Reflective Online Search Education

在线信息搜索（OS）能力是信息素养的核心组成部分，对于参与现代高度互联的信息社会至关重要。然而，考虑到搜索过程中的个体差异，迄今为止，人们对如何有效地教授这些能力知之甚少。申请人的初步工作强调了青少年和年轻人在搜索信息时使用的或多或少成功的搜索策略的多样性。他们还指出，在操作系统能力的教学中，异构的学习需求和先决条件尚未得到系统的解决和研究。ROSE项目使用LOIS及其数字技术的发现来捕获个人搜索策略，并研究如何将其用于具有过程反馈的形成性评估中，以在课堂上教授（反思）操作系统能力。在项目的第一阶段，将与焦点小组的教师一起确定在初中教育中教授操作系统能力的教学干预的要求，因此，将编制整合基于技术的操作系统方法的干预材料。在项目的第二阶段，将使用准实验的前后设计来定量探索开发的ROSE干预措施与没有LOIS技术的比较干预措施的效果。对于前后测量，将与项目的第一阶段一起开发和试点一个基于模拟的工具来评估操作系统的能力。该项目的第三阶段调查教师如何在日常课堂实践中实施ROSE，以及哪些教师和环境因素可以预测高质量的实施。使用混合方法设计，教师将接受调查，了解他们在日常教学中如何准确地实施ROSE。基于所描述的研究计划，ROSE将提供基于创新技术的教学方法在课堂上教授OS能力的有效性的见解，以及在日常教学中成功实施的必要条件的见解。ROSE开发了过程数据现代应用的潜力，并使其对基于学校的学习和实施具有挑战性但有前途的教学方法（形成性评估）有用。ROSE不仅通过高度控制的设计（第二阶段）调查干预的有效性，而且还捕获了成功实施所必需的教师态度和能力。

Online information search (OS) competencies are a central component of information literacy, which is essential for participation in modern, highly interconnected information societies. However, little is known to date about how such competencies can be taught effectively, considering interindividual differences in the search process. The preliminary work of the applicants emphasizes the variety of more or less successful search strategies that adolescents and young adults use in their search for information. They also point to heterogeneous learning needs and prerequisites that have not yet been systematically addressed and researched in the teaching of OS competencies. The ROSE project uses the findings from LOIS and its digital technology to capture individual search strategies and investigates how they can be used in a formative assessment with process feedback to teach (reflective) OS competencies in the classroom. In the first phase of the project, the requirements for an instructional intervention for teaching OS competencies in lower secondary education will be identified together with teachers in focus groups and, consequently, the intervention materials integrating the technology-based LOIS approach will be developed. In the second phase of the project, a quasi-experimental pre-post design will be used to quantitatively explore how effective the developed ROSE intervention is compared to a comparative intervention without the LOIS technology. For the pre-post measurement, a simulation-based instrument to assess OS competencies will be developed and piloted, alongside the first phase of the project. The third phase of the project investigates how teachers implement ROSE in everyday classroom practice and which teacher and contextual factors predict a high-quality implementation. Using a mixed-methods design, teachers will be surveyed on how exactly they implement ROSE in their everyday teaching. Based on the described research program, ROSE will provide insights into the effectiveness of an innovative technology-based instructional method for teaching OS competencies in the classroom as well as insights into necessary conditions for a successful implementation in everyday teaching. ROSE exploits the potential of modern use of process data and makes it useful for school-based learning and the implementation of challenging but promising instructional methods (formative assessment). ROSE does not only investigate the effectiveness of the intervention with a highly-controlled design (phase 2), but also captures the necessary teacher attitudes and competencies that are central for a successful implementation.