Scope: This bibliography contains articles that describe research studies concerning children's information-seeking behavior, excluding articles focused on the information-seeking behavior of young adults (high school or beyond). Many of the articles that were selected focus on children's use of electronic resources; beyond that I’ve tried to keep a general scope (i.e., no articles that were focused on a specific population of children, such as those of a particular ethnic background or those with learning disabilities). All of the selected articles are in English, and were published within the last ten years (1998-2007). Note: Summaries are taken from articles’ original abstracts where noted.

Bilal, D. (2002). Perspectives on children’s navigation of the World Wide Web: Does the type of search make a difference? Online Information Review 26(2), 108-117. Retrieved May 12, 2007 from Emerald.

[ (id: children or id: youth) and (id: information w retrieval) and lc: Z__0662-Z__1000.5000 and yr: 1998-2007 ]

Database: Electronic Collections Online via OCLC FirstSearch

Method: Controlled vocabulary

Summary: [Original abstract.] Reports the key findings of a three-part research project that examined the information seeking behaviour [sic] and success of 22 seventh grade science students in using the Web. Children used the Yahooligans! search engine/directory to locate information for three different types of search tasks: one assigned fact-finding task, one assigned research-oriented task, and one fully selfgenerated task. Children’s information-seeking behaviour was studied from the cognitive, affective, and physical perspectives. Both quantitative and qualitative inquiry methods were employed to collect the data. Children’s behaviour and success were compared on the three tasks. Children were more successful on the fully self-generated task than the fact-based and the research-oriented tasks. Children experienced difficulty in using Yahooligans! Their inadequate knowledge of how to use the engine, their poor level of research skills, as well as the poor structure of Yahooligans! keyword searching all surfaced as problems. Implications for Web training and system design improvements are provided.

Justification: A consolidated report of what had been published as a set of three articles over three years. Considers behaviors from a psychological angle. Shows relative success comparing different types of searches. Research/evaluation appears consistent across questions. Research methods and findings are explained; publication is peerreviewed.

Bilal, D. & Kirby, J. (2002). Differences and similarities in information-seeking: Children and adults as Web users. Information Processing and Management 38(5), 649-670. Retrieved May 12, 2007 from ScienceDirect.

[ de=(children or (young people)) and de=(online information retrieval) ] 1998-2007

Database: Library & Information Science Abstracts via CSA Illumina

Method: Controlled vocabulary

Summary: [Original abstract excerpt.] This study examined the success and information seeking behaviors of seventh-grade science students and graduate students in information science in using Yahooligans! Web search engine/directory. It investigated these users’ cognitive, affective, and physical behaviors as they sought the answer for a fact-finding task. It analyzed and compared the overall patterns of children’s and graduate students’ Web activities, including searching moves, browsing moves, backtracking moves, looping moves, screen scrolling, target location and deviation moves, and the time they took to complete the task. The authors applied Bilal’s Web Traversal Measure to quantify these users’ effectiveness, efficiency, and quality of moves they made. [ . . . ] The study findings reveal that 89% of the graduate students found the correct answer to the search task as opposed to 50% of the children. [ . . . ] Three main factors influenced these users’ performance: ability to recover from "breakdowns," navigational style, and focus on task.

Justification: Continues research from the previous article, but compares and contrasts children’s search behavior with adults’. Provides further insight into kids’ search behaviors by way of this comparison. Research methods and findings are explained; publication is peer-reviewed.

Bowler, L., Large, A., & Rejskind, G. (2001). Primary school students, information literacy, and the Web. Education for Information 19(3), 201-223. Retrieved May 12, 2007 from EBSCOhost.

[ de=(((children or (young people)) and internet and searching) ] 1998-2007

Database: Library & Information Science Abstracts via CSA Illumina

Method: Controlled vocabulary

Summary: The article discusses a case study of a group of three sixth-grade students who worked together to find information on an assigned topic. They participated in four 30-minute Web-searching sessions, three of which were videotaped, and were interviewed to determine their thoughts on the searching process. The videotape transcripts were analyzed to discover and understand the students’ decision-making processes. The article discusses obstacles encountered by the students, including technical illiteracy, navigating in an unstructured environment, and poor search strategies. Students were successful in determining reliability and relevance. The article also reflects on how the students used the information for the class assignment.

Justification: Though case studies are typically not comprehensive, they often provide more depth and insight than a broad overview can. Looks at the whole search process, from problem to information-use. Research methods and findings are explained; publication is peer-reviewed.

Cooper, L. Z. (2002). A case study of information-seeking behavior in 7-year-old children in a semistructured situation. Journal of the American Society for Information Science and Technology 53(11), 904-922. Retrieved May 12, 2007 from Wiley InterScience.

[ au=cooper lz and py=1998:2007 and sc=library ]

Database: Social SciSearch via Dialog (File 7)

Method: Author

Summary: This study followed a weekly second-grade library class "engaged in an information-seeking situation" (p. 908). Individual and group study sessions, as well as class discussion, were observed and videotaped. Students were observed using both print and electronic resources. The information-seeking tasks were tied to classroom curriculum. Both quantitative and qualitative methods were employed. Results were discussed in the context of developmental psychology.

Justification: Looks at younger children than most other studies; shows what younger children are capable of. Interprets results in terms of developmental stages. Research methods and findings are explained; publication is peer-reviewed.

Cooper, L. Z. (2004). The socialization of information behavior: A case study of cognitive categories for library information. The Library Quarterly 74(3), 299-336. Retrieved May 12, 2007 from the University of Chicago Press.

[ de=(children or (young people)) and de=(information seeking behaviour) ] 1998-2007

Database: Library & Information Science Abstracts via CSA Illumina

Method: Controlled vocabulary

Summary: This study looked what cognitive categories of information students from kindergarten to fourth grade created, and how these categories related to their library’s organizational system. 518 students were studied across five sessions that took place for each class during their regular, weekly library sessions. In the first session students were prompted to discuss what they thought was important information for a library to have. In the following sessions, students discussed how this information might be sorted, building and labeling categories. Both qualitative and quantitative analyses were conducted.

Justification: Comprehension of categories is important in understanding how information is organized, and comprehension of classification impacts information-seeking behavior. Study contains a lot of data, analyzed in many different ways, and draws interesting conclusions. Research methods and findings are explained; publication is peer-reviewed.

Dixon, P. & Shenton, A. K. (2003). Youngsters’ use of other people as an information-seeking method. Journal of Librarianship and Information Science 35(4), 219-233. Retrieved May 12, 2007 via Sage Publications Online.

[ ca = madden ad ; cw = j doc ; cy = 2006 ] > brought up Madden et al. (below), which cites this article

Database: ISI Web of Science

Method: Cited reference

Summary: For this study, 188 children participated in focus groups or individual interviews; they were asked to discuss a recent information need and how they attempted to meet that need. The article divided the people consulted in relation to the information needs described into three groups—family, peers, and experts. Many types of information needs were described; examples include support for skill development, school-related information, interest-driven information, and self-development information. The article took each type of information need and named the typical approaches for children to meet those needs. Almost all of the information need types included "use of other people" as an approach, and specified which group(s) of people were consulted. The article also looked at the type of action taken by the people consulted (e.g., direct provision, materials provision, referral).

Justification: Looking at when and how children use other people to meet information needs may provide information as to when they might turn to other resources—electronic or otherwise—perhaps after seeking other means, after being directed, or even as the primary tool used. Research methods and findings are explained; publication is peer reviewed.

Eastin, M. S., Yang, M., & Nathanson, A. I. (2006). Children of the Net: An empirical exploration into the evaluation of Internet content. Journal of Broadcasting and Electronic Media 50(2), 211-230. Retrieved May 12, 2007 from Expanded Academic ASAP.

[ (children) and (information sources) and PDN>1/1/1998) ]

Database: ProQuest Research Library

Method: Keyword

Summary: This study was conducted to how varying factors—the presence of a source, dynamic presentation, and advertisement—would affect children’s perceptions of the credibility of information found on the Web. 135 students from grades 3-5 participated in the study. The authors created their own website to vary the factors while keeping the textual content the same, and used an offline version of Yahooligans! to be sure that all students accessed the correct site. Dependent measures taken were perceived source credibility, perceived information credibility, and content recall.

Justification: Interpretation of credibility is an important aspect of information behavior, and this study successfully considered the topic using a highly controlled study. Research methods and findings are explained; publication is peer-reviewed.

Enochsson, A. (2005). The development of children’s Web-searching skills: A nonlinear model. Information Research 11(1), n.p. Retrieved May 12, 2007 from http://informationr.net/ir/11-1/paper240.html.

[ TI "children*" and DE "information retrieval" AND Published Date: 199801-200712 ]

Database: Library, Information Science & Technology Abstracts via EBSCOhost

Method: Controlled vocabulary

Summary: [Original abstract excerpt.] The aim of this article is to determine the various skills necessary for seeking information on the Internet in educational settings [and] to present the students’ perspective [sic] on possibilities and difficulties when using the Internet. The approach is ethnographic, which requires various data collection methods. In total 110 students in four different settings have participated. The analyses were partly made with the help of the software NUD*IST for qualitative analyses, where sentences both from interviews and field notes were coded. Some analyses were of qualitative nature and based on selected material from the coded texts. Others were strictly quantitative and compared data from coded qualitative material with questionnaires and computer logs in a database sheet. [ . . . ] The students regard six different skills as fundamental: language, knowledge about the technology, knowledge about different ways of information seeking, how search engines work, setting goals and being critical.

Justification: Looks at information-seeking skills from the child’s perspective. Focuses on electronic resources. Research methods and findings are explained; publication is peer-reviewed.

Gross, M., Dresang, E. T., & Holt, L. E. (2004). Children’s in-library use of computers in an urban public library. Library and Information Science Research 26(3), 311-337. Retrieved May 12, 2007 from ScienceDirect.

[ (child or children) and use()studies and py=1998:2007 ]

Database: Library Literature & Information Science via Dialog (File 438)

Method: Keyword

Summary: [Original abstract excerpt.] This article describes children’s use of networked technology in three branches of an urban public library. Direct observations of their use of computers and data gathered from brief interviews with them were recorded using personal digital assistants (PDAs). Findings suggest that (1) the largest proportion of children’s use of computers is for access to games, (2) use of computers for communication purposes (e.g., chat, e-mail, and word processing) is minimal, and (3) repeat use of the computers varies by branch. Grade level analysis reveals that middle school students access games less than elementary students do at two branches and that middle school students use the computers more than elementary students do for communication purposes. Overall, girls and boys use games, chat, and e-mail in comparable proportions. In other categories of use, there are gender differences but no consistent pattern emerges across branches.

Justification: Considers children’s information behavior specific to the public library environment. Shows how children use library computers, more frequently for entertainment, and also communication, as opposed to research-based informationseeking. Research methods and findings are explained; publication is peer-reviewed.

Hirsh, S. G. (2004). Domain knowledge and children’s search behavior. In M. K. Chelton, & C. Cool (Eds.), Youth information-seeking behavior: Theories, models, and issues (pp. 241-270). Lanham, MD: Scarecrow Press.

[ children and information seeking ]

Database: Drexel University Libraries Catalog

Method: Keyword

Summary: In this study children were observed using the Science Library Catalog, and subsequently interviewed. 64 students were chosen for the study, balanced by gender, domain knowledge (defined by the students’ grades in science), and which of two schools they were from (one had a library but no computers, the other had computers but no library). The students were given eight tasks to perform over two sessions that ranged in topic (science or technology) and difficulty. Success and search behavior were compared for the dependent variables (gender/knowledge/school). Results are discussed.

Justification: Draws a connection between subject grades (which I don't think can appropriately be called "knowledge," but that's a different story) and search success. Research methods and findings are explained; judging from this and other publications, I trust the research standards at Scarecrow Press.

Hirsh, S. G. (1999). Children’s relevance criteria and information seeking on electronic resources. Journal of the American Society for Information Science 50(14), 1265-1283. Retrieved May 12, 2007 from Wiley InterScience.

[ au=hirsh sg and py=1998:2007 and sc=library ]

Database: Social SciSearch via Dialog (File 7)

Method: Author

Summary: [Original abstract excerpt.] This study explores the relevance criteria and search strategies elementary school children applied when searching for information related to a class assignment in a school library setting. Students were interviewed on two occasions at different stages of the research process; field observations involved students thinking aloud to explain their search processes and shadowing as students moved around the school library. Students performed searches on an on-line catalog, an electronic encyclopedia, an electronic magazine index, and the World Wide Web. Results are presented for children selecting the topic, conducting the search, examining the results, and extracting relevant results. A total of 254 mentions of relevance criteria were identified, including 197 references to textual relevance criteria that were coded into nine categories and 57 references to graphical relevance criteria that were coded into five categories. Students exhibited little concern for the authority of the textual and graphical information they found [and] devoted a large portion of their research time to finding pictures.

Justification: Takes a different angle by looking at children’s concepts of relevancy in the information-seeking process. Defines categories of relevance criteria as expressed by kids. Research methods and findings are explained; publication is peer-reviewed.

Large, A., Beheshti, J., & Rahman, T. (2002). Gender differences in collaborative Web searching behavior: An elementary school study. Information Processing and Management 38(3), 427-443. Retrieved May 12, 2007 from ScienceDirect.

[ DE "searching behavior in children" AND Published Date: 199801-200712 ]

Database: Library, Information Science & Technology Abstracts via EBSCOhost

Method: Controlled vocabulary

Summary: [Original abstract.] This paper reports the results of an empirical study into gender differences in collaborative Web searching, conducted in a grade-six classroom of a Canadian elementary school. Searches undertaken by 16 same-sex groups of two or three students (six of boys, ten of girls) for information to support a class assignment were captured on videotape. The multiple search sessions took place over several weeks. An analysis of the search sessions reveals that the groups of boys formulated queries comprising fewer keywords than the groups of girls, the boys spent less time on individual pages than the girls, the boys clicked more hypertext links per minute than the girls, and in general were more active while online. The study overall demonstrates academic, affective and behavior differences between grade-six boys and girls working in same-sex groups on a Web-based class project.

Justification: Provides some information on how gender may influence group information-seeking behavior in children. Important information, even if it can’t remark definitively on if this would remain true for each gender outside of a group environment. Research methods and findings are explained; publication is peer-reviewed.

Madden, A. D., Ford, N. J., & Miller, D. (2006). Children’s use of the Internet for information-seeking: What strategies do they use, and what factors affect their performance? Journal of Documentation 62(6), 744-761. Retrieved May 12, 2007 from Emerald.

[ (children or youth) and internet()searching and py=1998:2007 ]

Database: Library Literature & Information Science via Dialog (File 438)

Method: Keyword

Summary: [Original abstract excerpt.] A total of 15 children, aged 11 to 16, were each set [sic] three "think aloud" Internet searches. In the first, they were asked to recall the last time they had sought information on the Internet, and to repeat the search. For the second, they were given a word, asked to interpret it, then asked to search for their interpretation. For the third, they were asked to recall the last time they had been unsuccessful in a search, and to repeat the search. While performing each task, the children were encouraged to explain their actions. The paper finds that the factors that determined a child’s ability to search successfully appeared to be: the amount of experience the child had of using the internet; the amount of guidance, both from adults and from peers; and the child’s ability to explore the virtual environment, and to use the tools available for so doing.

Justification: Defines factors that may lead to successful information-seeking in children, including things that can be controlled, such as amount of guidance and tools available. Research methods and findings are explained; publication is peer-reviewed.

Schacter, J., Chung, G. K. W. K., & Dorr, A. (1998). Children’s Internet searching on complex problems: Performance and process analysis. Journal of the American Society for Information Science 49(9), 840-849. Retrieved May 12, 2007 from Wiley InterScience.

[ DE "internet & children" AND Published Date: 199801-200712 ]

Database: Library, Information Science & Technology Abstracts via EBSCOhost

Method: Controlled vocabulary

Summary: [Original abstract excerpt.] The research reported here examined the effects of task structure on elementary school students’ information seeking on the Internet. Thirty-two 5th- and 6th-grade students searched on 2 tasks (1 well-defined and 1 illdefined) for information that was relevant to solving 2 problems. Information-seeking process behaviors were analyzed by collecting computer trace data of each students [sic] search. Information-seeking performance was measured by 2 adult raters and by students’ own judgments of all documents found. Analyses of students’ process behaviors illustrated that children are interactive information seekers, preferring to browse rather than plan or employ systematic analytic-based searching strategies.

Justification: Analyzes the process of information-seeking in children to see how they go about trying to complete complex information tasks and what behaviors led to success as defined by adult observers and kids themselves. Research methods and findings are explained; publication is peer-reviewed.

Shenton, A. K. & Dixon, P. (2005). Information needs: Learning more about what kids want, need, and expect from research. Children and Libraries 3(2), 20-28. Retrieved May 12, 2007 from EBSCOhost.

[ (children or youth) and information()needs and py=1998:2007 ]

Database: Library Literature & Information Science via Dialog (File 438)

Method: Keyword

Summary: [Original abstract excerpt.] This article [ . . . ] explores the information needed by young children and teenagers in their everyday lives. The focus is not the subjects of the information, nor the purposes for which it is required—both of which have been commonly investigated in previous need typologies—but other situational factors that must be appreciated if an adequate understanding of youngsters’ needs is to be gained. The criteria discussed emerged from research undertaken in England with four- to eighteen-year-olds. The situational factors identified may be grouped into five categories: those pertaining to the stimulus that has given rise to the need, those relating either to the manner in which the need develops or to its time-scale, those concerning the nature of the information itself desired by the individual, those associated with the user’s situation, and, finally, those involving the end product for which the information is required.

Justification: Examines factors not commonly investigated in existing research. Provides deeper insight into the nature of kids’ information needs. Research methods and findings are explained; publication is peer-reviewed.

Silverstein, J. (2005). Just curious: Children’s use of digital reference for unimposed queries and its importance in informal education. Library Trends 54(2), 228-244. Retrieved May 12, 2007 from Expanded Academic ASAP.

[ (children or youth) and use()studies and py=1998:2007 ]

Database: Library Literature & Information Science via Dialog (File 438)

Method: Keyword

Summary: Queries that met two conditions were gathered from a science-oriented digital reference service. The conditions were that the question was submitted by a selfdescribed student (as opposed to parent or teacher) and that the questions were categorized as “just curious” (as opposed to "written report" or "science fair project," for example). 114 queries that met the conditions were loaded into qualitative analysis software. Anticipated and unanticipated findings are discussed.

Justification: Though suspicious if software is capable of analyzing data as well as a human researcher, it's important to consider how children use digital reference services. Research methods and findings are discussed, publication is peer-reviewed.