Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285–328.

Summary
This article examines how K–12 students utilize the Web as an information resource and investigates their search behaviors, the attributes of Web-based learning tasks, and the unique challenges internet exploration presents to students. The authors highlight the Web’s potential for rich learning opportunities but caution that many students struggle with locating, evaluating, and processing online information. Therefore, they advocate for integrating information literacy skills with inquiry-based curricula. They also call for the exploration of student learning processes, the design and effect of learning environments using the Web, and further research that establishes best practices for teaching informational literacy skills and helps educators scaffold student Web interactions to ensure meaningful learning.

Evaluation
The authors blend empirical research with theoretical work from both education and library science, providing a thorough and balanced report of student Web use in the early 2000s. Their synthesis of a broad range of studies is both clear and understandable. They also provide concrete practices for educators to use in the classroom, such as structured support, scaffolding, and explicit skill-building. Furthermore, their methodical and scholarly review of the information included in their analysis adds to the credibility of the study and provides a practical resource for both educators and future researchers.

Reflection
The article is relevant to my research focus on hybrid course design and curriculum development for neurodivergent learners, particularly autistic students. Its emphasis on structured, inquiry- and web-based learning opportunities intersects with the needs of many students with autism who benefit from predictability, explicit instruction, and straightforward learning methods. The authors’ recommendation for scaffolding aligns with established best teaching practices for all students and provides necessary support for students who experience executive function challenges common for autistic learners. Additionally, the article addresses the need for students to analyze both the effectiveness of their search methods and the relevance and reliability of the information they find online. It also highlights the need for educators to teach informational literacy skills and design engaging, accessible learning environments and student-led, Web-based, inquiry projects that showcase autistic learners’ strengths.