Search Strategies webinar is the importance of thinking about how other people describe the topic you're researching. Here are two examples of how that has had an effect on my travel planning.
Going to Australia
A couple of years ago I gave the opening keynote for a conference in Australia. Since the trip to Australia from Portland, Maine is about the longest one I could make without leaving Earth's atmosphere, I spent some time researching the best flights and seats within those flights.
To do my research I turned to the message board community on FlyerTalk.com (it's kind of like Consumer Reports meets Trip Advisor for airlines). Once it was determined that I would be flying Qantas (I didn't have much choice on that matter) from Dallas to Sydney I set out to see what people were saying about seats on the A380 that flies on that route. I started out using the name Dallas in my search, but I didn't see nearly as many posts on the topic as I had hoped. Further, the posts that I did find were written by people who had made relatively few contributions to the community. After reading some not-so-helpful post I realized that most frequent contributors to the community don't actually spell out full city names. Instead, they use airport abbreviation codes like DFW when writing about Dallas. As soon as I switched out Dallas and for DFW in my search I found a lot more posts from frequent contributors to the FlyerTalk community.
Storing luggage in London
The first time that I went to London for the BETT Show I needed to store some of my luggage at the conference center during the day. It isn't uncommon for large conference centers to offer a luggage hold service for a nominal fee. I wanted to confirm my hunch in advance so I spent some time searching on the BETT and conference center websites for “coat check,” “bag check,” “coat room,” and “bag storage” in the hopes of confirming my assumption. My searches were fruitless.
Eventually I confirmed my assumption about a baggage check when I stumbled upon a map of the conference center. In browsing around the map I discovered a “cloakroom.” When I hear “cloak” I instantly think of the Count Chocula character from the cereal boxes of the 1980’s (my mother never let us eat that kind of cereal despite our pleas). I never thought to use the word “cloak” in any of my searches for information about storing my jacket and small bag for the afternoon. Cloak is just not a regular part of my American vernacular.
How this applies to students:
Five or six years ago I heard my friend Tom Daccord at EdTechTeacher.org (an advertiser on this blog) give an example of social studies students researching films of the early 20th Century. In his example Tom mentioned that the students who insisted on using the term "movies" in their searches didn't get nearly as far as those who used terms like "talkies," "moving pictures," and "cinema." This was due to the fact that "movies" wasn't a part of the common dialect of film critics in the early 20th Century.
For students to understand the dialect of the topics that they are researching, they will have to do some prior reading and learning on the topic. One thing that I've asked students to do when reading primary sources that I've distributed to them is to highlight or write down the terms and phrases that are new to them. Often those highlighted terms and phrases often end up being a huge asset to them when they are trying to choose the best terms to use in Google searches.
By the way, if you copy and paste a primary document into Google Docs then share it with students, it is very easy for them to highlight new-to-them phrases and for you to see what they've highlighted.