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Lesson Plan November 4, 2016

Googling Google: Search Engines as Market Actors

Short Description

There is a large body of research on corporate ownership and control of traditional media, such as print, television, and radio. Comparatively, research about corporate control of what we see online is underdeveloped, yet search engines are often the first place students uncritically look for research as opposed to the library website, catalogs, and discovery services. Dr. Safiya Noble shows that Google image searches for black women often perpetuate and reinforce dominant narratives involving racism and misogyny. As Google is often seen as neutral, such search results are presented as “natural,” the way things are, when in fact they are the products of capitalism, hegemonic patriarchy, and white supremacy. Interrogating results such as these is one goal of this lesson plan, along with getting students to think critically about, to problematize, the everyday tools used in the research process and to explore links between capitalism and racism, misogyny, and homophobia.

Learning Outcomes

Articulate clearly how algorithms such as PageRank influence information-seeking behavior and search results. Explain Google’s data security and privacy issues. Create searches that show critical thinking and awareness of how Google works.

Participation Type

Suggested Citation

Berg, Jacob. "Googling Google: Search Engines as Market Actors." CORA (Community of Online Research Assignments). 2016. https://projectcora.org/lesson/googling-google-search-engines-market-actors

Attachments

Adapters

I drew heavily on this lesson plan as inspiration for a credit-bearing course assignment designed for first year students: https://www.projectcora.org/assignment/analyzing-search-engines-what-narrative-told-through-algorithm It was super interesting and very provocative discussion! Thanks Jacob for sharing!
I combined this with work from Mike Caulfield (https://webliteracy.pressbooks.com/) on fact-checking to have a session on better understanding search algorithms, and then evaluating the results according to Caulfield's steps. I use this in First Year Seminars with classes that do not have a scholarly research component, but the instructor still wants to students to start developing more searching and evaluating skills as part of general life skills.