Children’s Acquisition of Text Search Strategies: The Role of Task Models and Relevance Processes

Searching texts both online and in print has become an essential skill for twenty-first-century students. Although most children can read fluently and comprehend short texts by the age of 10, research suggests that older students and even adults experience difficulties when searching for information inside texts. This chapter synthesizes various theoretical models of the processes involved in information search, drawing from information science as well as cognitive psychology. We identify three key processes that may represent specific challenges for young students: constructing a task model, selectively scanning and assessing the relevance of information. We review the evidence regarding children’s ability to search for information, and we stress the importance of the task model on subsequent search processes. In the last part of the paper, we review attempts to foster children’s information search skills and we highlight some preconditions for skill acquisition. Finally, we discuss the implications of research on children’s search skills for future research in this domain.