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ACRL's Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline

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ACRL's Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline

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Association of College & Research Libraries (ACRL)

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Note: Links in bold within the text will take you to an annotation of the highlighted terms.

Overview

The "Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline" articulates elements of exemplary information literacy programs for undergraduate students at two- and four-year institutions.
The characteristics identify and describe notable features in information literacy programs of excellence. The characteristics are not, however, descriptive of any one program, but rather represent a set of elements identified through examination of many programs and philosophies of undergraduate information literacy.

In addition, though guided by the definitions found in the " Final Report of the ALA Presidential Committee on Information Literacy" (1989), " A Progress Report on Information Literacy: An Update on the American Library Association Presidential Committee on Information Literacy: Final Report" (1998), and the " ACRL Framework for Information Literacy for Higher Education" (2015), the characteristics themselves do not attempt to define information literacy per se. Instead, the focus is on defining the elements of best practices in information literacy programming.

Although the characteristics are categorized and organized for ease of use and logical presentation, the order does not reflect any judgment of priority.

Purpose and Use

The characteristics are primarily intended to help those who are interested in developing, assessing, and improving information literacy programs involving all course delivery modalities. This audience includes faculty, librarians, administrators, and technology professionals, as well as others involved in information literacy programming at a particular institution. These characteristics represent a set of ideas that can be used when establishing, developing, advancing, revitalizing, or assessing an information literacy program.

The characteristics are descriptive in nature and are the result of an examination of many programs. They provide a framework within which to:

Categorize details of a given program

Analyze how different program elements contribute to attaining excellence in information literacy

Benchmark program status

Implement program improvement

Map out long-term development

It is important to note that no program is expected to be exemplary with respect to all characteristics as this list is not meant to be prescriptive. Rather, the characteristics are meant to serve as a guide when considering library and institutional contexts when establishing information literacy program goals and strategies.

Category 1: Mission, Goals and Objectives

The mission, goals, and objectives of an information literacy program:

Include a definition of information literacy in the mission statement.

Communicate the importance of the integration of information literacy across the curriculum for students' academic pursuits, effective lifelong learning, and professional development.

Establish measurable outcomes for evaluation of the program in the goals and objectives that accommodate sequential growth of students' skills and understanding throughout their education.

Align with the library's stated mission, goals, and objectives statements to correspond with the larger mission statement, goals, and objectives of the library and the institution.

Are guided by ACRL documents on information literacy, such as the "ACRL Framework for Information Literacy for Higher Education."

Accommodate input from and incorporate institutional stakeholders, clearly reflecting their contributions and expected benefits.

Appear in appropriate institutional documents.

Category 2: Planning

Planning for an information literacy program:

Articulates and develops mechanisms to implement and/or adapt components of this document.

Ties plans to library, institutional, and information technology planning and budgeting cycles.

Incorporates findings from environmental scans.

Accommodates the level of the program, department, and institution.

Encourages librarian, faculty, and administrator collaboration at the outset.

Provides a timeline for systematic revision.

Category 3: Administrative and Institutional Support

Administration within an institution:

Assigns information literacy leadership and responsibilities to appropriate librarians, faculty, and staff.

Understands the nature of the work of instruction librarians as described in "ACRL's Roles and Strengths of Teaching Librarians."

Provides sufficient funding to establish and ensure ongoing support for teaching facilities, current and appropriate technologies, appropriate staffing levels, and professional development opportunities.

Appoints and supports librarians and other professionals who exemplify and advocate for information literacy and lifelong learning; are knowledgeable about curriculum development and assessment of student learning; and apply appropriate processes in the systematic development of instruction, including analysis, design, development, implementation, and evaluation of instruction.

Rewards individual and institutional achievement and participation in the information literacy program.

Provides staff regular evaluations about the quality of their contributions to the program and areas for improvement.

Category 4: Program Sequencing

Program sequencing within the curriculum for an information literacy program:

Identifies the scope, depth, and complexity of understandings and practices to be acquired on a disciplinary level and at the course level.

Sequences and integrates understandings, practices, and dispositions throughout a student's academic career, progressing in sophistication.

Uses local governance structures to advocate for institution-wide integration into academic or vocational programs.

Specifies the programs and courses where information literacy instruction will occur.

Is formalized and disseminated throughout the institution.

Category 5: Pedagogy

Pedagogy within an information literacy program:

Uses as a guide and as appropriate, the "ACRL Framework for Information Literacy for Higher Education."

Employs diverse approaches to teaching and learning in order to improve student engagement.

Emphasizes learner-centered teaching.

Demonstrates a commitment to an inclusive learning environment.

Is suitable to the type of instruction (e.g., one-shot, dedicated course).

Uses relevant and appropriate information technology and other media resources to support pedagogy and learning.

Promotes critical thinking, reflection, and recursive learning.

Employs effective and well-known instructional approaches (e.g., flipped classroom techniques, scaffolding).

Contextualizes information literacy within ongoing coursework appropriate to the academic program and course level.

Works within the context of course content and other learning experiences to achieve information literacy outcomes.

Category 6: Communication and Advocacy

Communication and advocacy for an information literacy program:

Identify and reach out to relevant stakeholders and support groups both within and outside of the library and the institution.

Clearly define and describe the program and its demonstrated value to targeted audiences.

Foster collaboration among disciplinary faculty, librarians, and other institutional stakeholders at every stage (planning, delivery, assessment of student learning, and program evaluation).

Identify goals shared with other curricular or extra-curricular programs and draw on these shared goals to engage in dialog with campus leaders and stakeholders.

Provide, in collaboration with other campus professional development staff, workshops and programs that relate to information literacy.

Use a variety of communication methods, including formal and informal networks and media channels.

Contribute to information literacy's advancement by sharing information, methods, and plans with peers and stakeholders.

Category 7: Assessment and Evaluation

Assessment and evaluation of information literacy includes program performance and student outcomes.
Student outcomes assessment:

Acknowledges differences in learning and teaching preferences in the outcome measures.

Employs a variety of pre- and post-instruction outcome measures, for example, needs assessment, pre-tests, post-tests, portfolio assessment, oral defense, quizzes, essays, direct observation, anecdotal, and experience.

Focuses on learner performance, knowledge practices and acquisition, and disposition appraisal.

Assesses learners' creative processes and products.

Includes learner-, peer-, and self-evaluation.

Program evaluation:

Follows a process for program planning, evaluation, and revision.

Measures progress toward meeting program goals and objectives (see Category 1 Mission, Goals, and Objectives).

Integrates with course and curriculum assessment, institutional evaluations and regional and professional accreditation initiatives.

Uses appropriate assessment/evaluation methods for relevant purposes, for example , short-term or longitudinal.

Annotations for "Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline"

Formal and informal networks and media channels
Formal mechanisms may include official reports or documentation, journal articles, meetings, forums, library newsletters and websites, etc. Informal may include meetings, email, phone, hallway conversations, billboards, text alerts, classes, and social media, etc. Media channels may include radio,
television, student newspapers, faculty newsletters, and any other such news sources for the institution. It could also include media channels directly connected to the library such as library newsletters, websites and social media.

Examples of mission statements:
The Southern Oregon University Hannon Library's Information Literacy and Instruction Program serves students, faculty, and staff by supporting the instructional mission of the Library and the University. Our mission is to teach students to think critically and use information for their academic, professional, and personal lives--helping them define information needs, then locate, evaluate, and use all available information resources effectively and responsibly. We are committed to anticipating and embracing changes in the information and instructional environment, and collaborating with the academic community to foster a shared sense of enjoyment and empowerment in the pursuit of lifelong, self-directed learning. (2015)

The mission of the Leatherby Libraries Information Literacy Program is to provide the Chapman University community with lifelong information literacy skills. Information literacy "is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning."1 The program supports the University's mission "to provide personalized education of distinction that leads to inquiring, ethical, and productive lives as global citizens" and the Library's mission "to provide personalized services and relevant collections in support of the curricular, creative, and scholarly needs of the Chapman University community to ensure the development of the information-literate global citizen." (Chapman University, 2016)

Lane Community College Library strives to educate information-literate lifelong learners. Information literacy enhances the pursuit of knowledge by preparing students to think critically and use information for their academic, professional, and personal lives. [no date]

Document and Revision History

The characteristics were developed through a multiphase process which involved professionals from multiple sectors of higher education, including librarians, faculty, administrators, and professional organizations. Beginning in April 2000, suggestions for an original draft of the characteristics were gathered through a Web-based Delphi polling technique. Members of the Best Practices Project Team and Best Practices Advisory Panel then wrote a document based upon these suggestions and revised it several times. A working draft was distributed widely for comment and went through a further revision. A penultimate draft was completed in March 2001 and was used as the basis for selecting ten institutions for a national invitational conference on best practices in information literacy programming, which was held in Atlanta in June 2002. As part of that meeting the characteristics were further refined. The revisions culminated in a final edition.

In 2008 members of the ACRL Information Literacy Best Practices committee (ILBP) undertook a revision of the characteristics. Committee members agreed that certain language needed to be changed in order to better represent the current state of information literacy at academic institutions. Members of ILBP began the process by offering suggestions for revisions; these suggestions were then collected, keyed to the original text, and then disseminated for comments from the ACRL membership by sending the links to the original document and the proposed revisions to the ILI-L, COLLIB, and CJC e-mail discussion lists. After collecting the comments provided by ACRL members, the document was re-examined, and a new draft was created using the track changes feature, which allowed readers to look at proposed changes and the differences in meaning that would result from making those changes. The changes were then integrated into the original document and submitted to ACRL Executive Committee for approval.

The 2015-16 Information Literacy Best Practices (ILBP) Committee of the ACRL Instruction Section began a review and revision of the "Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline" document. A six-member subcommittee was formed to address this decision. After initial reading and discussion of the current Characteristics document, the group agreed to proceed with a full revision in order to (1) bring the document in alignment with current practices, approaches, and guidelines; and (2) update the language and syntax to ensure uniformity and clarity.

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association of college and research libraries

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Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline

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Approved by the ACRL Board of Directors, June 2003; revised January 2012 and January 2019. Note: Links in bold within the text will take you to an annotation of the highlighted terms. Overview The "Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline" articulates elements of exemplary information literacy programs for undergraduate students at two- and four-year institutions.

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5 Components of Information Literacy (video)

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5 Components of Information Literacy (video)

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Four Facets of Information Literacy (blog image)

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Four Facets of Information Literacy (blog image)

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Designing Information Literacy Courses Online

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Are you a librarian who has ever considered building an online credit-bearing information literacy course? This is is for you; it contains syllabi, open source content, activities, and resources for building your online class. This site also documents the process at my institution (King University) of creating an online information literacy course.

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Designing Information Literacy Courses Online

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Are you a librarian who has ever considered building an online credit-bearing information literacy course? This is is for you; it contains syllabi, open source content, activities, and resources for building your online class. This site also documents the process at my institution (King University) of creating an online information literacy course.

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Choosing a Topic
Summary:
This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

The first step of any research paper is for the student to understand the assignment. If this is not done, the student will often travel down many dead-end roads, wasting a great deal of time along the way. Do not hesitate to approach the instructor with questions if there is any confusion. A clear understanding of the assignment will allow you to focus on other aspects of the process, such as choosing a topic and identifying your audience.

Topic

A student will often encounter one of two situations when it comes to choosing a topic for a research paper. The first situation occurs when the instructor provides a list of topics from which the student may choose. These topics have been deemed worthy by the instructor; therefore, the student should be confident in the topic he chooses from the list. Many first-time researchers appreciate such an arrangement by the instructor because it eliminates the stress of having to decide upon a topic on their own.

However, the student may also find the topics that have been provided to be limiting; moreover, it is not uncommon for the student to have a topic in mind that does not fit with any of those provided. If this is the case, it is always beneficial to approach the instructor with one's ideas. Be respectful, and ask the instructor if the topic you have in mind would be a possible research option for the assignment. Remember, as a first-time researcher, your knowledge of the process is quite limited; the instructor is experienced, and may have very precise reasons for choosing the topics she has offered to the class. Trust that she has the best interests of the class in mind. If she likes the topic, great! If not, do not take it personally and choose the topic from the list that seems most interesting to you.

The second situation occurs when the instructor simply hands out an assignment sheet that covers the logistics of the research paper, but leaves the choice of topic up to the student. Typically, assignments in which students are given the opportunity to choose the topic require the topic to be relevant to some aspect of the course; so, keep this in mind as you begin a course in which you know there will be a research paper near the end. That way, you can be on the lookout for a topic that may interest you. Do not be anxious on account of a perceived lack of authority or knowledge about the topic chosen. Instead, realize that it takes practice to become an experienced researcher in any field.

For a discussion of Evaluating Sources, see Evaluating Sources of Information.

Methods for choosing a topic

Thinking early leads to starting early. If the student begins thinking about possible topics when the assignment is given, she has already begun the arduous, yet rewarding, task of planning and organization. Once she has made the assignment a priority in her mind, she may begin to have ideas throughout the day. Brainstorming is often a successful way for students to get some of these ideas down on paper. Seeing one's ideas in writing is often an impetus for the writing process. Though brainstorming is particularly effective when a topic has been chosen, it can also benefit the student who is unable to narrow a topic. It consists of a timed writing session during which the student jots down-often in list or bulleted form-any ideas that come to his mind. At the end of the timed period, the student will peruse his list for patterns of consistency. If it appears that something seems to be standing out in his mind more than others, it may be wise to pursue this as a topic possibility.

It is important for the student to keep in mind that an initial topic that you come up with may not be the exact topic about which you end up writing. Research topics are often fluid, and dictated more by the student's ongoing research than by the original chosen topic. Such fluidity is common in research, and should be embraced as one of its many characteristics.

The Purdue OWL also offers a number of other resources on choosing and developing a topic:

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Eugenio Maria de Hostos Community College Library

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Hostos Library Research Tips: Focusing your topic

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BTC Library Untruths and Consequences Guide

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BTC Library Untruths and Consequences Guide

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"If you wanted to build a machine that would distribute propaganda to millions of people, distract them from important issues, energize hatred and bigotry, erode social trust, undermine respectable journalism, foster doubts about science, and engage in massive surveillance all at once, you would make something a lot like Facebook."

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LibGuides: Untruths and Consequences : Overview

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"If you wanted to build a machine that would distribute propaganda to millions of people, distract them from important issues, energize hatred and bigotry, erode social trust, undermine respectable journalism, foster doubts about science, and engage in massive surveillance all at once, you would make something a lot like Facebook."

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Open Attribution Builder

This is a tool to help you build attributions. Click the About box to learn more. As you fill out the form, the app automatically generates the attribution for you.

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Open Attribution Builder This is a tool to help you build attributions. Click the About box to learn more. As you fill out the form, the app automatically generates the attribution for you.

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You can also watch our APA vidcast series on the Purdue OWL YouTube Channel .

General APA Guidelines

Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides. Include a page header (also known as the " running head") at the top of every page. For a professional paper, this includes your paper title and the page number. For a student paper, this only includes the page number. To create a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation.

Font

The 7th edition of the APA Publication Manual requires that the chosen font be accessible (i.e., legible) to all readers and that it be used consistently throughout the paper. It acknowledges that many font choices are legitimate, and it advises writers to check with their publishers, instructors, or institutions for guidance in cases of uncertainty.

While the APA Manual does not specify a single font or set of fonts for professional writing, it does recommend a few fonts that are widely available. These include sans serif fonts such as 11-point Calibri, 11-point Arial, and 10-point Lucida Sans Unicode as well as serif fonts such as 12-point Times New Roman, 11-point Georgia, 10-point Computer Modern.

Major Paper Sections

Your essay should include four major sections: the Title Page, Abstract, Main Body, and References.

Title Page

Note: APA 7 provides slightly different directions for formatting the title pages of professional papers (e.g., those intended for scholarly publication) and student papers (e.g., those turned in for credit in a high school or college course).

The title page should contain the title of the paper, the author's name, and the institutional affiliation. A professional paper should also include the author note. A student paper should also include the course number and name, instructor name, and assignment due date.

Type your title in upper and lowercase letters centered in the upper half of the page. The title should be centered and written in boldface. APA recommends that your title be focused and succinct and that it should not contain abbreviations or words that serve no purpose. Your title may take up one or two lines. All text on the title page, and throughout your paper, should be double-spaced.

Beneath the title, type the author's name: first name, middle initial(s), and last name. Do not use titles (Dr.) or degrees (PhD).

Beneath the author's name, type the institutional affiliation, which should indicate the location where the author(s) conducted the research.

A professional paper should include the author note beneath the institutional affiliation, in the bottom half of the title page. This should be divided up into several paragraphs, with any paragraphs that are not relevant omitted. The first paragraph should include the author's name, the symbol for the ORCID iD, and the URL for the ORCID iD. Any authors who do not have an ORCID iD should be omitted. The second paragraph should show any change in affiliation or any deaths of the authors. The third paragraph should include any disclosures or acknowledgements, such as study registration, open practices and data sharing, disclosure of related reports and conflicts of interest, and acknowledgement of financial support and other assistance. The fourth paragraph should include contact information for the corresponding author.

A student paper should not include an author note.

Note again that page headers/page numbers (described above for professional and student papers) also appear at the top of the title page. In other words, a professional paper's title page will include the title of the paper flush left in all capitals and the page number flush right, while a student paper will only contain the page number flush right.
Student APA title page

Professional paper APA title page

Abstract

Begin a new page. Your abstract page should already include the page header (described above). On the first line of the abstract page, center and bold the word "Abstract" (no italics, underlining, or quotation marks).

Beginning with the next line, write a concise summary of the key points of your research. (Do not indent.) Your abstract should contain at least your research topic, research questions, participants, methods, results, data analysis, and conclusions. You may also include possible implications of your research and future work you see connected with your findings. Your abstract should be a single paragraph, double-spaced. Your abstract should typically be no more than 250 words.

You may also want to list keywords from your paper in your abstract. To do this, indent as you would if you were starting a new paragraph, type Keywords: (italicized), and then list your keywords. Listing your keywords will help researchers find your work in databases.

Abstracts are common in scholarly journal articles and are not typically required for student papers unless advised by an instructor. If you are unsure whether or not your work requires an abstract, consult your instructor for further guidance.

APA Abstract Page

Please see our Sample APA Paper resource to see an example of an APA paper. You may also visit our Additional Resources page for more examples of APA papers.

How to Cite the Purdue OWL in APA

Individual Resources

The page template for the new OWL site does not include contributors' names or the page's last edited date. However, select pages still include this information.

In the absence of contributor/edit date information, treat the page as a source with a group author and use the abbreviation "n.d." for "no date":

Purdue Online Writing Lab. (n.d.). Title of resource. Purdue Online Writing Lab. http://Web address for OWL resource

Purdue Online Writing Lab. (n.d.). General Writing FAQs. Purdue Online Writing Lab. https://owl.purdue.edu/owl/general_writing/general_writing_faqs.html

The generic APA citation for OWL pages, which includes author/edit date information, is this:

Contributors' names. (Last edited date). Title of resource. Site Name. http://Web address for OWL resource

Note: This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style can be found here.

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You can also watch our APA vidcast series on the Purdue OWL YouTube Channel . General APA Guidelines Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides. Include a page header (also known as the " running head") at the top of every page.

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Determining Fair Use: The Four Factors
Fair use is the most significant limitation on the copyright holder's exclusive rights. Deciding whether the use of a work is fair IS NOT a science. There are no set guidelines that are universally accepted. Instead, the individual who wants to use a copyrighted work must weigh four factors:

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Source: The information is based on the U.S Copyright Office and the University of Maryland University College .

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Solving the Copyright Mystery is a copyright tutorial that was created for students & educators in Washington State. It was made possible by a grant from the Library Services and Technology Plan (LSTA).

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Library Research Guides Use our Library Research Guides to find and access library resources to guide you in the research process. Find the right guide by subject or keyword. Missed a Research Workshop? Attend our research workshop online! This research guide includes short video how-tos on getting your library research done quickly and effectively.

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What is a database?

In Library terms, a database is a collection of article summaries, journals or full articles. Usually, they are about a specific subject or subjects, though some databases can cover lots of topics. The Library spends about $20K a year on quality database products.

You can see all of the Library's databases on this guide and sort through them by subject.

Subscription databases that Cover Many Subjects

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Brainstorming for a Research Topic Using a Concept Map

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Seven Ways to Find What You Want on the Internet (Mindtools)

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Seven Ways to Find What You Want on the Internet (Mindtools)

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Bing, however, has more extensive autocomplete results (where the search engine tries to narrow the search for you).

Yahoo offers search as part of a wider range of services that includes news and shopping. Other engines such as DuckDuckGo, Ecosia, and Dogpile also have their devotees.

2. Use Specific Keywords

Keywords are the terms that you use to find content on the internet. Making your keywords as specific as possible will help your search engine to track down the information that you want.

Say, for example, that you want to find a local supplier that can design an exhibition stand for your company. If you type stand design into your search engine, the results will include many pages about other types of stand, whereas typing exhibition stand designer will return a more concise range of companies.

You can further refine your search by including other specific keywords. If you add your location, for example, you'll likely find someone local.

3. Simplify Your Search Terms

Some engines include stop words in their searches. These are frequently used words such as prepositions (in, of, on), conjunctions (and, but) and articles (a, the), which mean that you'll end up with more pages in your search results than you need.

So, it's usually best to eliminate stop words from your internet searches. The main exception is if you're looking for a specific title or name that includes them.

Also, use the simplest form of the keywords that you're looking for, by avoiding plurals and verb forms with suffixes such as -ing, -s or -ed. For example, you would improve the quality of your search results by searching for service rather than services, or finance rather than financed or financing.

4. Use Quotation Marks

Enclosing a search term within quotation marks prompts the search engine to search for that specific word or phrase.

If the term is a single word, using quotation marks will cut out stemmed variations of it. For example, if you search for the word director, you'll likely receive a lot of results for direct, direction, directions, and so on, too. Typing "director" (with quotation marks), however, will ensure that you only get results for that stem word.

If the search term is a phrase, your search will be for that specific phrase, rather than for all the component words as individual items. So, for example, if you search for the phrase director of human resources, without quotation marks, your search will return results based on all of the words in the phrase (except "of," which is a stop word.) Surrounding the term with quotation marks, however, will generate results that feature this specific term.

5. Remove Unhelpful Words

Inserting a hyphen/small dash/minus sign immediately before a word excludes it from a search.

So imagine, for example, that you're looking to find out more about marketing. However, you want to concentrate on traditional marketing techniques, whereas the internet appears to be full of references to digital and social media marketing, all of which are appearing in your search.

Typing in marketing -digital will exclude digital from the search, making it easier for you to find the information you're looking for. Typing marketing -digital -social would allow you to get rid of even more clutter.

6. Refine Your Search Using Operators

Other characters or terms, known as operators, allow you to narrow down your internet search in more targeted ways. We explore a few, below:

Wildcard Searches: use the * symbol as a placeholder for another word. For example, searching for * man in the world returns results for the richest man in the world, the tallest, the oldest, and so on. Wildcard searches are also useful when, for example, you don't know the full text of a quote.

Combination Searches: the OR operator enables you to search for two or more terms simultaneously, and is most useful when those terms are very similar. Typing selling OR retailing, for example, will return pages where either of the terms is used, without both needing to be present. Another way to combine searches is to use AND. This operator ensures that you receive only search results that include two or more terms. For example, the search"Smee Computers" AND "Devlin Corporation" would only deliver search results that include the names of both companies.

Search a Specific Site: when you type site: followed by the URL of the website that you wish to search and a search term, you limit your search to a single website. So, site:mindtools.com "human resources" will return all the pages from MindTools.com that feature the term "human resources."

Finding Related Sites: another useful operator is related: Typing this in front of a web address that you already know - as in related:xyz.com - your search results will deliver a range of websites that are similar to xyz.com.

7. Avoid Search Pitfalls

When searching online, it's important to bear in mind that many companies now have staff who are dedicated to improving their visibility online. They constantly tweak the wording of their websites to match the most commonly used keywords - a process known as Search Engine Optimization (SEO).

As a result, the sites listed at the top of your search results may have very good SEO, but it doesn't necessarily follow that they'll have the best content. So, even when you've put in the best search terms you can, it's often worth digging down through your search results to find the best information.

With so much information now at your disposal, you need to be savvy about what is authoritative, and what is merely opinionated. Some blogs, for example, rank highly without actually being written by accredited experts. So, check carefully that the author of any information you use is well-regarded, and preferably associated with an academic institution, a professional body, or a reputable news organization.

It's also worth being aware of paid advertisements, which can appear at the top of search engine listings because companies have paid for them to do so. These are simply designed to sell to you, which is fine if you're looking to buy, but can be a hindrance to general search.

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Seven Ways to Find What You Want on the Internet - Gathering What You Need, Discarding What You Don't

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Discover the secrets of searching the internet efficiently and effectively, and pinpoint exactly what you're looking for the first time.

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Millions of people use Google search every day for a variety of reasons. Students use it for school, business people use it for research, and millions more use it for entertainment. But most people may not be using Google search to its full potential.

Want to use Google search more efficiently and get the search results you want quickly? Here are 20 Google search tips and tricks to maximize your search efficiency:

1. Use the tabs

The first tip is to use the tabs in Google search. On the top of every search are a number of tabs. Usually you'll see Web, Image, News, and More. Using these tabs, you can help define what kind of search you need to do.

f you need images, use the I mage tab. If you are looking for a recent news article, use the News tab.

It's rudimentary and most people use the tabs already. If you are not, then it's highly recommended to get associated with them. They can cut search times dramatically if utilized properly.

2. Use quotes

When searching for something specific, try using quotes to minimize the guesswork for Google search. When you put your search parameters in quotes, it tells the search engine to search for the whole phrase.

For instance, if you search for Puppy Dog Sweaters, the engine will search for content that contains those three words in any order.

However, if you search "Puppy Dog Sweaters", it will search for that phrase exactly as you typed it. This can help locate specific information that may be buried under other content if not sorted out correctly.

3. Use a hyphen to exclude words

Sometimes you may find yourself searching for a word with an ambiguous meaning. An example is Mustang. When you Google search for Mustang, you may get results for both the car made by Ford or the horse. If you want to cut one out, use the hyphen to tell the engine to ignore content with one of the other. See the example below.

This tells the search engine to search for mustangs but to remove any results that have the word "car" in it. It can be wildly helpful when finding information about something without getting information about something else.

4. Use a colon to search specific sites

There may be an instance where you need to Google search for articles or content on a certain website. The syntax is very simple and we'll show you below.

Sidney Crosby site:nhl.com

This will search for all content about famous hockey player Sidney Crosby, but only on NHL.com. All other search results will be removed. If you need to find specific content on a particular site, this is the shortcut you can use.

5. Find a page that links to another page

This Google search tip is a little obscure. Instead of searching for a specific page, you're searching for a page that links to a specific page.

Think about it this way. If you want to see who cited a New York Times article on their site, you would use this trick to find all the sites that link to it. The syntax is below:

That will return all pages that link to the New York Times official website. The URL on the right side can be practically anything.

Be aware, though, that the more specific it is, the fewer results you'll get. We know not a lot of people will likely use this Google search trick, but it could be very useful for some.

6. Use the asterisk wildcard

The asterisk wildcard is one of the most useful ones on the list. Here's how it works.

When you use an asterisk in a search term on Google search, it will leave a placeholder that may be automatically filled by the search engine later. This is a brilliant way to find song lyrics if you don't know all the words. Let's look at the syntax:

To you or me, that may look like nonsense. However, Google search will search for that phrase knowing that the asterisks can be any word.

More often than not, you'll find they are lyrics to The Beatles song "Come Together" and that's what the search will tell you.

7. Find sites that are similar to other sites

This is a unique one that could be used by practically everyone if they knew it existed.

Let's say you have a favorite website. It can be anything. However, that website is getting a little bit boring and you want to find other websites like it. You would use this trick. Below is the syntax:

If you search that above, you won't find a link to Amazon. Instead, you'll find links to online stores like Amazon. Sites like Barnes & Noble, Best Buy, and others that sell physical items online. It's a powerful Google search tool that can help you find new sites to browse.

8. Use Google search to do math

Google search can actually do math for you. This is a rather complex one to describe because it can be used in so many ways. You can ask it basic questions or some more difficult ones.

It is important to note that it won't solve all math problems, but it will solve a good number of them. Here are a couple of examples of the syntax:

If you search the first one, it'll return 45. It will also show a calculator that you can use to find answers to more questions.

This is handy if you need to do some quick math but don't want to do it in your head. If you search the second term, it will return the number value of Planck's Constant.

So it can do math, but it can also help you solve math problems by showing values for known mathematical terms.

9. Search for multiple words at once

Google search is flexible. It knows you may not find what you want by searching only a single word or phrase. Thus, it lets you search for multiples.

By using this trick, you can search for one word or phrase along with a second word or phrase. This can help narrow down your search to help you find exactly what you're looking for. Here is the syntax:

"Best ways to prepare for a job interview" OR "How to prepare for a job interview"

By searching that, you will search both phrases. Remember the quotes tip above? It's being used here as well. In this instance, these two exact phrases will be searched. It can be done by word too, like the example below:

chocolate OR white chocolate

This will search for pages that have either chocolate or white chocolate!

10. Search a range of numbers

Searching for a range of numbers is another tip we don't anticipate a lot of people using. The people that do use it, though, will probably use it quite a bit.

People interested in money or statistics will find this tip particularly useful. Essentially, you use two dots and a number to let Google search know you're looking for a specific range of numbers. Like the syntax below:

What teams have won the Stanley Cup ..2004

41..43

In the first instance, the search will toss back the team that won the Stanley Cup in 2004. The two dots with only one number will tell the search that you don't need anything before or after 2004. This can help narrow down searches to a specific number to improve search results.

In the second, Google will search for the numbers 41, 42, and 43. It is obscure, but wildly useful if you happen to need to search for numbers like this.

11. Keep it simple

Now we're getting into the general tips. Google search knows how to search for a lot of things. What this means is you don't need to be too specific. If you need a pizza place nearby, use this to search.

Google search will grab your location and deliver a variety of results about pizza places that are near you.

12. Gradually add search terms

There will come a time when Google search doesn't shovel out the results you expect. In this instance, keeping it simple may not be the best option.

As Google itself suggests, the best method is to start with something simple then gradually get more complicated. See the example below:

First try: job interviews

Second try: prepare for job interviews

Third try: how to prepare for a job interview

This will gradually refine the search to bring you fewer, more targeted terms. The reason you don't go straight from the first try to the third try is because you may miss what you're looking for by skipping the second step.

Millions of websites phrase the same information in a number of different ways; using this technique lets you search as many of them as possible to find the best info.

13. Use words that websites would use

This is a very important one. When people use Google search to hunt the web, they generally search for things using the same language that they would use for speaking.

Unfortunately, websites don't say things the way people do; instead, they try to use language that sounds professional. Let's look at some examples:

"I have a flat tire" could be replaced by "repair a flat tire."

"My head hurts" could be replaced by "headache relief."

The list goes on and on. When searching, try to use terminology you would find on a professional website. This will help you get more reliable results.

14. Use important words only

The way Google search works is to take what you search for and match it with keywords in online content.

When you search for too many words, it may limit your results. That means it may actually take you longer to find what you're looking for. Thus, it is apropos to use only the important words when searching for something. Let's see an example:

Don't use: Where can I find a Chinese restaurant that delivers.

Instead try: Chinese restaurants nearby.

Or: Chinese restaurants near me.

Doing this can help Google find what you need without all the clutter. So remember, keep it simple and use important words only.

15. Google search has shortcuts

A number of commands can be entered to give you instantaneous results.

Like the math example above, Google can immediately give you the information you need that is displayed right at the top of the search results. This can save time and effort so you don't have to click a bunch of bothersome links.

Here are a few examples of some commands you can enter into Google:

Weather *zip code* - This will show you the weather in the given zip code. You can also use town and city names instead of area codes, but it may not be as accurate if there are multiple area codes in the city.

What is *celebrity name* Bacon Number - This is a fun little one that will tell you how many connections any given celebrity has to famed actor Kevin Bacon. The popular joke, Six Degrees of Kevin Bacon, is that no actor is more than 6 connections away from Kevin Bacon. Mark Zuckerberg has a Bacon Number of 3.

The math example posted above is another one.

What is the definition of *word* or Define: *word* - This will display the definition of a word.

Time *place* - This will display the time in whatever place you type in.

You can check any stock by typing its ticker name into Google. If you search for GOOG, it will check the stock prices for Google.

These quick commands can take a web search that is usually multiple clicks and condense it into a single search. This is very helpful for information you need repeatedly.

16. Spelling doesn't necessarily matter

Google search has gotten a lot smarter over the years. These days, you don't even need to spell words correctly.

As long as it's pretty close, Google can usually figure out what it means. Here are some examples:

If you search "Nver Gna Gve Yo Up" Google will automatically assume you mean to search for "Never Gonna Give You Up." If by chance your misspelling was intentional, Google gives you the option to search for the misspelled term instead.

This trick is great if you happen to forget how to spell something or are not altogether sure how something is spelled.

It can also be helpful when searching for obscure words. This applies to capitalization and grammar as well.

17. Use descriptive words

Pretty much everything can be described in multiple ways. Take our namesake, the "life hack." The terminology "hack" refers to a computer programmer breaking security on a network or system. However, when used in conjunction with the word "life", it alters the meaning to tips and tricks people can use to improve their lives.

If you have trouble finding what you're searching for, keep in mind that people may search or define what you need in a different way than you do.

You may search "How to install drivers in Ubunut?"

When you really mean "Troubleshoot driver problems Ubuntu."

There really isn't a good specific example for this one. If you search for something and you can't find an answer, try asking the same question using different words and see if that helps the results.

18. Find a specific file

An often forgotten feature of Google search is the ability to search for a specific file or file type. This can be infinitely useful if you need a specific PDF or PowerPoint file that you previously viewed or need to use for another project. The syntax is quite simple:

*Search term here* filetype:pdf

In the above example, you simply replace the search term with whatever you're searching for. Then use the filetype command and enter the extension of any file type you can think of.

This can mostly be useful for scholarly purposes, but business presentations and other assorted presentations can benefit from this kind of search as well.

19. Money and unit conversions

Google search can quickly and accurately convert both measurement units and currency value. There are a variety of uses for this, like checking to see the conversion rate between two currencies.

If you happen to be a math student, you can use it to convert from feet to meters or from ounces to liters. Here's how to do it:

miles to km - This will convert miles to kilometers. You can put numbers in front to convert a certain number. Like "10 miles to km" will show you how many kilometers are in 10 miles.

USD to British Pound Sterling - This will convert a US dollar to British pounds. Like the measurements above, you can add numbers to find exact conversions for a certain amount of money.

It's true that this tip is geared toward math students and international business people. However, you'd be surprised how often these tips are used by regular people.

20. Track your packages

Our last trick is to use Google search to find out where your packages are. You can enter any UPS, USPS, or Fedex tracking number directly into the Google search bar, and it'll show you the tracking information about your package.

This is much easier than going to the specific sites, waiting for them to load, then searching for your packages there.

No examples are really needed for this one. Just type your tracking number in and see where your package is.

Final thoughts

Google search is a very powerful search tool. Using the tips outlined above, you can find anything and everything you could ever need on the World Wide Web.

Whether it's avoiding Wikipedia for a school essay project, finding the latest stock prices, or even finding song lyrics, there is a way to make Google search work for you.

Featured photo credit: Unsplash via unsplash.com

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20 Google Search Tips to Use Google More Efficiently - LifeHack

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Many use Google search, but few know the real power of the search. Check out these Google search tips to make your search more efficient.