Search results

Purpose — To provide an overview of recent research that examined how search engine users evaluate and select Web search results and how alternative search engine interfaces can support Web users' credibility assessment of Web search results.

Design/methodology/approach — As theoretical background, Information Foraging Theory (Pirolli, 2007; Pirolli & Card, 1999) from cognitive science and Prominence-Interpretation-Theory (Fogg, 2003) from communication and persuasion research are presented. Furthermore, a range of recent empirical research that investigated the effects of alternative SERP layouts on searchers' information quality or credibility assessments of search results are reviewed and approaches that aim at automatically classifying search results according to specific genre categories are reported.

Findings — The chapter reports on findings that Web users often rely heavily on the ranking provided by the search engines without paying much attention to the reliability or trustworthiness of the Web pages. Furthermore, the chapter outlines how alternative search engine interfaces that display search results in a format different from a list and/or provide prominent quality-related cues in the SERPs can foster searchers' credibility evaluations.

Research limitations/implications — The reported empirical studies, search engine interfaces, and Web page classification systems are not an exhaustive list.

Originality/value — The chapter provides insights for researchers, search engine developers, educators, and students on how the development and use of alternative search engine interfaces might affect Web users' search and evaluation strategies during Web search as well as their search outcomes in terms of retrieving high-quality, credible information.

Dirk Ahlers studied computer science at the Carl-von-Ossietzky-University Oldenburg, Germany. In 2005, he started working as a research assistant at the OFFIS Institute for Information Technology, Oldenburg where he conducted projects in mobility and geospatial retrieval. While working at OFFIS, he also pursued his PhD with a topic in geographic information retrieval. He is currently working at UNITEC, a private university in Tegucigalpa, Honduras where he researches potential for local search for the case of a country with little Web coverage, challenging informal address schemes, and uncertain location data. His research interests are geospatial Web information retrieval, search engines, location-based services, Web technology, mobility, and everything geo. E-mail: dirk@dhere.de

Purpose — The purpose of this chapter is to give an overview of the context of Web search and search engine related research, as well as to introduce the reader to the sections and chapters of the book.

Methodology/approach — We review literature dealing with various aspects of search engines, with special emphasis on emerging areas of Web searching, search engine evaluation going beyond traditional methods and new perspectives on Web searching.

Findings — The approaches to studying Web search engines are manifold. Given the importance of Web search engines for knowledge acquisition, research from different perspectives needs to be integrated into a more cohesive perspective.

Research limitations/implications — The chapter suggests a basis for research in the field and also introduces further research directions.

Originality/value of paper — The chapter gives a concise overview of the topics dealt within the book and also shows directions for researchers interested in Web search engines.

This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research.

Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google.

The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking.

The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.

Attentive to task-related information is the prerequisite for task completion. Comparing the cognition between attentive readers (AR) and inattentive readers (IAR) is of great value for improving reading services which has seldom been studied. To explore their cognitive differences, this study investigates the effectiveness, efficiency and cognitive resource allocation strategy by eye-tracking technology.

A controlled user study of two types of task, fact-finding (FF) and content understanding (CU) tasks was conducted to collect data including answer for task, fixation duration (FD), fixation count (FC), fixation duration proportion (FDP), and fixation count proportion (FCP). 24 participants were placed into AR or IAR group according to their fixation duration on paragraphs related to task.

Two types of cognitive resource allocation strategies, question-oriented (QO) and navigation-assistant (NA) were identified according to the differences in FDP and FCP. In FF task, although QO strategy was applied by the two groups, AR group was significantly more effective and efficient. In CU task, although the two groups were similar in effectiveness and efficiency, AR group promoted their strategies to NA while IAR group sticked to applying QO strategy. Furthermore, an interesting phenomenon “win by uncertainty”, which implies IAR group may get correct answer through uncertain means, such as clue, domain knowledge or guess, rather than task-related information, was observed.

This study takes a deep insight into cognition from the prospect of attentive and inattentive to task-related information. Identifying indicators about cognition helps to distinguish attentive and inattentive readers in various tasks automatically. The cognitive resource allocation strategy applied by readers sheds new light on reading skill training. A typical reading phenomenon “win by uncertainty” was found and defined. Understanding the phenomenon is of great value for satisfying reader information need and enhancing their deep learning.