{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T23:18:11Z","timestamp":1777936691011,"version":"3.51.4"},"reference-count":26,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2013,5,1]],"date-time":"2013-05-01T00:00:00Z","timestamp":1367366400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["New Media &amp; Society"],"published-print":{"date-parts":[[2014,3]]},"abstract":"<jats:p>This study examines American high school students\u2019 school-related information-seeking. Comparing advantaged and disadvantaged students\u2019 practices, the research illuminates three phases of their information-seeking activities: 1) learning-opportunities for digital skill building, 2) information-retrieval tactics, and 3) information-evaluation strategies. The inquiry delineates several distinct categories of practice corresponding to each of these phases. In successful information-seeking, learning-opportunities enhance skill acquisition for effective information-retrieval that is followed by discerning information-evaluation. In unsuccessful information-seeking, inadequate learning-opportunities result in ineffective information-retrieval that is followed by disengaged information-nonevaluation. Significantly, gendered differences emerge in this final part of the sequence. Findings indicate that unskilled female information-searchers are more likely to adopt an overtrusting stance. By contrast, unskilled male information-searchers are more likely to adopt an undertrusting attitude towards online content. Both groups of unsuccessful information-searchers truncate this necessary evaluative stage and end the information-seeking process before it can bear fruit.<\/jats:p>","DOI":"10.1177\/1461444813481197","type":"journal-article","created":{"date-parts":[[2013,5,2]],"date-time":"2013-05-02T04:37:39Z","timestamp":1367469459000},"page":"234-251","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":21,"title":["Freeways, detours, and dead ends: Search journeys among disadvantaged youth"],"prefix":"10.1177","volume":"16","author":[{"given":"Laura","family":"Robinson","sequence":"first","affiliation":[{"name":"Santa Clara University, USA"}]}],"member":"179","published-online":{"date-parts":[[2013,5,1]]},"reference":[{"key":"bibr1-1461444813481197","volume-title":"Information triage: dual-process theory in credibility judgments of web-based resources","author":"Aumer-Ryan PR","year":"2010"},{"key":"bibr2-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1086\/230577"},{"key":"bibr3-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1093\/acprof:oso\/9780195388275.001.0001"},{"key":"bibr4-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1002\/9780470996973.ch23"},{"key":"bibr5-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1177\/1461444808101620"},{"key":"bibr6-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1023\/A:1018749620033"},{"key":"bibr7-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1037\/0022-3514.67.2.243"},{"key":"bibr8-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2010.09.020"},{"key":"bibr9-1461444813481197","unstructured":"Fallows D (2005) Search engine users. Pew Internet and American Life Project. Available at: http:\/\/www.pewinternet.org\/Reports\/2005\/Search-Engine-Users.aspx (accessed 1 February 2012) ."},{"key":"bibr10-1461444813481197","doi-asserted-by":"publisher","DOI":"10.1002\/(SICI)1097-4571(1999)50:1<24::AID-ASI5>3.0.CO;2-W"},{"issue":"1","key":"bibr11-1461444813481197","first-page":"468","volume":"4","author":"Hargittai H","year":"2010","journal-title":"International Journal of Communication"},{"key":"bibr12-1461444813481197","doi-asserted-by":"crossref","unstructured":"Head A, Eisenber M (2010) Truth be told: how college students evaluate and use information in the digital age. Project information literacy progress report, University of Washington\u2019s Information School. 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