Google is NOT a Verb

Google Is NOT a Verb!

Kathleen McKimAl Bayan Bilingual School

PEAK 2013

http://www.slideshare.net/KathleenMcKim/google-is-not-a-verb

The Dictionary Says…Google, v.2

Pronunciation:  Brit. /ˈɡuːɡl/ , U.S. /ˈɡuɡ(ə)l/ Forms:  also with lower-case initial.Etymology:  < Google, a proprietary name for an Internet search engine launched in 1998. The name of the search engine was perhaps 

conceived as an alteration of googol n., with allusion to the large amount of information contained on the Internet.   1. intr. To use the Google search engine to find information on the Internet.1998   L. Page New Features in eGroups (Electronic mailing list) 8 July,   Have fun and keep googling!1999   Re: Hi Guys! in alt.fan.british-accent (Usenet newsgroup) 10 Oct.,   Has anyone Googled? www.google.com Ver ver [sic] clean and 

fast.2003   Sunday Herald (Glasgow) 14 Sept. (Seven Days section) 7/3   You can google all you want and there's nothing there on them.2004   U.S. News & World Rep. 14 June 49/2   The couple found themselves Googling for a new place to live.2007   Church Times 14 Dec. 25/3,   I did find, when Googling around, that the second reference to the story was from an Islamic website.    2. trans. To enter (a search term) into the Google search engine to find information on the Internet; to search for information about (a

person or thing) in this way.2000   Re: $Emergency_Number in NYC in alt.sysadmin.recovery (Usenet newsgroup) 10 Jan.,   I've googled some keywords, and it came up 

with some other .edu text.2001   N.Y. Times 11 Mar. iii. 12/3,   I met this woman last night at a party and I came right home and googled her.2005   ‘Belle De Jour’ Intimate Adventures of London Call Girl 115   Obsessing over the details, including Googling his name every few 

hours? Too right I did.2010   Daily Tel. 18 Oct. 29/5   Googling ‘breast pain’ came up with eight million.

Source: Oxford English Dictionary

Overview

• Why It Matters– Inquiry Process & Investigation– Digital Research Culture

• What is Google Good For?• Search Engine Extravaganza• Wrap Up

Why It Matters: the Inquiry Process

Source: Stripling, 2010

Why It Matters: Investigation

Investigation Teaching and Learning Strategies

Investigate Find Information

Find and evaluate information to answer questions, test hypotheses

Two column note-taking•Notes/Reflection•Main Idea/Details, examples•Guided Practice

Think about the information to illuminate new questions and hypotheses

•Ideas from text/connections to prior knowledge•Organize sources and evaluate information

Source: Berger, 2010

Why It Matters: the Inquiry Process

“Students must acquire the skills of digital inquiry: connecting ideas to personal interests and a desire to know, asking questions that probe beyond simple fact gathering, investigating answers from multiple perspectives, constructing new understanding, expressing the new ideas through a variety of formats, and reflecting on both the process and product of learning” (Stripling, 2010).

“If all you have is a hammer, everything looks like a nail.”

“Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology” (Berger, 2010, p. 17).

Opportunities in a Digital Research Culture

• Information available on practically anything that students want to know

• Multiple formats and languages• Levels from novice to expert• Natural language searching• Diverse formats• Diverse types, from opinion to research• One-stop information access• High engagement and participation• Collaboration and shared thinking

Adapted from Stripling, 2010

Challenges in a Digital Research Culture

• Too much information pressures students toward passive acceptance of whatever they find to avoid an unending search

• Information accepted if found quickly and easily; little in-depth probing

• Lack of sequence and hierarchy in information (order has nothing to do with time, place, or even synchrony with researcher’s main idea

• Specific information with little or no contextualization• Pressure for speed• Environment favors access over reflection• Ability of individuals to post and publish leading to

assumption of authorityAdapted from Stripling, 2010

Think/Pair/ShareOther Opportunities Other Challenges

Questions for Google

Address Bar: where is the page I know exists but can’t remember the URL– Voter registration for Kentucky– State of Texas Teacher Certification

Adapted from Arment, 2011

Questions for Google

Reference: What is the answer to this specific, unambiguous question?–Who shot Abraham Lincoln?– Recipe for Rice Krispie Treats

Adapted from Arment, 2011

Questions for Google

Guide: where is some good information on a specific topic?– Applying liquid eyeliner– How to start a blog

Adapted from Arment, 2011

Questions for Google

Product Research: what are some opinions, recommendations, reviews or even general information for a certain kind of product or need, even a specific one?– Underwater diving camera– Book reviews– Jet skis

Adapted from Arment, 2011

Think/Pair/Share

• What can’t Google answer?

Search Engine Extravaganza

Ready, Set, Begin!

• Choose a partner in your grade level or academic subject area.

• Choose one or two of the search engines that look interesting to you.

• Chose a topic to research (one from one of your assignments or a topic you are very familiar with). Research your topic in your chosen search engines.

• Fill in the chart, and be prepared to share your results with the class.

• http://tinyurl.com/bqm75nv

Share!

Not Included in Today’s Discussion(but worth thinking about)

• Databases• Primary Sources/Archives (Library of

Congress)• E-books (Project Gutenberg)• Media-specific Search Engines (Check out

http://www.hongkiat.com/blog/100-alternative-search-engines-you-should-know/)

• Bing, Yahoo• Medical-specific searching (MEDLINE)• Search Organization Tools

AASL Standards Addressed

1.1 Skills1.1.4 Find, evaluate, and select appropriate sources to answer

questions.1.1.5 Evaluate information found in selected sources on the basis

of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

1.2 Dispositions in Action1.2.2 Demonstrate confidence and self-direction by making

independent choices in the selection of resources and information.

1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.

1.3 Responsibilities1.3.2 Seek divergent perspectives during information gathering

and assessment.

BibliographyAmerican Association of School Librarians. (2009). Standards for the 21st-century Learner. Chicago:

ALA.Anderson, M.A. (2009). The power of primary sources. Multimedia & Internet @ Schools (n.v.): 35-

38. Arment, M. (January 5, 2011). Google’s decreasingly useful, spam-filled web search. Marco.org.

Retrieved January 27, 2011, from http://www.marco.org/2617546197.Berger, P. (2010). Student inquiry and Web 2.0. School Library Monthly 26(5): 14-17.Burkhardt, J. and MacDonald, M. (2010). Teaching Information Literacy: 50 Standards-Based

Exercises for College Students, 2nd ed. Chicago: ALA. Cohen, N. (31 Jan 2011). Define gender gap? Look up Wikipedia’s contributor List. New York

Times.com. Retrieved December 4, 2012, from http://www.nytimes.com.Evangelista, B. (31 Oct 2012). Teachers call online search mixed bag. SFGate.com. Retrieved

December 4, 2012, from http://www.sfgate.com/technology/article/Teachers-call-online-search-mixed-bag-3998816.php.

"Google, v.2". OED Online. September 2012. Oxford University Press. http://www.oed.com/view/Entry/261961?rskey=0WuoDK&result=2 (accessed December 04, 2012).

Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly 26(8). Retrieved December 4, 2012, from http://www.schoollibrarymonthly.com/articles/Stripling2010-v26n8p16.html

Wright, A. (2009, February 23). Exploring a ‘Deep Web’ That Google Can’t Grasp. Ocala Star-Banner (FL) n.pag. Retrieved December 4, 2012, from NewsBank on-line database (Access World News)