ABSTRACT
The chapter approaches search from the perspective of literacy and more specifically of media and information literacy. It broaches the matter of the difficulties involved when trying to turn search and searching into objects for learning and teaching. On a related point, it examines the implications these difficulties have for the development of media and information literacy instruction and for researching media and information literacy. The focus in media and information literacy lies in critically assessing the information found by means of search engines. However, the social shaping of search engines and the conflicting interests involved in their workings are hardly ever scrutinised in educational settings. The concept of infrastructural meaning-making is suggested in order to shed light on the significance of sociotechnical systems that are highly trusted in society for filtering and providing information. Furthermore, critical evaluation of information has limits and must be related to trust.
