Identify meaningful search results, and explain why specific search results were obtained.
Describe the relationship between how search engines/social media filter and present information and access to data
Students need to understand how search engines select and present information, how different search engines have the power to influence culture around them, and the differences between reliable and speculative information on the web. The students will engage in a jigsaw activity to research specific search engines, compare the results provided by each, and discuss their differences and similarities. There are two aspects of cultural relevancy within this section. First, the jigsaw exercise should facilitate an equitable discussion among students. In order to facilitate this, student jigsaw groups should be balanced as much as possible in regards to student characteristics (see Jigsaw Classroom Steps and Recommendations). Second, search engines and social media have the power to strongly influence the information that users receive, whether through search results or advertisements. Students should recognize that these for-profit companies exploit their information for profit, by showing students the type of information that will make them more likely to come back. In the case of social media, this can result in highly biased sources of information.
NOTE: students will require access to Twitter and Facebook social media accounts for this lesson, and may be revealing some aspects of their social media accounts during the activity. Students may also need to use their phones to access social media for this lesson, if permissible.
Activity 1 (Budget 20 minutes)
Student groups discuss how search engines work. Teacher divides the class into four-student jigsaw groups that are balanced in terms of ethnicity, race, gender and ability. Students, as a group, generate hypotheses about how search engines work. Students should answer:
1. What type of information do the search engines provide?
2. How do search engines find the best results?
3. How do search engines determine which results to show first?
Activity 2. (Budget 40 minutes)
Students research specific search engines. One student from each team will join one of the following groups: Google, Bing, Facebook, and Twitter. Two are traditional web search engines, two are social media search engines. Each person should individually search "atlanta school bus" while logged into their Google, Microsoft (Bing), Twitter or Facebook accounts if possible. Instead of "altanta school bus" the teacher may use another search term, if they desire. The teacher should make sure the results from such a search are diverse and school appropriate. Each student should use the Search Engine Comparison Notes document to take notes of the discussion for use with the rest of their expert group.
Activity 3. (Budget 15 minutes)
Students discuss their initial hypothesis. Students return to their original teams and discuss their initial hypothesis. How are Google and Bing results different from Facebook and Twitter?
Activity 4. (Budget 15 minutes)
Teacher leads discussion about search engines. The goal of this section is to generate a conversation about how search engines work, and how they use the information they know about people to provide results. We want students to understand that these powerful tools are profit-motivated, and strongly capable of influencing people and culture. Prompting questions:
What type of information do the search engines provide?
Why do some students get different results?
How do students know a webpage is providing true, reliable information versus opinions?
What is "fake news"?
How much do search engines know about you when you search?
How do search engines make money?
How does a search engine influence the culture we live in?
How might a search engine actually manipulate the culture we live in?
Teacher should conclude this section with a discussion of how the points and lessons learned here could affect the research students have conducted on their problem. Student teams should examine the "facts" they have found in their research and consider whether they are reliable enough to depend upon for their presentation.