| Searching for information from the Internet is a complex task involving investigation, reflection, and filtering of information (Lazonder, Harm, Biemans & Wopereis, 2000). In traditional text-based search literatures both domain knowledge and strategic knowledge play an important role in successfully finding relevant information. Initial studies examining Internet searching suggest that novice and more experienced searchers employ different strategies in their searches (Ford & Chen, 2000). In addition, domain knowledge may play a key role in successful searches (Willoughby, Anderson, Wood, Mueller, & Ross, 2009). The present study examined the relative contributions of expertise in search skills and domain knowledge when learners used the Internet to find information for a science topic. Four conditions were compared: expert search experience (reference librarians) with high domain knowledge (graduate science degrees); expert search experience with low domain knowledge (reference librarians with no post-secondary science training); novice searchers with high domain knowledge (senior science students); and lower search and domain knowledge (senior arts students). Search behaviours were recorded electronically and verbal protocols were collected for the entire search activity. Overall, those in the expert search, high domain knowledge condition visited fewer sites, repeated their visits to sites less often than those in the other conditions and accessed fewer unique sites than did expert search low domain knowledge and novice search high domain knowledge groups. Search experience predicted differences in search quality such that those with search expertise accessed sites with more accurate content as well as more credible content. Domain knowledge predicted few differences. The verbal protocols provided insight regarding the types of decision made during the searches. Outcomes are discussed in terms of their implications for understanding information searches conducted online relative to traditional textbook based searches, and with respect to implications for instruction, especially for less experienced learners. |
