International Journal for the Scholarship of Technology Enhanced Learning Volume 1 Issue 1 2016 Pages 65-82 A Framing of Digital Search Space Charles D Dziuban, University of Central Florida, Charles.Dziuban@ucf.edu Flora McMartin, Broad-based Knowledge Glenda Morgan, University of Illinois at Urbana-Champaign Joshua Morrill, Morrill Solutions Research, Joshua@morrillsolutions.com Patsy Moskal, University of Central Florida, Patsy.Moskal@ucf.edu Alan Wolf, Harvard University, alanwolf@wisc.edu Abstract This study sought to identify the underlying dimensions that contemporary students use to frame their digital search strategies. Responses to a validated and nationally distributed survey protocol were analyzed using image analysis to portray the structure of digital search under two conditions: high stakes – when encountering a difficult problem for class, and low stakes— where a student simply was interested in a topic. In addition, students described their educational climate when using digital information, thereby framing their personal search geographies. The climate resolved itself into: educational beliefs, self-regulated learning, self- confidence and learning strategies. High stakes search framed itself into: seek expertise, internet search, search course materials and ask friends. Lower stakes search reduced to: cast about, ask friends and search internet showing a reduced dimensionality. The authors conclude that search space and its attendant strategies find meaning through embowing student traits, academic resources and networked information in a push and pull environment. Keywords: Digital search; framing; personal geographies; educational beliefs; undergraduate students *This research project was supported through a grant from the National Science Foundation (DUE1049537). However, the findings and opinions expressed are those of the authors and do not necessarily represent those of the funding agency. Introduction The impact, pros and cons of digital search A recent article entitled “Movement Grows to Assess Students’ Digital Literacy” in Education Weekly stressed a need for more research on students’ digital literacy skills (Flanigan, 2014). The paper expressed concerns about the current generation’s ability to apply its knowledge of digital resources to real world situations. This appeared to come from the growing questions about so called “digital natives”–a term popularized by authors such as Prensky (2001), Rushkoff (1996), and Barlow (1996). Although the concept gained widespread popularity over the years, there is growing concern that it is a misnomer implying a set of literacy skills that does not necessarily exist within the current student generation (Bauerlein, 2009). The social network investigator boyd (2014) contends the term “digital natives” misrepresents our youth, and argues that it distracts by obscuring the challenges today’s youth experience in a networked world. Further, she argues that the term homogenizes the current generation, and fails to recognize the uneven distribution of young people’s preparation for the digital