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Google states that their intent is to not harm the public, but how can these aberrations affect students when using Google Search? How can it build a misrepresentation?

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What ways can we help guide our students to find the truth in a Google search?

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Can you think of an example where you have been swayed by the Google search results toward a product or service? How do you think this affects your culture and influence?

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Add a picture of what you find when you search yourself.

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Add a picture of what you find when you search yourself.

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When was the last time you used Google to search your name? Another search engine? Do you find it embarrassing? What is your current stance on the right to forget?

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My name is pretty generic/common so when I search my name I am not surprised by how many items come up that are not myself. I have searched myself in the past and in order to find myself in the top results, I need to add keywords, like the college I went to. Fortunately, I am not embarrassed as I don't really have anything to hide. However, I do believe in the right to forget. The internet is a tricky place, but we have rights and that includes having control over how our information is used in a public space. I was particularly angered at how Noble described teachers losing their jobs for "questionable" choices/professions in the past. If they went to school, got their degree and landed the job, they most certainly are qualified.

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Algorithms are designed to adapt results based on recent, popular and frequent searches, attempting to make content relevant for searchers. However, without the proper settings in place, this can definitely build a misrepresentation for young minds. For the most part, schools are a safe space for students to search and deem appropriate results. In turn, this is a great place to teach students why they can search safely at school and what might be different elsewhere. We can teach students how to use key words, manage their settings and gather reliable sources. We can also remind them to stay true to themselves and not let the internet dictate who they are (or are not).

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I often search Google for ideas when I am planning for instruction. Often, the top results are a sponsored Teachers Pay Teachers ad. Don't get me wrong- I love using this resource and have gotten many great things from this site. But sometimes I am just looking for another teacher's input without having to pay to view their product. We learn best when we learn from each other- we see this in our students every day! Something as simple as this poses the viewpoint that it is better to pay for an answer than to look for it/solve it for yourself. Take the easy way out, in other words. I saw a similar trend when I was searching to purchase our texts for class. When typing the book titles into Google, Amazon usually popped up first. However, in further search, I found a site called Thriftbooks, that sells second-hand books in excellent condition for a fraction of the price. Supporting a good cause and paying less- with just a little extra work rather than going for the top sponsored result. With these two small examples, I'm sure a myriad of other scenarios follow. This is just another way media is gimmicking its audience.

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The search results that are available / most visible when students are using Google Search could affect what connections students make between certain keywords or concepts and ideas that are associated with those keywords or concepts. If the first several pieces of "information" provided (links, images, articles, etc.) are consistently centered around stereotypes or other misrepresentations, students could unknowingly be building upon their prior knowledge, opinions, or associations related to various concepts/topics using search results that are falsely presented as information or "popular belief".

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Often times when I Google Search for products, I am led to articles or blog posts that have lists of product options that link directly to Amazon. For example, if I search "best shoes for bad knees", the first article that comes up is a Healthline article titled "10 Best Walking and Running Shoes for Bad Knees and OA Knee Pain". The article lists and recommends multiple brands/shoe choices, and provides a link for purchasing each one. The majority of the links lead me directly to Amazon.

I have noticed this happening more and more - Google Search leading me to Amazon purchases rather than local or smaller stores/shops. I think that this affects our culture as a whole, because smaller businesses are having a harder time surviving while consumers are being repeatedly led to one giant company to purchase all items. It certainly seems more difficult, even when searching purposefully, to find smaller shops and businesses that offer the same products as Amazon while using Google Search.

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For starters, I think we should explicitly teach students about Google Search and how it works. In order to do that, teachers should be trained to understand this better as well. I think that many people who use Google for the majority of their day-to-day news and information do not have opportunities to read a text like the one our cohort is currently analyzing, or to just generally explore and discuss the consequences of having nearly all of our information sorted (through algorithms) and delivered to us through a single, massive company. Educators should continue to push for a stronger digital literacy curriculum (and curricular resources/trainings) in public schools so that students are taught to think critically about information and internet sources. This will obviously need to look very different across grade levels.

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I do not search my name very often on Google. I know that there are not many Ann Prizzi's listed.  I alway see the following:  Ann Prizzi, Branch manager; Ann Prizzi, financial advisor; and Ann Prizzi, Baltimore County Public Teacher.  Any information on myself is scarce unless it is posted from someone else such as the school system or a theater where I performed. My grandmother’s image posted from the obituaries pops up due to the fact she is also Ann Prizzi. My image appears from my Twitter account which is new to me and this is the first that I’ve seen it pop up in an image search. The movie “Prizzi’s Honor” always pops up in image results. The amount of information that is online pertaining to myself does not bother me nor am I embarrassed about what is presented. I do agree with the “right to be forgotten” where personal information that may bring harm to people has the prospect to be removed and deleted from search results and public databases. Unfortunately when we use the internet as consumers, for example PayPal, we are exposing our personal information to misuse, fraud and possible data breaches. We leave our digital footprints all over the internet where our information can be harvested from hackers that could claim our online identities.

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Students need guidance when using Google as a search tool for information.  Unfortunately Google can suggest immediate answers and then students think they are done and the assignment has been completed. Students need to clarify their Google search information through summarizing and categorizing the data. Educators need to help students understand that the information found needs to be questioned and broken down into components using self-directed inquiry and critical thinking skills. Students may not internalize the knowledge soundly in a Google search due to the fact that they know it can be found instantly through one tap of the finger.

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Students need to learn information literacy research skills such as problem solving, use of time management, and note taking. These skills will help determine the validity of the information that students find on websites and online sources. Students also need to learn digital literacy skills.  The following digital literacy skills will help students find the truth in a Google search: understand how to use a web browser and search engine;  learn how to evaluate online resources whether they are trustworthy;  protect yourself online; learn how to use digital communication/netiquette;  and understand your digital footprints. All of this information should be offered in a mini-course for students or within the curriculum of each subject area as a resource for teachers and students.

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I have used Google to search my name in the past, but it has been a while. The last time I can remember Google searching my name was well before I was married. When I search my maiden name, I see mostly images of me playing lacrosse in high school and college. When I search my married name, I see wedding website information, our wedding video, images from grad school, Instagram, Twitter, and Pinterest accounts, etc. I also found it interesting to see images of Megan and Rebekah (from our grad cohort) show up when I Google searched my own name. I am assuming this is because I have worked with them on projects that we have completed and posted online (i.e. Twitter chats). I do not find any of this embarrassing because I do not have anything really to hide. I feel like I am really going to play devil's advocate when stating my stance on the “right to forget”. On one hand, I agree that people deserve a second chance and should be able to be forgiven for past mistakes or actions posted online. However, I also believe that people need to be held accountable and responsible for the things they have done or the situations they may have put themselves in front of the public. I suppose it is all situational and really depends on the individual person.

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It is important to discuss and teach students early on that the top search results are reflective of certain algorithms to individual users. This is not a main focus that I see or notice to have an impact on students currently. As a result, it is common for students to build misrepresentations, misinterpretations, etc. when analyzing their Google search results. I feel that when teaching students this topic, there should also be a discussion (at least with primary students) to go over the safety features put in place for Google in a school setting. This will allow students to understand why their search results may appear different on a school device compared to a personal device at home. Last, it is important to inform young minds that everything they see on Google is not necessarily in its truest form/being represented in the correct context. Starting the conversation with young students about stereotypes, individual backgrounds/culture, etc. could be a helpful step to introduce what misrepresentation can look like and how to recognize it early on.

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Oftentimes when I am traveling or visiting a new place, I will Google search for coffee shops near me. Starbucks almost always comes up first. If not Starbucks, then Dunkin’. To test this further, I just Google searched “coffee shops near me” and 3-4 different Starbucks locations popped up. Following Starbucks was Dunkin’ Donuts and then local coffee shops such as, The Big Bean, The Donut Shack, and so on. I am sitting in my own house and know that the local coffee shops are geographically closer to me, but the franchise coffee shops have shown up earlier in my search list. This is likely because I am sadly guilty of choosing Starbucks over a local coffee shop. I often choose Starbucks because my students give me gift cards there frequently. This example affects my influence by continually choosing the option that appears to be easy and quick. And over time I have fallen into a habit of going to the same coffee shop because it is first in my search results.

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I would hope that people can have the ability to delete what they of themselves online. A phrase that was shared often especially during the rise of social media was, "Once it's on the internet, it is there forever. Even when you delete it." I believe should have the right to remove images of themselves they do not see fit to be online for anyone to see. People want to be presented in a positive light and digital muck can have people making preconceived notions of one another without even knowing the whole person.

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Ashley and I saw these aberrations or the lack thereof when we were preparing for our own discussion facilitation. We searched a lot of terms that Noble looked into and our search engines did not find the same results. Granted her searches were back in 2014 compared to 2022, it was noticeable that some tweaking and fixing took place. I do believe Google is at fault here when it comes to their algorithms. What worries me, however, is that I don't think it can be ruled out that lots of people searched for the same things Noble found in autofill while believing in those ideologies. -Zach W.

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I completely agree that what is found online about people and culture is important. Google and other search engines have the ability to streamline what information is found about groups of people or cultures and Noble highlights this streamlining is used for profit. Noble also points out that search engines have the ability to "mask history". If Google for example shows you what Google wants you to see when it comes to people and culture, then you do not get the whole story. Search engines cannot be the end all be all when it comes to acquiring knowledge even though in this day of age, it seems to be the simplest and quickest method. When it comes to sharing this set of ideas in a classroom, it can be as simple as having students research a topic not only having them find a variety of resources (web, print, etc.), but to also test the validity of those resources. -Zach W.

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I appreciate this reminder from Noble, that what we find matters. It is such a common thing that all of us do all day long - just Googling things - that I think we often forget that the results we see have an impact on what we think. It seems neutral, or at the very least simply based on my own person searches and clicks. I think it's important to remember and to convey to our students that we need to acknowledge the bias that comes through search results and find ways to re-examine ourselves in relation to those biases.

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Although I am aware of the reality of money and power influencing my activity on Google, it's easy to look past it.  I'm not sure I really understood, until I read Noble's book, how much of what I see is the result of a financial transaction.  Obviously, more money equals more power, but the extend to which Noble suggests that most of what we find on Google is a result of the need for Google to profit.  I am still trying to figure out, and maybe I will as I continue the book, how some of the offensive results profit any particular organization.  I do see, though, how a private company would be interested more in profit than in truth.

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The ability of Google to change algorithms internally makes clear that they are far from neutral or objective in the first place. I was curious, as I first started reading Noble's book, how anyone would prove bias or racism in search engines. I think this quote is the proof. You cannot claim that the computers just do whatever they do, and then go in and manipulate the computers so that searches produce a different result.

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Hi! It's been awhile since I googled my name, but something funny is that my students do it all the time!I guess they are curious about what I look like or what they will find out about me. Maybe they are looking for my social media accounts. I haven't done it because it doesn't cross my mind to do so. I don't really find it embarrassing because I don't feel any shame in my digital footprint. When I google myself, I see my linkedin page, my twitter account, and oddly people I've connected with through previous jobs. I think people should have the option of Cyber-Oblivion because everyone is entitled to their privacy. Also, people have the right to represent the current version of themselves and not someone they were decades ago.

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Google loves to hit me up with Ads for Amazon because I shop there so frequently. I mostly shop at Amazon for things for my son who is almost 2 years old. I also shop there because I can order and receive things quickly. I know that Amazon doesn't have a great reputation for how it treats its employees or its impact on the environment, but I still shop there anyways. I feel a measure of guilt when I think about it because I feel like we're all connected somehow. I know that shopping at big companies can really hurt small businesses. I grew up in a household with a mom who had her own small business. I would be lying if I said we didn't struggle as her product became obsolete. There are a number of reasons for that, but I'm sure one of the big ones was that people were looking at large corporations for their goods and services. Google knows that American prioritize efficiency and speed over quality and care. I'm sad to say that I am wrapped in the cycle of it, too.

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I have to say that as I've been reading this book I have become more and more suspicious of Google. I cannot believe that they have denied any relation to racial stereotyping when they are able to go behind the scenes and tweak things. I feel sad for my students because they spend so much time on the internet and they use Google every single day. Even if they don't google themselves every day, they are being targeted with websites that Google thinks that they might like. I am genuinely afraid for what my students find when they use Google.

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I often google search my name. I have a very unique name and everything I favorite, tweet, retweet, every picture I take, or video I create pops up when I search my name. Searching my name shows me an overview of all of my online activities, so I like to do it often to make sure that the right story is being told.

That said, I am in favor of the right to forget. Growing up I was very impressionable, and there was a woman that I deeply admired, and I would repost almost everything she posted on Facebook, oftentimes without fully reading or understanding what I was reposting. I was always encouraged by the things she said and posted that I thought that if I share it with others I'd be helping others too. That was true for about 90% of the things I reposted, but the other 10%, not so much.

I lost access to the Facebook page that I used to repost her content, and am unable to delete that account. Now when I go back to read some of those posts, I cringe a little. I didn't fully understand what I was posting nor why. So...if anyone has info on how I can get Facebook to delete a former page, that would be most appreciated lol.

Now that our online profiles are an avatar of who we are to others, it is truly unfair to not have the right to permanently delete things that no longer convey an accurate image of who we are.

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I don’t remember ever searching for  myself on the internet. I started with my married name. While a lot of people came up, I had to scroll down to the 2nd or 3rd page to find my picture but the information was not even correct under the picture. I then decided to try adding my middle name and then added my maiden name with PA.  I was shocked at the results. There were not even 3 full rows of images and none of me  but the results had pictures of my parents obituaries and my momma’s was shown twice.  When I worked on my undergrad degree professors warned about things on the internet not ever really being deleted. They mentioned a lot about teachers as role models.

I do not think the right to forget is as simple as a yes or no. After reading the examples in Chapter 4,  about people using it for blackmail I definitely agree that people have the right to have their information forgotten. I also agree with the text when it says “ Achieving the appropriate degree of social forgetfulness is a complex balancing act, ever in tension between the need to hold accountable and the need to grant a fresh start.”  The right to forget should not be available as an option for people to be careless and have the freedom to do whatever they want because it can be erased.

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Teach Digital Literacy - Blossom Olumese

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Teach Digital Literacy - Blossom Olumese

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We can begin by teaching digital literacy in deciphering fake news from real news, as well as identifying sites committing copyright infringement. I attached a link from commonsense.org to lesson templates for teaching "News and Media Literacy" to middle school students. They have lessons for K-12 students as well.

Another way is to share our own personal stories. If we belong to an underrepresented group, it's important that we share a bit of our culture, this not only fosters a trusting learning environment but also sheds light on students' understanding of a group they may have no idea about.

During black history month, my choir students were preparing a Negro Spiritual to sing at an honor roll assembly. As I was providing contextual information on the trauma slaves endured as they transitioned from West Africa to the Americas, one of my students asked me if I experienced the same things. I was taken aback at first but then realized that she asked me that because she knows I'm a first-generation West African immigrant, so I took that opportunity to not only teach on the timeline of slavery, but my experience immigrating as a 5-year-old, and the experience of other immigrants.

We can also share moments when we agreed with prejudicial ideas about a people and culture based on the things we saw in the media and share how we overcame those misunderstandings.

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.

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Digital Citizenship Curriculum | Common Sense Education

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Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.

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I think it is important to teach students that Google is an advertising company and they just want a profit.  Students need to understand that the information that is listed first is not always the most reliable information. It is important to help students learn to look through the search results and consider that not all listings will be accurate. Students might need to learn fact checking skills. I feel like again we are touching on the importance of teaching students digital citizenship skills, something not all districts do at this time.

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I just googled "music lessons" and I immediately saw people offering services in my area. I scrolled down and found Music and Arts, a large  franchise in our region that sells instruments and offers music lessons. It was actually nice to see that google populated local small business before the franchise. However, I wonder if its because Google knows I too own a small business that offers music lesson, or that people often ask me where they can find local music lessons. I wonder if I were a random person looking for music lessons, if it would populate small businesses in my area or just the large franchises.

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As I read this question, I immediately thought about Monday’s class and how the google searches I did came up with little diversity.  I thought about how I have heard students and friend’s children make comments like “ just like me” when referring to an African American or Hispanic author or person we are studying.  The majority of the students in my school population.  It made me wonder if students think the same thing when searching on Google. We read about Katherine Johnson (Hidden Figures), if I had searched the internet for mathematicians would we even see a female in our search?  I consider it harmful when my students and friends' children don’t see diverse images.  I think the harm in misrepresentation is not physical but more mental.

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I don't often search my name on Google search or any search engine for that matter. It has actually been a few years since the last time I've done so.

I don't find this at all embarrassing for a couple of reasons. I don't have anything to hide and I am also very careful with what I share online since I teach in the middle school sector and what better thing to do than search for your teacher's name in your free time. Anything not important, specifically social media, I don't use my real name anyway. I know most of the time when you search for Ashley my maiden name (Simons), and/or my now married name Shifflett, there will not be many photos of African American women that come up hence the image I shared when I googled my name. Before, checking the images I checked the "all" section and the only searches that came up was a Facebook page that doesn't belong to me because I don't actually use my real name on social media, my Linkedin account, and other Ashley Shifflett around the world who aren't me.

I do believe strongly in the right to forget! I think our rights as people should be considered alongside our privacy. We should be in control of things on the internet about us in public spaces especially if they aren't true, were done by mistakes, or was something that had to be done due to a crucial matter.  Now, on the other hand, I will say if you are putting others in harm's way, you do need to be held accountable for your actions, and in that case, the right to forget rule may not necessarily need to be applied to you because people need and deserve to know who you are and what you are doing to create harm.

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Noble, mentions several times in her book how the search results are designed around certain algorithms and these algorithms create results of things that are most popular and frequently searched created by certain individuals. These aberrations can have major effects on our students when they are performing searches. It can create misrepresentation of who and what they truly are. They won't be able to make those connections that correlate to them in the real world and create these false stereotypes that they may start to believe because it's the first thing that they see. Our students are so vulnerable and believe everything they see and hear and that what Google says is truly life without doing the proper research. Many haven't been taught otherwise. It is important that students are properly taught how to correctly do Google searches and that they see correct and diverse information and images of themselves. I think this is the first step to improving that misrepresentation that they are seeing when they first complete these searches. It is still concerning to me that even if we teach them how to properly search and more diverse information and images are provided, Google still has the ability to "tweak" and/or "fix" these aberrations or "glitches" in its system." So how will we ever truly get to the bottom of this?

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Guiding our students to the truth with Google searches

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Guiding our students to the truth with Google searches

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I teach in the middle school sector so I think it maybe a lot easier to guide students in finding the truth in a Google search as opposed to do this with elementary school students. Either way, I know it's going to be challenging but not as much. For starters, I think a crash course and or discussion of a lot of things shared in this book are important to go over first with teachers and staff and then once it's fully understood by the adults, then students. We need to know who and what Google truly is! I know I had no idea prior to this book. Digital literacy skills as well as classes/courses starting in Kindergarten need to be just as important as standards and content in daily schooling as standardized testing. It's also pivotal that they see the results of Google searches being done by their teachers on topics as well as completing those searches themselves. We as adults must model what it is that we want our students to do. They do and act as they see. As adults we are Google hoarders ourself and I will admit before reading Noble's work I didn't know much of this information either. This information should not be a hidden and/or a secret and all should and deserve to know. Home is the first teacher but when it's not being taught there. (We can't expect it to be because they don't know themselves). We as the teachers are the next best thing in line. We have to get ourselves in line with what the effects of Google searches are creating and doing so that we can do the same for our students.

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Essential Rights: Right to be Forgotten and the Right to Privacy

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Essential Rights: Right to be Forgotten and the Right to Privacy

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Just recently, a student asked me how old I was and when I said it's rude to ask a woman how old she is, the student said "Never mind!  I can look you up on the internet!"  I was curious about what he is going to find out about me.  What you see in the picture above is what he saw under images with an accurate photo of myself on Twitter and images of Blossom and Cara who I am connected to on Twitter; some pictures from the last Green Club activity that I led in school which I posted on my Twitter account last year.  These pictures are not embarrassing but there is enough information there for someone with malicious intentions to look me up and find out where I work and creep in to my life, most especially if the person has some good sleuthing skills.

The right to privacy is guaranteed to every individual by the 4th amendment and such privacy is further protected by the FTC law on privacy and other statutes that have been created to protect people's private information online. Because of the digital footprint that we leave behind as we navigate through the internet, most especially with the use of Google Search, it has become harder to protect ourselves from intrusion.  It is for this reason that we need to look out for ourselves and those that we care about whenever we post pictures and information on our social media accounts to prevent the proliferation of embarrassing moments that Google thinks should be kept as part of the "history of humanity".

When I used DuckDuckGo to search myself, it pulled up social media accounts that I have under 'All' but what was interesting is that when I clicked on images, this browser didn't have a single accurate image of me (which I was so happy about!).  I like this browser because it has a burning feature that wipes any memory of what you searched online and it prevents the websites that you visit from installing cookies into your browser to track your activities.  This last feature is also present in Safari.   This shows that we have options and it doesn't hurt to make better choices for better security so we can sleep better at night without the worry of someone breaking into our personal information online.

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Misrepresentations result in self misconception 

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Misrepresentations result in self misconception 

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According to Noble's research on studies by Ford and Fujioka (p. 89), "stereotypical media portrayals of Blacks on television are highly likely to affect perceptions of the group" which Ford says results in "negative perceptions of them(selves)."  It doesn't take a rocket science to figure out how damaging the effects of negative depictions and misrepresentations of certain ethnic groups as shown online on their own members.  If my students keep on seeing White students when they type in 'college education' in Google, this can either motivate them to represent their ethnic group or, more often than not, get discouraged to go to college because they are afraid of being ostracized because of the color of their skin or think that they only belong to either the military or trade schools.  There's nothing wrong about going to the military or trade schools, but college should not be feared upon.  PWIs are usually providing large amounts of scholarships to high school students who belong to the minority groups.  Though this is the case, a lot of students decline the offer because they are scared to be victims of racial discrimination in these schools after visiting the campus the first time and for some reason didn't feel welcomed.  One of my Black students told me that he participated in a pre-college activity program in a university that he wanted to attend but there were only a handful of Black students in the program that during lunch break, he and another Black student from another school had to sit in one corner of the cafeteria and kept a low profile the whole time they were there.  This should not happen.  Educational institutions should ensure a welcoming, safe, and equitable place for all students regardless of their cultural heritage or how they look like.

If only big tech companies like Google would recognize the value of changing the narratives about the American minorities so our students can start taking inspiration from what they see when they Google themselves or people from their ethnic group.

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I have searched for my name before, but it has been awhile. First, I just searched Tiffany and the results, not surprising, were filled with Tiffany & CO products, advertisements, and websites. The second search I completed was Tiffany McNeil. The image results were all very different. There were a variety of ages, races, and what looked like socio-economic status’. The websites all ranged from different social media sites (none linked to me), universities, and yellow pages.

I can really see both sides of “a right to forget.” On one hand I can see why people would want to permanently erase things that are attached to their names that might be embarrassing, especially if they are things that they didn’t post themselves. On Facebook, I have it set so that people can’t tag me in posts/pictures unless I approve of it. This is to ensure that my name doesn’t get associated with anything I don’t believe in. I can also see an adult regretting what they posted or got tagged in when they were a kid. However, I think it is also important to not delete things that might be attached to your name if it is true. By the time we are adults we should be in control of what we post and know better than to post things we don’t want our name attached to. Right now, I think if a kid/parent wants to permanently delete something they should be able to, because kids don’t always fully understand the implications behind what they post. This can also go for adults who want to delete things they posted as kids.

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I haven’t used google to search my name in about 3 years.  To be honest I did a google search clean u a few years ago after having a student tell me that they were going to google me and I was not sure what they would find. At the time I still used my real name for my social media accounts so they were included in the search results. As a result, I started to receive friend request from my students. I have always been particularly cautious about what I post or associate myself with on the internet, because I keep hearing in the back of my mind, "what you put online remains online forever." I am not at all embarrassed by the results of my search, which include some private social media accounts, my LinkedIn account, and my school's website. Interestingly, the images featured in the search results contain images of unknown individuals, which when clicked goes to my Linked-in account. I do believe in the "right to forget," which allows personal information shared online to be removed from search results and public databases. We should be allowed to permanently delete items that no longer accurately reflect who we are. However, I also believe that people need to be held accountable for the things they have done or the situations they may have put themselves in. The right to forget should not be given to allow individuals to be reckless since it can be wiped from the internet.

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I think it begins with expliciting teaching students about Google and how Google shows results. I think that we also begin by teaching students that you can’t believe everything you read on the internet. That they need to try different search engines and use scholarly articles. Our students need to start learning about digital literacy and citizenship in the primary grade levels, which as a first grade teacher in a primary school, this doesn’t happen as much as it should. I know at our school it only happens at the last minute and it isn’t planned. I think that students learn best from visually seeing and doing, so in the upper grades having students search their names across different search engines. In the primary grades, maybe a simple term like dog could be searched. Before the search, have students share what they think will appear and what actually appears in the search bar and in the photos. Students could have a conversation about why a certain type of dog didn’t appear and other types of dogs did appear. Students could discuss ways to get the certain type of dog to appear or appear closer to the top of the search. Students could try using different search engines to see if it appears. I think this would be a good way to introduce a difficult topic to young students and get them thinking about using multiple searches.

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It has been awhile since I decided to search my name on Google. There was a trend on Facebook a few years ago in which you searched your name and posted the results on your page. Many people found this to be humorous as they compared themselves to the people in their results. When I acquired about this trend, I did find a few results embarrassing. My maiden name was "Hurley", so a few of the pictures were of people getting sick. I was often teased about my last name starting with "hurl", so it was embarrassing to see these search results pop up. Today as I search my name with my married name, I do not feel embarrassed about the searches I am finding. There are a few nature pictures and women who look similar to me. I also see myself on the second picture, linking to my school YouTube channel. I feel that when you use or post anything to the internet, you should know that it will "never go away". I think everyone knows this in the back of their mind, but do not always think about it when they are posting. I believe that some things should be able to be forgotten and removed from the internet. I had a friend who was arrested because someone at his work was being severally racist to him for several months. He talked to several people higher up who did not help the situation at all. My friend got to a breaking point, lost his temper and said some things. While he was saying these things, he had a box cutter in his hand, which put him in jail for a few days. His face was posted all around FB and shared from the news report. Several times I replied to people about how the situation was turned around by the news and social media. His image and incident will never be erased from the internet. It has cost him a lot jobs and his mental health.

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Before starting this book, I did not realize the extension of algorithms used for a Google search. I have always been nervous about using Google search in front of my 1st grade students because you never know what will pop up, even if you searched the subject minutes ago. I work at a Title 1 school where students who are serviced for math and reading are called "Title 1" students. I do not think that my students think anything of this name, yet. I worry that when they go onto late elementary school they will become curious about their title as a "Title 1" student. I have Google searched "Title 1" and have mostly seen graphs on how these schools are low-income and low education. It shows that these schools have low scores on state testing and are made of troublesome students. Yes, my students may be difficult at times, but they deserve the love and education like any other student in a non-Title 1 school. These graphs are definitely a misrepresentation of our students and the progress that they make daily. I wonder how seeing how the world sees them will affect my students in the long run.

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As of lately, I have been really into the Alani Nu energy drinks. From being a 1st grade teacher to being in grad school, they have become my motivation keeper. When I went to Target out of town this weekend, I saw that they were out of stock of the Alani Nu energy drinks. I decided to do a Google search to see where else I could find these energy drinks. Though the top searches were the Alani Nu website, stores to by them (Sams, Target) and Amazon, I did see towards the bottom related searches for the Celsius energy drink. The related search bar showed all of the products that Celsius carried in their brand. When I clicked on one of the pictures/links, it took me to a Google search page with more information and links about Celsius. At the bottom, I did not see any related ads for Alani Nu or any other energy drinks at all. It made me think about if Celsius was paying extra for their products to be shown on web searches for different competitors energy drinks. I am not interested in the Celsius due to the multiple related searches and ads that came up when I was trying to search for Alani Nu.

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I am always on the lookout for young adult books for my high school students that I can add to my reading library.  I have been using Google to search for the most popular books for my student's age group for years.  Google always gives me a good list of books that cater to a diverse audience.  How diverse?  It's a combination of authors from different cultural backgrounds--Whites, Blacks, Asians, and Latinos.  But if we are going to be critical about it, if you look at the first 9 books in the list without clicking on the other 42, you will find 8 White writers and 1 American Indian writer.  Based on our readings, tech companies may not have the intention to be racist, but "whatever perspectives mired in racism, sexism, or other equally unpalatable ideologies pervade society at large, they are carried into, and reproduced within, cyberspace" (Noble, p. 90).

I am guilty of not always paying attention to this idea that somehow simple searches like this on a browser can be tainted with malice--serving the purpose of certain groups to misrepresent others in a negative way.  Nevertheless, I have always kept a diversified reading selection for my students and whenever Google doesn't give me what I am looking for in their top list, I keep searching for other lists like the ones on American Library Association Young Adults section because they always have an excellent diversified list each year, so I can continue to expose my students to different perspectives, stories, and cultures in our society and the world. We just need to make it a habit to look further than the top picks that Google has chosen for us.

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Google utilizes algorithms to filter results based on recent, and popular searches, with the goal of making content more relevant to users. When students use Google, they are more likely to use or view the results that appear at the top of their search. The most prominent search results may influence the connections that students make between specific keywords or concepts and thoughts associated with those keywords or concepts. Students may inadvertently be building on prior knowledge, attitudes, or associations relating to various concepts or topics by using search results that are inaccurately presented as facts if the results they receive are based on preconceptions or other misrepresentations. Many districts have safe search enabled on their devices, which might help to limit results to what is appropriate and relevant. However, students should be taught how to use keywords for searches, identify credible sources, manage device settings.

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To guide our children to the truth in their Google searches, I believe we must first educate them on how Google functions.  Students must understand how Google uses algorithms to curate search results and how these algorithms create a personalized world of information for each of us. As well as how to navigate their way out of this world of information created for them.  Teachers should provide opportunities for students to actively engage, communicate, and create online while also teaching them important lessons about digital etiquette, and digital citizenship. As educators we must also integrate information literacy in authentic and meaningful ways for students when they are working online. To help students become better at evaluating the information they see online they must learn how to fact check the information they find on the internet. To assist with this, teachers should provide students with reputable resources that they can utilize to verify or discredit information found online.

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Should we be able to delete? - Eric Hines

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Should we be able to delete? - Eric Hines

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I believe that this is the thought process of Google and how they would like to maintain records of everyone’s personal information. I can understand that there is tons of business and financial benefit for Google to be against cyber-oblivion and record wiping. Personal information is a core advantage that Google has over many companies and is worth high monetary value to their potential clients and government agencies. Having the ability to know the tendencies and interests of people within a geographical area helps make Google a very powerful corporation in today’s cyber world. I personally believe that some information should be available for deletion by an individual, however, this will also create a less genuine online experience and statistics. This could have people decide what information remains and which is deleted ultimately leading to less truth online and more manufactured information. Part of the online experience is the gathering of factual information and social interaction. Being able to delete any information would limit the genuineness online and conversely, keeping everything online would lead to less openness and deeper progress online.

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Google has been regularly mentioned for the biases in their search results regarding ethnicity and gender. It is easy for larger companies to prevent taking responsibility and modify the situation temporarily when an issue is presented in order to calm the public outcry. There is very little responsibility taken by companies for major impacts in the racial divide and discrimination. As long as major online companies lack the diversity needed in the decision-making process and systems creation phase, there will continue to be racial stereotyping, prejudice, and discrimination occurring at all levels of the online experience for all participants. This continues to create social stereotypes and beliefs that lead to disturbing and destructive behaviors in society against ethnic groups and gender classification. It should not take an issue or crisis to arise for the programmers to fix coding and processes within the company and the services provided to the general public. Nonetheless, actual change to the infrastructure to include diverse backgrounds and opinions will never happen without first recognition and responsibility for racially-charged mistakes.

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Absolutely! What we find in search engines are thought of initially as the truth. It sets the foundation of our thoughts and sets the expected beliefs within society. This has shown to have both good and bad results. Much of the discriminatory beliefs and prejudices are becoming more developed through online information and social communication. To understand someone’s culture you must be willing to experience how they live rather than read a perspective of what was perceived. This is a poor way to learn people and cultures. For many years, information was passed down to each generation from the elders before them. Currently, anyone can provide information online even if incorrect and have a high ranking to be seen. It is important to realize how impactful the information online is to the perspectives of society. This information found in search engines about people and cultures is not a good source for information just reading on a screen. You must be engaged in life and with people to understand people. You must be open to different cultures to understand culture.

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Check out your name here: https://www.officialusa.com/

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Check out your name here: https://www.officialusa.com/

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My daughter showed this after I made my original post. The information was scarce for some and not for others in my house.  It had a lot of information not necessarily correct for some. Then we started searching fo
r relatives.  - Donna Gregg

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Directory of U.S. Websites. Nationwide directories and State Guides for all 50 States, including official county, town and city websites.

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Nobel really takes her time to explain why it is so important to question not only the results of a Google search but also question why specific results come up in the first place as well as who is designing the artificial intelligence behind it. This reminds me of the example she gives when conducting the three-word Google search of "three black boys''. She mentions how the results were pretty much only images with negative connotations. But when conducting the same search, switching "black" to "white", she was met with wholesome pictures of white boys, giving off the "American Dream" energy. From these searches alone, and if students don't know any better, they could likely correlate black boys with negativity and white boys with positivity. The search results feed to the narrative that AA are less than, and even more dangerous than, their white counterparts. If they were to look up "three black boys" today, they would still be met with darker, "rougher" images and mugshots by the second row of results. A "three white boys" search would result in brighter, positive, images. No mugshots. As I have always told my students, in order for them to find "truths" in their research you must question the source, the intended audience, and intentions of the source. Also, they must look for other credible sources to validate their findings.

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To be very honest, it does not surprise me that Google does not take responsibility for their actions. In this society, and in my opinion, it is rare to see white men or white men ran companies be penalized for their unjust actions. Or further, they may be penalized but nowhere near as harshly as their poc counterparts. That being said, big companies like Google would never willing come out and claim reponsibility for being discriminatory or sexest, etc. It's easier to deny responsibility and just "fix" the issue. By denying responsibility, it insinuates that there is no way for Google to be proactive in stopping these scenarios from happening before they do. But as Nobel says, someone had to design the system for the searches to come up in the first place. If the case was that the search for "black girls" would first bring up "black p****" as a search result... Well that does not shock me either. The history of this county is disgusting and our African Americans (AA) students are reminded of that past and the way America (and the world) feels about them everyday in their present. Our AA students clearly seen their worth with how their families and peers are treated by our government and how America chooses to represent AA in the media.

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I actually google search my name once or twice a year. Since we work with students, I am always checking to see if I am "discoverable" in some way. My personal profiles never come up in my searches, while my professional ones do and which is intentional. My current stance on the “Right to Forget” is slightly torn. On one hand, I think that people should be held accountable for their actions but to what extent? For instance, kids will be kids and sometimes that means they can be silly, evil at times, or even down right mean. Those actions should not simply go unnoticed, especially if it is harmful to others or a testament to that person's demeanor or mental state as they grow older. But on the other hand, kids ARE kids; meaning they are developing and discovering. They SHOULD be given a second chance especially when considering the actions of some teenages (like taking risky pictures that may have gotten leaked on the internet). I have these same thoughts for adults as well. It’s hard to find common ground of what is and what isn’t worth “forgetting” and because it would have to be circumstantial, I can see why it is currently easier to not put a policy like that into place. But is easier correct?