Curriculum Idea: Demo Search

One of the most efficient ways to pick up valuable search techniques is to see them in action.

conducting a demonstration Internet search

From what we observe, few educators take the time to show students how they search. We're talking about a librarian or teacher modeling a sample live search for a group of students. Because the Internet is a fluid environment, what works in rehearsal doesn't always work in a real time performance. This happens to us in our workshops all the time. A link that was there earlier doesn't work or is gone altogether. Something happens that makes us look like we don't know what we're talking about.

A demonstration search does test your ability to be flexible, but there are several good things that can come from it:

Strategic knowledge--you may use approaches to searching students may not have thought of before;
Problem-solving opportunities--if you run into a dead-end, students can help you brainstorm and try solutions;
Essential dispositions--if you remain patient and persistent, students can see search dispositions that really do help;
Continuous learning--no one knows everything about searching--you need to remain open to new information and be flexible in how you get there.

To see what can a talk aloud might involve, view this demonstration search, in which Dennis O'Connor looks for information to answer the question: Where (outside of Africa ) will you find the highest concentration of rhinos in a reserve?

Try it!

1. The best set-up is to project your search on a large screen so everyone can see it, as well as hear you. Test out your search in advance using this equipment. It's a good idea to know effective keywords in advance and have more than one way to find what you are looking for.

2. Choose a search related to a topic the students are currently studying. Engage students in thinking of good keywords to start with. (This is a good time to use the Question to Query Checklist, Kit 1.0.)

3. Choose a commercial search engine like Google or Yahoo or one that may be specific to the topic. (This is a good time to talk about Choosing the Right Database, Kit 1.1.)

4. Start to search. Watch the snippets for important clues and better keywords. Is the information in the snippets relevant for your search? What makes it relevant or not?

5. You may talk through the entire process or involve students in identifying relevant information they see in snippets. If a suggestion is offered that would be ineffective, consider using this as a learning opportunity. Have the students think about the implications or probability of following that information BEFORE you actually follow it. Making accurate predictions is a critical search skill. If time permits, you may want to follow some leads that are not relevant, to show what happens and how to get back to a place that is relevant.