCR) Anchor Standards. According to Google, the lessons are not intended to comprise a whole research unit, but to be integrated into various units as they fit to \u003c!--more-->individual educators' needs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some methods are designed for starting from a specific question or exercise, while others are for created to launch from a topic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also features \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">A Google A Day\u003c/a> lessons for daily search exercises, as well as a \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lesson-map.html\">Lesson Plan Map\u003c/a> that shows an overarching guide to how to use the site based on factors like level, knowledge, and skills.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1337690342,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":247},"headData":{"title":"Google Launches New Search Education Site with Lesson Plans | KQED","description":"Google has launched a new site called Search Education aimed at educators who want to teach online search strategies. The site includes lesson plans geared at different levels of expertise -- beginner, intermediate and advanced-- as well as training videos that walk through different strategies for subjects like using Creative Commons and Google maps. The","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Google Launches New Search Education Site with Lesson Plans","datePublished":"2012-05-02T16:10:00.000Z","dateModified":"2012-05-22T12:39:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21059 http://blogs.kqed.org/mindshift/?p=21059","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/02/google-launches-new-search-education-site-with-lesson-plans/","disqusTitle":"Google Launches New Search Education Site with Lesson Plans","path":"/mindshift/21059/google-launches-new-search-education-site-with-lesson-plans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/google-launches-new-search-education-site-with-lesson-plans/screen-shot-2012-05-01-at-6-06-53-pm/\" rel=\"attachment wp-att-21077\">\u003cimg class=\"alignleft size-medium wp-image-21077\" title=\"Screen shot 2012-05-01 at 6.06.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-01-at-6.06.53-PM-300x188.png\" alt=\"\" width=\"300\" height=\"188\">\u003c/a>\u003c/div>\n\u003cp>Google has launched a new site called \u003ca href=\"http://www.google.com/insidesearch/searcheducation/\">Search Education\u003c/a> aimed at educators who want to teach online search strategies.\u003c/p>\n\u003cp>The site includes lesson plans geared at different levels of expertise -- \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">beginner, intermediate and advanced\u003c/a>-- as well as training videos that walk through different strategies for subjects like using Creative Commons and Google maps.\u003c/p>\n\u003cp>The lessons cover the \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">following topics\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Picking the right search terms\u003c/li>\n\u003cli>Understanding search results\u003c/li>\n\u003cli>Searching for evidence for research tasks\u003c/li>\n\u003cli>Narrowing a search to get the best results\u003c/li>\n\u003cli>Evaluating the credibility of sources\u003c/li>\n\u003c/ul>\n\u003cp>For each topic, lessons for every level of searcher goes into deep detail, offering background explanations of how search works the way it does, specific examples of search words and their results, and numerous tips. There's also a short quiz at the end of each lesson.\u003c/p>\n\u003cp>The lessons are aligned with the Common Core Curriculum Standards and refer to the K-12 College and Career Readiness (CCR) Anchor Standards. According to Google, the lessons are not intended to comprise a whole research unit, but to be integrated into various units as they fit to \u003c!--more-->individual educators' needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some methods are designed for starting from a specific question or exercise, while others are for created to launch from a topic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also features \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lessons.html\">A Google A Day\u003c/a> lessons for daily search exercises, as well as a \u003ca href=\"http://www.google.com/insidesearch/searcheducation/lesson-map.html\">Lesson Plan Map\u003c/a> that shows an overarching guide to how to use the site based on factors like level, knowledge, and skills.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21059/google-launches-new-search-education-site-with-lesson-plans","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_105","mindshift_859","mindshift_695"],"featImg":"mindshift_21077","label":"mindshift"},"mindshift_20731":{"type":"posts","id":"mindshift_20731","meta":{"index":"posts_1591205157","site":"mindshift","id":"20731","score":null,"sort":[1335890489000]},"guestAuthors":[],"slug":"find-it-faster-by-predicting-your-search-results","title":"Search Tip for Students: Try Predicting Your Search Results","publishDate":1335890489,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/119032857.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21025\" title=\"119032857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/119032857-300x222.jpg\" alt=\"\" width=\"300\" height=\"222\">\u003c/a>Just as having \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-your-best-guess-predicting-answers-leads-to-deeper-learning/\">students predict answers to math problems\u003c/a> is a way of creating more meaningful learning, prediction can be a useful strategy in successful searching too.\u003c/p>\n\u003cp>Search results can be presented any number of ways: tables and charts, videos, infographs. We teach students how to develop an understanding of the kinds of information that's best conveyed with timelines, maps, or diagrams. Using what they know about all the different kinds of content and media, they can apply the same theories of predicting what they might find on their online searches.\u003c/p>\n\u003cp>Here are some guidelines for asking predictive questions even before they launch their search.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>When I run this search, what do I expect to appear?\u003c/strong>It's extremely useful to get in the habit of spending just an instant anticipating what kind of results you expect your search terms to find. When students do not ask this question and search terms bring back unexpected results, they often come away feeling that there's nothing there. But when students prep themselves by considering what they expect to appear and then skim the first page of results, they're better prepared to spot any clues indicating that their terms have a meaning they did not foresee. It can be fun to practice this anticipation in class. Try asking students to anticipate what will appear for the searches [\u003ca href=\"https://www.google.com/search?q=who\">\u003cspan style=\"text-decoration: underline\">who\u003c/span>\u003c/a>], [\u003ca href=\"https://www.google.com/search?q=the+who&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a\">\u003cspan style=\"text-decoration: underline\">the who\u003c/span>\u003c/a>], and [\u003ca href=\"https://www.google.com/search?q=a+who&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a\">\u003cspan style=\"text-decoration: underline\">a who\u003c/span>\u003c/a>] in turn.\u003c/li>\n\u003cli>\u003cstrong>When I find this answer, what do I expect it to look like?\u003c/strong> This is where students imagine their perfect source. First, what types of words would this trusted source use? Would a doctor write about a \u003cem>busted arm\u003c/em>, or possibly stick with the medical term \u003cem>fracture\u003c/em>? From the Common Core standards to those from the American Association of School Librarians, we aim for thoughtful searches that consider the audience and purpose and be able to determine the format and voice that will communicate information most clearly. It stands to reason that if we \u003c!--more-->teach students to look at a bunch of data and decide the best format for sharing it, with practice they should also be able to consider the information they need to find and have an idea of the format it will take when someone else has communicated it for their use. As searchers grow more sophisticated at prediction, they use anticipated language and medium in addition to \u003ca href=\"http://web.fumsi.com/go/article/find/65039\">applying advanced operators\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">color filtering\u003c/a>, and other technical search features to build incisive queries.\u003c/li>\n\u003cli>\u003cstrong>When I click this link, what do I expect I will see?\u003c/strong> Asking this question also dovetails nicely with skimming the first screen or page of results. Actually seeing results and considering what you can determine about the page behind each can be helpful, as when a middle-schooler I knew was looking for information on what life was like in Colonial times, and came up with results like these:\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg src=\"https://lh4.googleusercontent.com/N5JMPZ1SsVFuWcago1A0cQ8cVwbLq9mC2zmzEOY3LmJRFl6OxnfQvOXL-EtqH2L0kaWWepgylvBWNjuWOoAE_mDDVkzvhWrJekF4rLiDhyAxW996ASw\" alt=\"\" width=\"683px;\" height=\"692px;\">\u003c/p>\n\u003cp>Not just blindly clicking, but predicting what each page would hold increased his efficiency tremendously.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? Contact \u003ca title=\"Tasha on Google+\" href=\"http://https://plus.google.com/113879286190138108366/posts\" target=\"_blank\">Tasha on Google+\u003c/a> or at tbm [at] google [dot] com and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1335927055,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":536},"headData":{"title":"Search Tip for Students: Try Predicting Your Search Results | KQED","description":"Just as having students predict answers to math problems is a way of creating more meaningful learning, prediction can be a useful strategy in successful searching too. Search results can be presented any number of ways: tables and charts, videos, infographs. We teach students how to develop an understanding of the kinds of information that's","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Search Tip for Students: Try Predicting Your Search Results","datePublished":"2012-05-01T16:41:29.000Z","dateModified":"2012-05-02T02:50:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20731 http://blogs.kqed.org/mindshift/?p=20731","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/01/find-it-faster-by-predicting-your-search-results/","disqusTitle":"Search Tip for Students: Try Predicting Your Search Results","path":"/mindshift/20731/find-it-faster-by-predicting-your-search-results","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/119032857.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21025\" title=\"119032857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/119032857-300x222.jpg\" alt=\"\" width=\"300\" height=\"222\">\u003c/a>Just as having \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-your-best-guess-predicting-answers-leads-to-deeper-learning/\">students predict answers to math problems\u003c/a> is a way of creating more meaningful learning, prediction can be a useful strategy in successful searching too.\u003c/p>\n\u003cp>Search results can be presented any number of ways: tables and charts, videos, infographs. We teach students how to develop an understanding of the kinds of information that's best conveyed with timelines, maps, or diagrams. Using what they know about all the different kinds of content and media, they can apply the same theories of predicting what they might find on their online searches.\u003c/p>\n\u003cp>Here are some guidelines for asking predictive questions even before they launch their search.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>When I run this search, what do I expect to appear?\u003c/strong>It's extremely useful to get in the habit of spending just an instant anticipating what kind of results you expect your search terms to find. When students do not ask this question and search terms bring back unexpected results, they often come away feeling that there's nothing there. But when students prep themselves by considering what they expect to appear and then skim the first page of results, they're better prepared to spot any clues indicating that their terms have a meaning they did not foresee. It can be fun to practice this anticipation in class. Try asking students to anticipate what will appear for the searches [\u003ca href=\"https://www.google.com/search?q=who\">\u003cspan style=\"text-decoration: underline\">who\u003c/span>\u003c/a>], [\u003ca href=\"https://www.google.com/search?q=the+who&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a\">\u003cspan style=\"text-decoration: underline\">the who\u003c/span>\u003c/a>], and [\u003ca href=\"https://www.google.com/search?q=a+who&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a\">\u003cspan style=\"text-decoration: underline\">a who\u003c/span>\u003c/a>] in turn.\u003c/li>\n\u003cli>\u003cstrong>When I find this answer, what do I expect it to look like?\u003c/strong> This is where students imagine their perfect source. First, what types of words would this trusted source use? Would a doctor write about a \u003cem>busted arm\u003c/em>, or possibly stick with the medical term \u003cem>fracture\u003c/em>? From the Common Core standards to those from the American Association of School Librarians, we aim for thoughtful searches that consider the audience and purpose and be able to determine the format and voice that will communicate information most clearly. It stands to reason that if we \u003c!--more-->teach students to look at a bunch of data and decide the best format for sharing it, with practice they should also be able to consider the information they need to find and have an idea of the format it will take when someone else has communicated it for their use. As searchers grow more sophisticated at prediction, they use anticipated language and medium in addition to \u003ca href=\"http://web.fumsi.com/go/article/find/65039\">applying advanced operators\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">color filtering\u003c/a>, and other technical search features to build incisive queries.\u003c/li>\n\u003cli>\u003cstrong>When I click this link, what do I expect I will see?\u003c/strong> Asking this question also dovetails nicely with skimming the first screen or page of results. Actually seeing results and considering what you can determine about the page behind each can be helpful, as when a middle-schooler I knew was looking for information on what life was like in Colonial times, and came up with results like these:\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg src=\"https://lh4.googleusercontent.com/N5JMPZ1SsVFuWcago1A0cQ8cVwbLq9mC2zmzEOY3LmJRFl6OxnfQvOXL-EtqH2L0kaWWepgylvBWNjuWOoAE_mDDVkzvhWrJekF4rLiDhyAxW996ASw\" alt=\"\" width=\"683px;\" height=\"692px;\">\u003c/p>\n\u003cp>Not just blindly clicking, but predicting what each page would hold increased his efficiency tremendously.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? Contact \u003ca title=\"Tasha on Google+\" href=\"http://https://plus.google.com/113879286190138108366/posts\" target=\"_blank\">Tasha on Google+\u003c/a> or at tbm [at] google [dot] com and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20731/find-it-faster-by-predicting-your-search-results","authors":["4359"],"categories":["mindshift_193"],"tags":["mindshift_857","mindshift_695"],"featImg":"mindshift_21025","label":"mindshift"},"mindshift_20617":{"type":"posts","id":"mindshift_20617","meta":{"index":"posts_1591205157","site":"mindshift","id":"20617","score":null,"sort":[1334066442000]},"guestAuthors":[],"slug":"is-learning-facts-a-trivial-pursuit-2","title":"Is Learning Facts a Trivial Pursuit?","publishDate":1334066442,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_20604\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-learning-facts-a-trivial-pursuit/1363093703_2216d8c0af/\" rel=\"attachment wp-att-20604\">\u003cimg class=\"size-full wp-image-20604\" title=\"1363093703_2216d8c0af\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg\" alt=\"\" width=\"500\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-400x318.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-320x255.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch6 style=\"text-align: right\">By Tasha Bergson-Michelson\n\u003c/h6>\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Concerned Teacher\u003c/em>\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>When I was growing up, we used to say that you don’t need to know everything, just know how to find it. I firmly believe the same today, but I now appreciate that an integral part of search literacy is knowing enough background information to make informed decisions about what sources to believe. The ability to evaluate sources is one of the linchpin skills students need for navigating research both online and off.\u003c/p>\n\u003cp>As I argued in my \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">last post\u003c/a>, research skills can't be taught in a single lesson, but must be cultivated slowly, over time. There are many technical skills that students should develop to learn more about a source. But no matter how well we can analyze web addresses, research authors, or uncover who owns a website, the most fundamental skill we have for judging a source is what Ernest Hemingway called our “\u003ca href=\"http://www.theatlantic.com/past/docs/issues/65aug/6508manning.htm\">built-in automatic crap detector\u003c/a>.” What fuels this “crap detector,” if not a collection of learned facts?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the lingering spirit of April Fools’ Day, consider the famous hoax Web site,\u003ca href=\"http://zapatopi.net/treeoctopus/\"> Save the Pacific Northwest Tree Octopus\u003c/a>. Now, I am not particularly enamored of using hoax sites to teach evaluation. Identifying a popular hoax is a whole lot easier than dealing with the more subtle types of misinformation students need to learn to avoid. However, the tree octopus site is well-constructed, and we can use it to practice reflecting on how common sense and background knowledge combine to set off the crap detector. After all, many students have seen or heard about some octopus in the past, and have the ability to surmise that one probably does not live in a tree. My experience is that most students encountering the tree octopus for the first time say, “That’s weird!” giving a great opening for discussion about how when common sense alarms go off, it is good to dig further.\u003c/p>\n\u003cp>Such a lesson can be both fun and empowering. The message is not, “There is so much misinformation out there and you have been wrongly believing it all,” but rather, “You already \u003c!--more-->possess many of the tools you need to tell good information from bad, and by being observant of the world around you, you can develop even more!”\u003c/p>\n\u003cp>It is specifically this empowerment through observation and the curiosity it kindles that I think we need to pass on to our students; it drives both better search skills and the development of background knowledge. To me, these processes are one and the same. As long as we teach students to interact meaningfully with the information they encounter--to really \u003cem>see\u003c/em> their results pages, and really \u003cem>see\u003c/em> their sources--students will continue to build on their foundation of knowledge throughout their lives.\u003c/p>\n\u003cp>If you are an educator, here are some things you can do to help students practice simultaneously enriching their background knowledge and searching effectively for what they need to know:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Consciously drawing on terms from trusted sources to write stronger searches.\u003c/strong> Model using textbooks, selected articles, etc., to identify terms that are unique and relevant to that topic. Then, practice remembering terms used in class reading and try searching for them. See how using “terms of art” makes finding what you want even faster. This experience can draw on scholarly topics, or on everyday popular topics, such as knowing the term\u003cem> cheats\u003c/em> to refer to expert tricks for succeeding at video games.\u003c/li>\n\u003cli>\u003cstrong>Thoughtfully journaling the process of using stepping stone resources.\u003c/strong> Model for students the process of learning from sources you find and folding what you learn back into your search process. This strategy may include both discovering new vocabulary words that make stronger search terms, and encountering new facts or ideas and specifically choosing to explore them further. Ask students to consciously track their research process and record where they make use of background knowledge or stepping stone resources to learn something new or validate a source.\u003c/li>\n\u003cli>\u003cstrong>Collaboratively filling out a graphic organizer to record what's learned during a search process.\u003c/strong> For example, a group of third graders investigated the story of the curse on King Tut’s tomb. They added “facts” they found to a KWL (Know, Want to know, Learn) chart on the class whiteboard. They discovered many facts that appeared consistently across sources, but also exposed points in the story where many different versions circulate. Everyone agreed that Lord Carnarvon died soon after the tomb was discovered, but where was this canary that supposedly died right when the tomb was opened--near the entrance to the tomb? In Howard Carter’s home in England? Under the care of Carter’s assistant? The students concluded independently that it is important to read multiple sources and compare “facts” to decide what should be added to one’s own body of knowledge.\u003c/li>\n\u003c/ul>\n\u003cp>As we help our students engage in a cycle of drawing on what they know and building on that background knowledge as part of the search process, we create people who are much more prepared to make good decisions as they function in the modern world.\u003c/p>\n\u003cp>How do you instill this hunger for broader contextual knowledge and critical thinking in your students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1333752830,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":964},"headData":{"title":"Is Learning Facts a Trivial Pursuit? | KQED","description":"By Tasha Bergson-Michelson Dear Savvy Searcher, You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true? Concerned Teacher When I was growing up, we used","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Learning Facts a Trivial Pursuit?","datePublished":"2012-04-10T14:00:42.000Z","dateModified":"2012-04-06T22:53:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20617 http://blogs.kqed.org/mindshift/?p=20617","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/10/is-learning-facts-a-trivial-pursuit-2/","disqusTitle":"Is Learning Facts a Trivial Pursuit?","path":"/mindshift/20617/is-learning-facts-a-trivial-pursuit-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20604\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-learning-facts-a-trivial-pursuit/1363093703_2216d8c0af/\" rel=\"attachment wp-att-20604\">\u003cimg class=\"size-full wp-image-20604\" title=\"1363093703_2216d8c0af\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg\" alt=\"\" width=\"500\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-400x318.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-320x255.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch6 style=\"text-align: right\">By Tasha Bergson-Michelson\n\u003c/h6>\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Concerned Teacher\u003c/em>\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>When I was growing up, we used to say that you don’t need to know everything, just know how to find it. I firmly believe the same today, but I now appreciate that an integral part of search literacy is knowing enough background information to make informed decisions about what sources to believe. The ability to evaluate sources is one of the linchpin skills students need for navigating research both online and off.\u003c/p>\n\u003cp>As I argued in my \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">last post\u003c/a>, research skills can't be taught in a single lesson, but must be cultivated slowly, over time. There are many technical skills that students should develop to learn more about a source. But no matter how well we can analyze web addresses, research authors, or uncover who owns a website, the most fundamental skill we have for judging a source is what Ernest Hemingway called our “\u003ca href=\"http://www.theatlantic.com/past/docs/issues/65aug/6508manning.htm\">built-in automatic crap detector\u003c/a>.” What fuels this “crap detector,” if not a collection of learned facts?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the lingering spirit of April Fools’ Day, consider the famous hoax Web site,\u003ca href=\"http://zapatopi.net/treeoctopus/\"> Save the Pacific Northwest Tree Octopus\u003c/a>. Now, I am not particularly enamored of using hoax sites to teach evaluation. Identifying a popular hoax is a whole lot easier than dealing with the more subtle types of misinformation students need to learn to avoid. However, the tree octopus site is well-constructed, and we can use it to practice reflecting on how common sense and background knowledge combine to set off the crap detector. After all, many students have seen or heard about some octopus in the past, and have the ability to surmise that one probably does not live in a tree. My experience is that most students encountering the tree octopus for the first time say, “That’s weird!” giving a great opening for discussion about how when common sense alarms go off, it is good to dig further.\u003c/p>\n\u003cp>Such a lesson can be both fun and empowering. The message is not, “There is so much misinformation out there and you have been wrongly believing it all,” but rather, “You already \u003c!--more-->possess many of the tools you need to tell good information from bad, and by being observant of the world around you, you can develop even more!”\u003c/p>\n\u003cp>It is specifically this empowerment through observation and the curiosity it kindles that I think we need to pass on to our students; it drives both better search skills and the development of background knowledge. To me, these processes are one and the same. As long as we teach students to interact meaningfully with the information they encounter--to really \u003cem>see\u003c/em> their results pages, and really \u003cem>see\u003c/em> their sources--students will continue to build on their foundation of knowledge throughout their lives.\u003c/p>\n\u003cp>If you are an educator, here are some things you can do to help students practice simultaneously enriching their background knowledge and searching effectively for what they need to know:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Consciously drawing on terms from trusted sources to write stronger searches.\u003c/strong> Model using textbooks, selected articles, etc., to identify terms that are unique and relevant to that topic. Then, practice remembering terms used in class reading and try searching for them. See how using “terms of art” makes finding what you want even faster. This experience can draw on scholarly topics, or on everyday popular topics, such as knowing the term\u003cem> cheats\u003c/em> to refer to expert tricks for succeeding at video games.\u003c/li>\n\u003cli>\u003cstrong>Thoughtfully journaling the process of using stepping stone resources.\u003c/strong> Model for students the process of learning from sources you find and folding what you learn back into your search process. This strategy may include both discovering new vocabulary words that make stronger search terms, and encountering new facts or ideas and specifically choosing to explore them further. Ask students to consciously track their research process and record where they make use of background knowledge or stepping stone resources to learn something new or validate a source.\u003c/li>\n\u003cli>\u003cstrong>Collaboratively filling out a graphic organizer to record what's learned during a search process.\u003c/strong> For example, a group of third graders investigated the story of the curse on King Tut’s tomb. They added “facts” they found to a KWL (Know, Want to know, Learn) chart on the class whiteboard. They discovered many facts that appeared consistently across sources, but also exposed points in the story where many different versions circulate. Everyone agreed that Lord Carnarvon died soon after the tomb was discovered, but where was this canary that supposedly died right when the tomb was opened--near the entrance to the tomb? In Howard Carter’s home in England? Under the care of Carter’s assistant? The students concluded independently that it is important to read multiple sources and compare “facts” to decide what should be added to one’s own body of knowledge.\u003c/li>\n\u003c/ul>\n\u003cp>As we help our students engage in a cycle of drawing on what they know and building on that background knowledge as part of the search process, we create people who are much more prepared to make good decisions as they function in the modern world.\u003c/p>\n\u003cp>How do you instill this hunger for broader contextual knowledge and critical thinking in your students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20617/is-learning-facts-a-trivial-pursuit-2","authors":["4354"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_843","mindshift_695"],"label":"mindshift"},"mindshift_20062":{"type":"posts","id":"mindshift_20062","meta":{"index":"posts_1591205157","site":"mindshift","id":"20062","score":null,"sort":[1332265354000]},"guestAuthors":[],"slug":"building-good-search-skills-what-students-need-to-know","title":"Building Good Search Skills: What Students Need to Know","publishDate":1332265354,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1332266429,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1235},"headData":{"title":"Building Good Search Skills: What Students Need to Know | KQED","description":"Getty The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short. That's part of the argument made by Wheaton College Professor Alan Jacobs in The Atlantic, who","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Building Good Search Skills: What Students Need to Know","datePublished":"2012-03-20T17:42:34.000Z","dateModified":"2012-03-20T18:00:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20062 http://blogs.kqed.org/mindshift/?p=20062","disqusUrl":"https://ww2.kqed.org/mindshift/2012/03/20/building-good-search-skills-what-students-need-to-know/","disqusTitle":"Building Good Search Skills: What Students Need to Know","path":"/mindshift/20062/building-good-search-skills-what-students-need-to-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20062/building-good-search-skills-what-students-need-to-know","authors":["4359"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_695","mindshift_220"],"featImg":"mindshift_20079","label":"mindshift"},"mindshift_18791":{"type":"posts","id":"mindshift_18791","meta":{"index":"posts_1591205157","site":"mindshift","id":"18791","score":null,"sort":[1328194838000]},"guestAuthors":[],"slug":"search-by-color-a-little-known-trick-to-find-the-right-image","title":"Search by Color? A Little-Known Trick to Find the Right Image","publishDate":1328194838,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/4576980764_c0bfc076a3_z-1/\" rel=\"attachment wp-att-18813\">\u003cimg class=\"size-medium wp-image-18813\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4576980764_c0bfc076a3_z-1-300x257.jpg\" alt=\"\" width=\"300\" height=\"257\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Richard Morton\u003c/p>\n\u003c/div>\n\u003ch5>By Tasha Bergson-Michelson\u003c/h5>\n\u003cp>\u003cem>At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology, creativity, and education.\u003c/em>\u003c/p>\n\u003cp>It’s right before bedtime on Sunday night, and your child just announced that she has a report due in the morning about heroes. Excited by the Super Bowl, she wants to write about teamwork among her personal heroes, the New England Patriots. Off she goes to Google to find some inspirational pictures of the Patriots in action.\u003c/p>\n\u003cp>When searching for the \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=new+england+patriots&gbv=2&oq=new+england+patriots&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=2364l5733l0l5868l20l10l0l7l7l0l81l87l2l2l0\">New England Patriots\u003c/a>, you get a variety of images--but many of them logos, or fan created photo montages on a background of the team colors. If you actually want a screen full of pictures of people playing the game, what are your options?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-15-10-pm/\" rel=\"attachment wp-att-18805\">\u003cimg class=\"aligncenter size-large wp-image-18805\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.15.10-PM-620x311.png\" alt=\"\" width=\"620\" height=\"311\">\u003c/a>\u003c/p>\n\u003cp>Looking at this first screen of results, considering what to do next, a savvy searcher asks what pictures of people actually playing football would all have in common.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One picture above immediately catches the eye: the green photo in the third row. You can tell that it is a picture of a game because of the grass on the field. In fact, most action shots in a game should have a background of turf. So, what if there was a way to tell Google to deliver only images with grassy backgrounds?\u003c/p>\n\u003cp>Take a look at the left-hand side of the screen. Near the bottom, there is a series of colored boxes. These are filters that allow you to find pictures of a particular color. By clicking on the green box, you can essentially tell Google to return pictures with a lot of grass:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-27-53-pm/\" rel=\"attachment wp-att-18793\">\u003cimg class=\"aligncenter size-large wp-image-18793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.27.53-PM-620x331.png\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003c/p>\n\u003cp>You might be surprised at the scholarly contexts in which color filtering becomes a powerful search tactic. By itself color filtering might seem like a niche feature, but looking at a few practical applications can get your creative juices flowing as you think about problems it might solve for you.\u003c/p>\n\u003cp>Let’s take another example. Consider an approach one librarian discovered when working with her school’s science teachers. Run an Image Search for \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=tesla+coil&gbv=2&oq=tesla+coil&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=1356l3053l0l3340l10l10l0l2l2l0l177l923l4.4l8l0\">tesla coil\u003c/a> and you will find:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-28-51-pm/\" rel=\"attachment wp-att-18794\">\u003cimg class=\"aligncenter size-large wp-image-18794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.28.51-PM-620x328.png\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp>But say that what you really want is a diagram of how a tesla coil works. What is a common factor of such diagrams? In looking carefully at the images above, you may notice that most are dark, with bright, purple arcs. Diagrams, on the other hand, tend to have mostly black writing on a white background. So, click on the white color filter:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-18-46-pm/\" rel=\"attachment wp-att-18808\">\u003cimg class=\"aligncenter size-large wp-image-18808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.18.46-PM-620x313.png\" alt=\"\" width=\"620\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Now, all of a sudden, your results are primarily diagrams and other technical details. Voila!\u003c/p>\n\u003cp>These searches are examples of a broader strategy called predictive search, in which you winnow down to your best results by anticipating their common factors. Google search allows you to specify common factors by color or terms, but also by characteristics like language, medium, or geographical or chronological features, in order to narrow down to exactly what you need. Once you see how you can think creatively about the defining characteristics of the information you want, you can become truly powerful at finding what you need.\u003c/p>\n\u003cp>Future posts will explore unexpected applications of everyday Google tools to solve problems even faster and more effectively.\u003c/p>\n\u003cp>One final example of how color filtering can improve both academic research and daily life: Have you ever read a book, and later remembered the subject and something about the cover, but not the title itself? For example, say you were wondering, “What was that book about Lewis and Clark I looked at the other day--that red one with the canoe on the cover?”\u003c/p>\n\u003cp>Simply search for [Lewis Clark book] in Google Images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-31-07-pm/\" rel=\"attachment wp-att-18796\">\u003cimg class=\"aligncenter size-large wp-image-18796\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.31.07-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp>And filter for red images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-02-at-3-08-46-pm/\" rel=\"attachment wp-att-18831\">\u003cimg class=\"aligncenter size-large wp-image-18831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-3.08.46-PM-620x310.png\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>This method works whether you are trying to identify that full title you forgot to write down for your works cited list, or locating a gift for that special someone, when you can’t remember the title, but have just a general idea of the topic and remember that great shade of red.\u003c/p>\n\u003cp>Often people think of searching in words, but don’t consider the other elements that they know identify their answers. A little creativity in making use of what you know can find you more than you ever dreamed.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Give it a try! What problem can color filtering solve for you?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1328224197,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":764},"headData":{"title":"Search by Color? A Little-Known Trick to Find the Right Image | KQED","description":"Flickr: Richard Morton By Tasha Bergson-Michelson At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Search by Color? A Little-Known Trick to Find the Right Image","datePublished":"2012-02-02T15:00:38.000Z","dateModified":"2012-02-02T23:09:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18791 http://blogs.kqed.org/mindshift/?p=18791","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/02/search-by-color-a-little-known-trick-to-find-the-right-image/","disqusTitle":"Search by Color? A Little-Known Trick to Find the Right Image","path":"/mindshift/18791/search-by-color-a-little-known-trick-to-find-the-right-image","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/4576980764_c0bfc076a3_z-1/\" rel=\"attachment wp-att-18813\">\u003cimg class=\"size-medium wp-image-18813\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4576980764_c0bfc076a3_z-1-300x257.jpg\" alt=\"\" width=\"300\" height=\"257\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Richard Morton\u003c/p>\n\u003c/div>\n\u003ch5>By Tasha Bergson-Michelson\u003c/h5>\n\u003cp>\u003cem>At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology, creativity, and education.\u003c/em>\u003c/p>\n\u003cp>It’s right before bedtime on Sunday night, and your child just announced that she has a report due in the morning about heroes. Excited by the Super Bowl, she wants to write about teamwork among her personal heroes, the New England Patriots. Off she goes to Google to find some inspirational pictures of the Patriots in action.\u003c/p>\n\u003cp>When searching for the \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=new+england+patriots&gbv=2&oq=new+england+patriots&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=2364l5733l0l5868l20l10l0l7l7l0l81l87l2l2l0\">New England Patriots\u003c/a>, you get a variety of images--but many of them logos, or fan created photo montages on a background of the team colors. If you actually want a screen full of pictures of people playing the game, what are your options?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-15-10-pm/\" rel=\"attachment wp-att-18805\">\u003cimg class=\"aligncenter size-large wp-image-18805\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.15.10-PM-620x311.png\" alt=\"\" width=\"620\" height=\"311\">\u003c/a>\u003c/p>\n\u003cp>Looking at this first screen of results, considering what to do next, a savvy searcher asks what pictures of people actually playing football would all have in common.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One picture above immediately catches the eye: the green photo in the third row. You can tell that it is a picture of a game because of the grass on the field. In fact, most action shots in a game should have a background of turf. So, what if there was a way to tell Google to deliver only images with grassy backgrounds?\u003c/p>\n\u003cp>Take a look at the left-hand side of the screen. Near the bottom, there is a series of colored boxes. These are filters that allow you to find pictures of a particular color. By clicking on the green box, you can essentially tell Google to return pictures with a lot of grass:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-27-53-pm/\" rel=\"attachment wp-att-18793\">\u003cimg class=\"aligncenter size-large wp-image-18793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.27.53-PM-620x331.png\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003c/p>\n\u003cp>You might be surprised at the scholarly contexts in which color filtering becomes a powerful search tactic. By itself color filtering might seem like a niche feature, but looking at a few practical applications can get your creative juices flowing as you think about problems it might solve for you.\u003c/p>\n\u003cp>Let’s take another example. Consider an approach one librarian discovered when working with her school’s science teachers. Run an Image Search for \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=tesla+coil&gbv=2&oq=tesla+coil&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=1356l3053l0l3340l10l10l0l2l2l0l177l923l4.4l8l0\">tesla coil\u003c/a> and you will find:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-28-51-pm/\" rel=\"attachment wp-att-18794\">\u003cimg class=\"aligncenter size-large wp-image-18794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.28.51-PM-620x328.png\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp>But say that what you really want is a diagram of how a tesla coil works. What is a common factor of such diagrams? In looking carefully at the images above, you may notice that most are dark, with bright, purple arcs. Diagrams, on the other hand, tend to have mostly black writing on a white background. So, click on the white color filter:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-18-46-pm/\" rel=\"attachment wp-att-18808\">\u003cimg class=\"aligncenter size-large wp-image-18808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.18.46-PM-620x313.png\" alt=\"\" width=\"620\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Now, all of a sudden, your results are primarily diagrams and other technical details. Voila!\u003c/p>\n\u003cp>These searches are examples of a broader strategy called predictive search, in which you winnow down to your best results by anticipating their common factors. Google search allows you to specify common factors by color or terms, but also by characteristics like language, medium, or geographical or chronological features, in order to narrow down to exactly what you need. Once you see how you can think creatively about the defining characteristics of the information you want, you can become truly powerful at finding what you need.\u003c/p>\n\u003cp>Future posts will explore unexpected applications of everyday Google tools to solve problems even faster and more effectively.\u003c/p>\n\u003cp>One final example of how color filtering can improve both academic research and daily life: Have you ever read a book, and later remembered the subject and something about the cover, but not the title itself? For example, say you were wondering, “What was that book about Lewis and Clark I looked at the other day--that red one with the canoe on the cover?”\u003c/p>\n\u003cp>Simply search for [Lewis Clark book] in Google Images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-31-07-pm/\" rel=\"attachment wp-att-18796\">\u003cimg class=\"aligncenter size-large wp-image-18796\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.31.07-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp>And filter for red images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-02-at-3-08-46-pm/\" rel=\"attachment wp-att-18831\">\u003cimg class=\"aligncenter size-large wp-image-18831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-3.08.46-PM-620x310.png\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>This method works whether you are trying to identify that full title you forgot to write down for your works cited list, or locating a gift for that special someone, when you can’t remember the title, but have just a general idea of the topic and remember that great shade of red.\u003c/p>\n\u003cp>Often people think of searching in words, but don’t consider the other elements that they know identify their answers. A little creativity in making use of what you know can find you more than you ever dreamed.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Give it a try! What problem can color filtering solve for you?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18791/search-by-color-a-little-known-trick-to-find-the-right-image","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_105","mindshift_695"],"featImg":"mindshift_18813","label":"mindshift"},"mindshift_18567":{"type":"posts","id":"mindshift_18567","meta":{"index":"posts_1591205157","site":"mindshift","id":"18567","score":null,"sort":[1327600979000]},"guestAuthors":[],"slug":"how-to-embrace-the-wild-wild-web","title":"How to Embrace the Wild, Wild Web","publishDate":1327600979,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/24258698@N04/2616485572/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Andronicusmax\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">There are more than a trillion Web pages on the Internet. This incredible abundance of information and the ease with which it can be searched sometimes fails to counteract the confusing chorus of anonymous sources.\u003c/p>\n\u003cp>In his new book \u003ca href=\"http://www.toobigtoknow.com/\">\u003cem>Too Big to Know\u003c/em>\u003c/a>, Harvard researcher David Weinberger articulates this ambivalence while celebrating the Internet’s ability to change the way we come to know things. “We are in a crisis of knowledge,” he writes, “at the same time that we are in an epochal exaltation of knowledge.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume.\u003c/aside>\n\u003cp>Weinberger argues that society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume, where knowledge is “the property of the network rather than that of individuals who know things.” (This process becomes more apparent as more data \u003c!--more-->are sent to virtual “clouds” for storage.)\u003c/p>\n\u003cp>In his interview with Michael Krasny on KQED's Forum, Weinberger’s book lays out a few helpful principles to help people navigate this new Net-based knowledge system.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>EMBRACE THE INTERNET \"OPEN ECOLOGY”: \u003c/strong>\u003c/span>Weinberger admits that there is a lot of “crap” on the Internet, but there is also a wealth of previously closed-off information. Scientific papers, newspaper archives, historical documents, and an infinitude of videos and audio recordings, make academic research breathtakingly simple. Skillful navigation of these sources enhances critical thinking and allows researchers and students to make more sense of their world faster.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>DEVELOP A FILTER: \u003c/strong>\u003c/span>As Weinberger says, the Internet’s ethos is to “include everything and filter afterwards.” Discerning searchers must use their own filters to gauge the veracity of what they find on the Net. In this way, Weinberger argues, the Internet is not the medium; the users are. He says all information should always be questioned, whether it comes from \u003cem>The New York Times\u003c/em> or TMZ.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-embrace-the-wild-wild-web/cover/\" rel=\"attachment wp-att-18602\">\u003cimg class=\"alignright size-medium wp-image-18602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/cover-300x455.png\" alt=\"\" width=\"144\" height=\"219\">\u003c/a>\u003cspan style=\"color: #f9a800\">\u003cstrong>FOLLOW THE LINKS: \u003c/strong>\u003c/span>In a Net-based system of knowledge, there are no “stops” as there were in previous eras when institutions—like publishing companies and universities—served as clearinghouses of knowledge. Now, knowledge is infinitely linked and consumers can pick which avenues to explore on their own. Weinberger says links and aggregated data on the Net create a new kind of credibility. Trending articles on Facebook or highly rated users on Amazon carry an air of legitimacy that would have been impossible to achieve in times when knowledge was centralized.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>SEEK OUT DIFFERENCES: \u003c/strong>\u003c/span>Weinberger argues that the Net has the potential to deconstruct the “echo chamber” of knowledge, but only if consumers consciously seek knowledge sources that differ from their cherished beliefs. In this way, he says the Internet can “make us smarter” by exposing us to unfamiliar topics or allowing us to see things from a viewpoint totally opposite our own.\u003cbr>\nListen to the fascinating interview with Weingerber on \u003ca href=\"http://www.kqed.org/a/forum/R201201191000\">KQED's Forum\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/cracking-the-code-to-the-best-google-search/\">12 Ways to Be More Search Savvy\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1327602141,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":519},"headData":{"title":"How to Embrace the Wild, Wild Web | KQED","description":"Flickr: Andronicusmax By Kyle Palmer There are more than a trillion Web pages on the Internet. This incredible abundance of information and the ease with which it can be searched sometimes fails to counteract the confusing chorus of anonymous sources. In his new book Too Big to Know, Harvard researcher David Weinberger articulates this ambivalence","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Embrace the Wild, Wild Web","datePublished":"2012-01-26T18:02:59.000Z","dateModified":"2012-01-26T18:22:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18567 http://blogs.kqed.org/mindshift/?p=18567","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/26/how-to-embrace-the-wild-wild-web/","disqusTitle":"How to Embrace the Wild, Wild Web","path":"/mindshift/18567/how-to-embrace-the-wild-wild-web","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/24258698@N04/2616485572/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Andronicusmax\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">There are more than a trillion Web pages on the Internet. This incredible abundance of information and the ease with which it can be searched sometimes fails to counteract the confusing chorus of anonymous sources.\u003c/p>\n\u003cp>In his new book \u003ca href=\"http://www.toobigtoknow.com/\">\u003cem>Too Big to Know\u003c/em>\u003c/a>, Harvard researcher David Weinberger articulates this ambivalence while celebrating the Internet’s ability to change the way we come to know things. “We are in a crisis of knowledge,” he writes, “at the same time that we are in an epochal exaltation of knowledge.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume.\u003c/aside>\n\u003cp>Weinberger argues that society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume, where knowledge is “the property of the network rather than that of individuals who know things.” (This process becomes more apparent as more data \u003c!--more-->are sent to virtual “clouds” for storage.)\u003c/p>\n\u003cp>In his interview with Michael Krasny on KQED's Forum, Weinberger’s book lays out a few helpful principles to help people navigate this new Net-based knowledge system.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>EMBRACE THE INTERNET \"OPEN ECOLOGY”: \u003c/strong>\u003c/span>Weinberger admits that there is a lot of “crap” on the Internet, but there is also a wealth of previously closed-off information. Scientific papers, newspaper archives, historical documents, and an infinitude of videos and audio recordings, make academic research breathtakingly simple. Skillful navigation of these sources enhances critical thinking and allows researchers and students to make more sense of their world faster.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>DEVELOP A FILTER: \u003c/strong>\u003c/span>As Weinberger says, the Internet’s ethos is to “include everything and filter afterwards.” Discerning searchers must use their own filters to gauge the veracity of what they find on the Net. In this way, Weinberger argues, the Internet is not the medium; the users are. He says all information should always be questioned, whether it comes from \u003cem>The New York Times\u003c/em> or TMZ.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-embrace-the-wild-wild-web/cover/\" rel=\"attachment wp-att-18602\">\u003cimg class=\"alignright size-medium wp-image-18602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/cover-300x455.png\" alt=\"\" width=\"144\" height=\"219\">\u003c/a>\u003cspan style=\"color: #f9a800\">\u003cstrong>FOLLOW THE LINKS: \u003c/strong>\u003c/span>In a Net-based system of knowledge, there are no “stops” as there were in previous eras when institutions—like publishing companies and universities—served as clearinghouses of knowledge. Now, knowledge is infinitely linked and consumers can pick which avenues to explore on their own. Weinberger says links and aggregated data on the Net create a new kind of credibility. Trending articles on Facebook or highly rated users on Amazon carry an air of legitimacy that would have been impossible to achieve in times when knowledge was centralized.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>SEEK OUT DIFFERENCES: \u003c/strong>\u003c/span>Weinberger argues that the Net has the potential to deconstruct the “echo chamber” of knowledge, but only if consumers consciously seek knowledge sources that differ from their cherished beliefs. In this way, he says the Internet can “make us smarter” by exposing us to unfamiliar topics or allowing us to see things from a viewpoint totally opposite our own.\u003cbr>\nListen to the fascinating interview with Weingerber on \u003ca href=\"http://www.kqed.org/a/forum/R201201191000\">KQED's Forum\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/cracking-the-code-to-the-best-google-search/\">12 Ways to Be More Search Savvy\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18567/how-to-embrace-the-wild-wild-web","authors":["180"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_695"],"featImg":"mindshift_18606","label":"mindshift"},"mindshift_17721":{"type":"posts","id":"mindshift_17721","meta":{"index":"posts_1591205157","site":"mindshift","id":"17721","score":null,"sort":[1325001638000]},"guestAuthors":[],"slug":"12-ways-to-be-more-search-savvy","title":"12 Ways to Be More Search Savvy","publishDate":1325001638,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_17760\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-17760\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/88015904-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Google has made it possible for us to have instant information gratification. Just start typing the first letters of your search word and the site intuits your question and offers you the smartest choice of answers.\u003c/p>\n\u003cp>Seems simple enough. But as quick and facile as the process is, there are ways to be even more efficient, more search-savvy. And it's our responsibility to teach kids how to find and research information, how to judge its veracity, and when it's time to ask for a grownup's help. I spoke to Daniel Russell, Google's \"search anthropologist\" in charge of Search Quality and User Happiness (yes, really), who brought to light some important tips you may not have known.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONTROL F.\u003c/strong>\u003c/span> A deceptively simple tool, the Control F function (or Command F on Macs) allows you to immediately find the word you're looking for on a page. After you've typed in your search, you can jump directly to the word or phrase in the search list. According to Russell, 90 percent of Internet users don't know this, and spend valuable time scrolling through pages of information trying to find their key word. \"They're being terribly inefficient,\" Russell says.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>KEEP IT SIMPLE. \u003c/strong>\u003c/span>Use search terms the way you’d like to see them on a Web site. But think of how the author would phrase it. \"It’s not about you, it’s about the author,\" Russell says. \"What would they say and how would they say it? What are some common terms and phrases they’d write? It’s the kind of thing that people over-think and are hyper-analytical about.\" Stay on topic and keep it simple.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DEFINE OPERATOR. \u003c/strong>\u003c/span>This has to be one of the best items of Google's offerings. To learn the definition of a word, just type \"Define,\" then the word.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>ONE MORE SEARCH. \u003c/strong>\u003c/span>It's one thing to do a quick search for Lady Gaga's birthday. But for more important questions that have a direct implication on your life, do one more search. Go deeper and find a second corroborating source, just like a journalist would. \"We are a credulous society,\" Russell says. \"When you have something you care about, something you're going to spend a lot of money on, or an issue with your help, do one extra search. Never single-source anything.\"\u003cbr>\n\u003c!--more-->\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FIND THE SOURCE. \u003c/strong>\u003c/span>Russell knows first-hand that Web sites can sometimes publish false information. Though we all know how to find contact information for an organization, confirm the phone number, look for the author's names and trustworthy hallmarks like logos, Russell says \"the bad guys know that too. They're very good at mimicking credible sources of information.\" On the site \u003ca href=\"http://www.who.is/whois/\">Who.is\u003c/a>, searchers can find details about the source: where it's located, when it was established, and the IP address.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONFIRM CONTENT. \u003c/strong>\u003c/span>It's common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that's also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here's when you put on your journalist hat. Trustworthy websites typically have an \"errata column\" or something like it where mistakes or corrections are posted. Sites where you see strikethroughs (\u003cdel>it looks this\u003c/del>) publicly show where previously published information has been corrected or stricken. You'll also see \"Updates\" at the top of articles, where clarifications are published, which shows the Web site's intention of providing the most accurate information. \"Those idioms were not practicable or doable in pre-technology days,\" Russell says. \"You have to understand how the practice of writing and publishing is changing.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LINK OPERATOR. \u003c/strong>\u003c/span>The way Google ranks sites can be confusing. Sometimes even when a site has negative comments or reviews, it still rises to the top of the search list simply because it's been mentioned the most. When you want to know what \u003cem>other\u003c/em> sites are saying about the site you're searching, type in \"Link: www.yourwebsitename.com\" and you'll see all the posts that mention that site. Whether it's following up on a debatable article or the reputation of an online shop or person, it's another incredibly useful research tool that didn't exist in \"pre-Web times,\" as Russell puts it.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DON'T USE THE + SIGN. \u003c/strong>\u003c/span>It might have negative side effects, Russell says. Adding the + sign will force the search engine to look for only that phrase and may tweak the search in a way you didn't intend. That said, it's a useful tool for looking up foreign words or very low-frequency words.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>PAY ATTENTION TO \"GOOGLE INSTANT.\" \u003c/strong>\u003c/span>In most cases, Google's instant search function, which is fairly new, will accurately predict what you're searching for and offer suggestions. \"Pay attention to it,\" Russell says. \"You don't need to keep typing!\" And sometimes it'll help you come up with the right words for your search phrase. It's all part of tapping into the wisdom of the crowd, he says. \"It's good when you're stuck in a hard research problem. Like 'Which kind of hybrid vehicle should I buy?' might result in 'hybrid minivans' or other ideas you might not have known about.'\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>SWITCH ON SAFETY MODE. \u003c/strong>\u003c/span>If you've got kids in the house, Russell suggests enabling safe search. In your \u003ca href=\"http://www.google.com/preferences?hl=en\">Search Settings\u003c/a>, scroll down to SafeSearch Filtering (or use Control F to find it quickly!) and choose what level filter you want to use. You can tailor it to every computer in the house. Google offers all kinds of safe search tips and functions on \u003ca href=\"http://www.google.com/familysafety/\">Google's Family Safety Center\u003c/a>. And what to tell kids if they accidentally stumble upon an inappropriate site? \"I always tell my kids the Internet is a big, wide place, and if you find something inappropriate, hit the \"back\" button,\" he says. A teacher he knows tells her class to just instantly close the laptop when they find something objectionable. \"It's an instant signal to the teacher in a K-8 class that something is not right, and it gives the teacher the opportunity to talk about how the student got there, and how to avoid that in the future.\" The tactic might not work as well in the high school setting, though, Russell jokes.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FUNCTIONS GALORE. \u003c/strong>\u003c/span>You can use Google to do calculations (just type in \"Square root of 99\" or \"Convert 12 inches to mm\"). You can search patents, images, videos, language translations. And even if you can't remember a Google function, you can easily search it. \"I use Google to Google Google,\" Russell says. \"You don't have to remember URLs.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LEFT-HAND SIDE TOOLS. \u003c/strong>\u003c/span>Most people don't notice these exist, but when you search a topic, a list of useful, interesting tools come up. For example, when you type in \u003ca href=\"http://www.google.com/#hl=en&sugexp=bvec&cp=6&gs_id=m&xhr=t&q=War+of+1812&qe=V2FyIG9m&qesig=owk6VkglLlTrp0yv7l52XA&pkc=AFgZ2tmRRENnxjAvBqEvHqFVsqhdYkci_eLlt_uBExXgH2jVf389SdEl-XQWmWC8-Xb-nZ1cB0LFu8IQoAMgYl4feKkCW1wGpQ&pf=p&sclient=psy&site=&source=hp&pbx=1&oq=War+of&aq=0&aqi=g5&aql=f&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.r_cp.&fp=39972cc0da070512&biw=1193&bih=584\">War of 1812\u003c/a>, on the left hand side, you'll see \"Images,\" \"Videos,\" etc., but below that you'll see things like \"Timeline,\" which maps out a time sequence of events around the War of 1812 and links to each of those events. There's also a dictionary, related searches, and a slew of other helpful links.\u003c/li>\n\u003c/ol>\n\u003cp>To those who wonder if \u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/\">Google is making us stupid,\u003c/a> Russell has a pithy response: \"Plato said that about books.\"\u003c/p>\n\u003cp>I better go search that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"As quick and facile as searching the internet can be, there are ways to be even more efficient, more search-savvy. It's our responsibility to teach kids how to find and research information, how to judge its veracity, and when it's time to ask for a grownup's help.","status":"publish","parent":0,"modified":1388516583,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1294},"headData":{"title":"12 Ways to Be More Search Savvy | KQED","description":"As quick and facile as searching the internet can be, there are ways to be even more efficient, more search-savvy. It's our responsibility to teach kids how to find and research information, how to judge its veracity, and when it's time to ask for a grownup's help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"12 Ways to Be More Search Savvy","datePublished":"2011-12-27T16:00:38.000Z","dateModified":"2013-12-31T19:03:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17721 http://blogs.kqed.org/mindshift/?p=17721","disqusUrl":"https://ww2.kqed.org/mindshift/2011/12/27/12-ways-to-be-more-search-savvy/","disqusTitle":"12 Ways to Be More Search Savvy","path":"/mindshift/17721/12-ways-to-be-more-search-savvy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17760\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-17760\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/88015904-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Google has made it possible for us to have instant information gratification. Just start typing the first letters of your search word and the site intuits your question and offers you the smartest choice of answers.\u003c/p>\n\u003cp>Seems simple enough. But as quick and facile as the process is, there are ways to be even more efficient, more search-savvy. And it's our responsibility to teach kids how to find and research information, how to judge its veracity, and when it's time to ask for a grownup's help. I spoke to Daniel Russell, Google's \"search anthropologist\" in charge of Search Quality and User Happiness (yes, really), who brought to light some important tips you may not have known.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONTROL F.\u003c/strong>\u003c/span> A deceptively simple tool, the Control F function (or Command F on Macs) allows you to immediately find the word you're looking for on a page. After you've typed in your search, you can jump directly to the word or phrase in the search list. According to Russell, 90 percent of Internet users don't know this, and spend valuable time scrolling through pages of information trying to find their key word. \"They're being terribly inefficient,\" Russell says.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>KEEP IT SIMPLE. \u003c/strong>\u003c/span>Use search terms the way you’d like to see them on a Web site. But think of how the author would phrase it. \"It’s not about you, it’s about the author,\" Russell says. \"What would they say and how would they say it? What are some common terms and phrases they’d write? It’s the kind of thing that people over-think and are hyper-analytical about.\" Stay on topic and keep it simple.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DEFINE OPERATOR. \u003c/strong>\u003c/span>This has to be one of the best items of Google's offerings. To learn the definition of a word, just type \"Define,\" then the word.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>ONE MORE SEARCH. \u003c/strong>\u003c/span>It's one thing to do a quick search for Lady Gaga's birthday. But for more important questions that have a direct implication on your life, do one more search. Go deeper and find a second corroborating source, just like a journalist would. \"We are a credulous society,\" Russell says. \"When you have something you care about, something you're going to spend a lot of money on, or an issue with your help, do one extra search. Never single-source anything.\"\u003cbr>\n\u003c!--more-->\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FIND THE SOURCE. \u003c/strong>\u003c/span>Russell knows first-hand that Web sites can sometimes publish false information. Though we all know how to find contact information for an organization, confirm the phone number, look for the author's names and trustworthy hallmarks like logos, Russell says \"the bad guys know that too. They're very good at mimicking credible sources of information.\" On the site \u003ca href=\"http://www.who.is/whois/\">Who.is\u003c/a>, searchers can find details about the source: where it's located, when it was established, and the IP address.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONFIRM CONTENT. \u003c/strong>\u003c/span>It's common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that's also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here's when you put on your journalist hat. Trustworthy websites typically have an \"errata column\" or something like it where mistakes or corrections are posted. Sites where you see strikethroughs (\u003cdel>it looks this\u003c/del>) publicly show where previously published information has been corrected or stricken. You'll also see \"Updates\" at the top of articles, where clarifications are published, which shows the Web site's intention of providing the most accurate information. \"Those idioms were not practicable or doable in pre-technology days,\" Russell says. \"You have to understand how the practice of writing and publishing is changing.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LINK OPERATOR. \u003c/strong>\u003c/span>The way Google ranks sites can be confusing. Sometimes even when a site has negative comments or reviews, it still rises to the top of the search list simply because it's been mentioned the most. When you want to know what \u003cem>other\u003c/em> sites are saying about the site you're searching, type in \"Link: www.yourwebsitename.com\" and you'll see all the posts that mention that site. Whether it's following up on a debatable article or the reputation of an online shop or person, it's another incredibly useful research tool that didn't exist in \"pre-Web times,\" as Russell puts it.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DON'T USE THE + SIGN. \u003c/strong>\u003c/span>It might have negative side effects, Russell says. Adding the + sign will force the search engine to look for only that phrase and may tweak the search in a way you didn't intend. That said, it's a useful tool for looking up foreign words or very low-frequency words.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>PAY ATTENTION TO \"GOOGLE INSTANT.\" \u003c/strong>\u003c/span>In most cases, Google's instant search function, which is fairly new, will accurately predict what you're searching for and offer suggestions. \"Pay attention to it,\" Russell says. \"You don't need to keep typing!\" And sometimes it'll help you come up with the right words for your search phrase. It's all part of tapping into the wisdom of the crowd, he says. \"It's good when you're stuck in a hard research problem. Like 'Which kind of hybrid vehicle should I buy?' might result in 'hybrid minivans' or other ideas you might not have known about.'\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>SWITCH ON SAFETY MODE. \u003c/strong>\u003c/span>If you've got kids in the house, Russell suggests enabling safe search. In your \u003ca href=\"http://www.google.com/preferences?hl=en\">Search Settings\u003c/a>, scroll down to SafeSearch Filtering (or use Control F to find it quickly!) and choose what level filter you want to use. You can tailor it to every computer in the house. Google offers all kinds of safe search tips and functions on \u003ca href=\"http://www.google.com/familysafety/\">Google's Family Safety Center\u003c/a>. And what to tell kids if they accidentally stumble upon an inappropriate site? \"I always tell my kids the Internet is a big, wide place, and if you find something inappropriate, hit the \"back\" button,\" he says. A teacher he knows tells her class to just instantly close the laptop when they find something objectionable. \"It's an instant signal to the teacher in a K-8 class that something is not right, and it gives the teacher the opportunity to talk about how the student got there, and how to avoid that in the future.\" The tactic might not work as well in the high school setting, though, Russell jokes.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FUNCTIONS GALORE. \u003c/strong>\u003c/span>You can use Google to do calculations (just type in \"Square root of 99\" or \"Convert 12 inches to mm\"). You can search patents, images, videos, language translations. And even if you can't remember a Google function, you can easily search it. \"I use Google to Google Google,\" Russell says. \"You don't have to remember URLs.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LEFT-HAND SIDE TOOLS. \u003c/strong>\u003c/span>Most people don't notice these exist, but when you search a topic, a list of useful, interesting tools come up. For example, when you type in \u003ca href=\"http://www.google.com/#hl=en&sugexp=bvec&cp=6&gs_id=m&xhr=t&q=War+of+1812&qe=V2FyIG9m&qesig=owk6VkglLlTrp0yv7l52XA&pkc=AFgZ2tmRRENnxjAvBqEvHqFVsqhdYkci_eLlt_uBExXgH2jVf389SdEl-XQWmWC8-Xb-nZ1cB0LFu8IQoAMgYl4feKkCW1wGpQ&pf=p&sclient=psy&site=&source=hp&pbx=1&oq=War+of&aq=0&aqi=g5&aql=f&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.r_cp.&fp=39972cc0da070512&biw=1193&bih=584\">War of 1812\u003c/a>, on the left hand side, you'll see \"Images,\" \"Videos,\" etc., but below that you'll see things like \"Timeline,\" which maps out a time sequence of events around the War of 1812 and links to each of those events. There's also a dictionary, related searches, and a slew of other helpful links.\u003c/li>\n\u003c/ol>\n\u003cp>To those who wonder if \u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/\">Google is making us stupid,\u003c/a> Russell has a pithy response: \"Plato said that about books.\"\u003c/p>\n\u003cp>I better go search that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17721/12-ways-to-be-more-search-savvy","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_105","mindshift_695"],"featImg":"mindshift_33239","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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