While the number of online databases and other resources continues to rise, the quality and effectiveness of database searches does not. Over 80% of academic, public and school libraries offer some form of Internet access (American Library Association, 2000); thousands of full-text electronic journals and serials are available online. However, Hertzberg & Rudner (1999) found that most searches are cursory and ineffective, and they provide extensive recommendations regarding the mechanics of searching. A firm grounding in the mechanics of searching is vital, but an effective search is also an exercise in inquiry and critical thinking. We begin searching a topic with certain questions; as we collect information, we form hypotheses about the topic. These hypotheses in turn guide further searching, and are elaborated, discarded or modified as we learn more.

This document complements guidelines addressing the mechanics of online searching by considering how treating searching as exercises in critical thinking can improve our use of online resources. We address the use of metacognition, hypothesis-testing, and argumentation, providing illustrative examples, and links to tools that can facilitate the process.