Information problem solving instruction: Some cognitive and metacognitive issues

Children, teenagers, and adults abundantly use the Web to search for information. Yet this high frequency of use stands in marked contrast with the users’ relatively low awareness and mastery of metacognitive skills to search the Web effectively and efficiently. This paper provides a review of five different studies that sought to overcome these skill deficiencies by various kinds of instructional and environmental support. Following a discussion on the use of cognitive models of the search process in designing Web searching instruction and support, the studies’ findings are considered in view of their aim and approach in supporting metacognition.