Mode of access: World Wide Web.

System requirements: Adobe Acrobat Reader.

Part of: Synthesis digital library of engineering and computer science.

Includes bibliographical references (pages 79-89).

1. Existing research -- 1.1 Approaches of the existing research -- 1.1.1 Search system technology -- 1.1.2 Research scope -- 1.1.3 Research settings -- 1.1.4 Number and age of participants -- 1.1.5 Summary of existing approaches -- 1.2 Children's current experience of search -- 1.2.1 Children and results interpretation -- 1.2.2 Typing, mousing, and spelling challenges -- 1.2.3 Creation -- 1.2.4 Impact of minor interventions -- 1.2.5 Visual design preferences -- 1.3 Classifying adult searchers -- 1.4 Classifying child searchers --

2. University of Maryland's children and Internet search studies and the search role framework -- 2.1 Methods -- 2.1.1 Recruitment -- 2.1.2 Participants -- 2.1.3 Data collection -- 2.1.4 Analysis -- 2.1.5 Limitations -- 2.2 The search role framework -- 2.3 Upcoming chapters --

3. Roles of reaction: developing and non-motivated searchers -- 3.1 Developing searchers -- 3.1.1 Enthusiasm toward search -- 3.1.2 Inability to parse and natural language queries -- 3.1.3 Average knowledge of interface features -- 3.2 Non-motivated searchers -- 3.2.1 Ambivalence toward technology -- 3.2.2 Limited knowledge of interface features -- 3.2.3 Limited vocabulary and verbalization -- 3.3 A role apart: distracted searchers -- 3.3.1 Focus when searching and purposeful browsing -- 3.3.2 Frustration -- 3.3.3 Advertisements --

4. Roles of preference: rule-bound, domain-specific, and visual searchers -- 4.1 Rule-bound searchers -- 4.1.1 Self-imposed rules -- 4.1.2 Parental and home rules -- 4.1.3 Educator and school rules -- 4.2 Domain-specific searchers -- 4.2.1 Domain knowledge -- 4.2.2 Source knowledge -- 4.3 Visual searchers -- 4.3.1 Visual search preference -- 4.3.2 Discussing non-textual content --

5. Roles of proficiency: power and social searchers -- 5.1 Social searchers -- 5.1.1 Social search and computer use -- 5.1.2 Influencers to search behavior -- 5.1.3 Search and mobile device use -- 5.1.4 Discussing search with others -- 5.2 Power searchers -- 5.2.1 Experience equaling expertise -- 5.2.2 Vocabulary and verbal -- 5.2.3 High knowledge of interface features -- 5.2.4 Ability to parse --

6. Conclusions -- 6.1 Search role framework and the existing research -- 6.2 Guidance for adult stakeholders -- 6.2.1 Parents -- 6.2.2 Educators -- 6.2.3 Designers -- 6.3 Need for continued research -- 6.3.1 Changing search landscape -- 6.3.2 Observing social behaviors -- 6.3.3 Research into mobile search --

Acknowledgments -- References -- Author biographies.

Abstract freely available; full-text restricted to subscribers or individual document purchasers.

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Searching the Internet and the ability to competently use search engines are increasingly becoming an important part of children's daily lives. Whether mobile or at home, children use search interfaces to explore personal interests, complete academic assignments, and have social interaction. However, engaging with search also means engaging with an ever-changing and evolving search landscape. There are continual software updates, multiple devices used to search (e.g., phones, tablets), an increasing use of social media, and constantly updated Internet content. For young searchers, this can require infinite adaptability or mean being hopelessly confused. This book offers a perspective centered on children's search experiences as a whole instead of thinking of search as a process with separate and potentially problematic steps. Reading the prior literature with a child-centered view of search reveals that children have been remarkably consistent over time as searchers, displaying the same search strategies regardless of the landscape of search. However, no research has synthesized these consistent patterns in children's search across the literature, and only recently have these patterns been uncovered as distinct search roles, or searcher types. Based on a four-year longitudinal study on children's search experiences, this book weaves together the disparate evidence in the literature through the use of 9 search roles for children ages 7-15. The search role framework has a distinct advantage because it encourages adult stakeholders to design children's search tools to support and educate children at their existing levels of search strength and deficit, rather than expecting children to adapt to a transient search landscape.

Also available in print.

Title from PDF title page (viewed on October 16, 2014).