In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online information. This review outlines technologies that aim to support users when they collaboratively seek online information. Upon integrating psychological–pedagogical approaches on trust in and the sourcing of online information, argumentation, and computer-supported collaborative learning, we reviewed the literature (N = 95 journal articles) on technologies for collaborative online information seeking. The technologies we identified either addressed collaborative online information seeking as an exclusive process for searching for online information or, alternatively, addressed online information seeking within the context of a more complex learning process. Our review was driven by three main research questions: We aimed to understand whether and how the studies considered 1) the role of trust and critical questioning in the sourcing of online information, 2) the learning processes at play when information seekers engage in collaborative argumentation, and 3) what affordances are offered by technologies that support users’ collaborative seeking of online information. The reviewed articles that focused exclusively on technologies for seeking online information primarily addressed aspects of cooperation (e.g., task management), whereas articles that focused on technologies for integrating the processes of information seeking into the entire learning processes instead highlighted aspects of collaborative argumentation (e.g., exchange of multiple perspectives and critical questioning in argumentation). Seven of the articles referred to trust as an aspect of seekers’ sourcing strategies. We emphasize how researchers’, users’, and technology developers’ consideration of collaborative argumentation could expand the benefits of technological support for seeking online information.

在日常生活中，人们寻求、评估和使用在线资源来支持观点和做出决定。虽然教育必须促进人们批判性地质疑在线信息的来源所需的技能，但更普遍的是，了解如何成功地促进获得与寻找在线信息相关的任何技能也很重要。本综述概述了旨在支持用户协作寻求在线信息的技术。在整合有关信任和获取在线信息、论证和计算机支持的协作学习的心理教学方法后，我们回顾了文献（N = 95 篇期刊文章）关于协作在线信息搜索的技术。我们确定的技术要么将协作在线信息搜索作为搜索在线信息的专有过程，要么在更复杂的学习过程的背景下解决在线信息搜索。我们的审查是由三个主要研究问题推动的：我们旨在了解这些研究是否以及如何考虑 1）信任和批判性提问在在线信息来源中的作用，2）信息寻求者参与协作论证时的学习过程，以及 3) 支持用户协作搜索在线信息的技术提供了哪些启示。仅关注在线信息搜索技术的评论文章主要涉及合作方面（例如，任务管理），而关注将信息搜索过程整合到整个学习过程中的技术的文章则强调了协作论证的各个方面（例如，多角度的交流和论证中的批判性提问）。其中七篇文章将信任视为求职者采购策略的一个方面。我们强调研究人员、用户和技术开发人员对协作论证的考虑如何扩大技术支持对寻求在线信息的好处。而专注于将信息搜索过程整合到整个学习过程中的技术的文章则强调了协作论证的各个方面（例如，在论证中交换多种观点和批判性提问）。其中七篇文章将信任视为求职者采购策略的一个方面。我们强调研究人员、用户和技术开发人员对协作论证的考虑如何扩大技术支持对寻求在线信息的好处。而专注于将信息搜索过程整合到整个学习过程中的技术的文章则强调了协作论证的各个方面（例如，在论证中交换多种观点和批判性提问）。其中七篇文章将信任视为求职者采购策略的一个方面。我们强调研究人员、用户和技术开发人员对协作论证的考虑如何扩大技术支持对寻求在线信息的好处。