Conceptual models for network literacy

Abstract

Cognitive science indicates that users of any system create internal representations of it to enable them to structure knowledge. Conceptual models which include appropriate components, actions and interactions of a system provide students with a conceptual framework for accelerating learning. Such models have proved successful as pedagogical tools in other domains. The author describes a conceptual model of information retrieval within which is embedded a model of the Internet. The use of these models should help students form mature mental models so that they perceive information retrieval as a process and are able to make informed choices of when to use the Internet, and to decide on suitable search strategies for different question types.