Using classroom talk to understand children's search processes for tasks with different goals

Introduction. This study provides insights into the talk (defined here as any verbal utterances issued during a search activity) that children (ages 10 and 11) engage in when finding information on the Internet for two teacher-assigned tasks with different search goals: a specific item task where the goal is to find particular information, and a general topical task where the goal is to find information on a topic but no specific information is looked for. Method. Eight children were observed interacting with their teacher and fellow classmates while using search systems in their classroom. Analysis. The talk captured in the classroom was analysed thematically and mapped onto an existing and established search process model. Results. While talk differed for the three key search sub-processes, most noticeable was how talk varied according to search goal. Discussion occurred during the specific item task when children were finding it difficult whereas discussion in the general topical task led children to extend the task. Conclusion. Children's search processes and the support they need are contingent on search goal. Recommendations are made to educators on how best to support children for the two key goal types.