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Given the prevalence of web use by teachers and students and the need for all citizens to be information literate, teachers across curricula are expected to model and develop information literacy and web searching skills within their classrooms. Unfortunately, little is known about how teachers search for and evaluate information online, especially within subject specific contexts. This study investigated teachers' cognition and metacognition related to searching for resources related todoi:10.7939/r3901zp0k fatcat:k6vhb7ziu5hefaijwtaij4gvkq