This paper explores the ways in which higher education students search for information in fragile and conflict-affected contexts. Data for this study was drawn from verbal reports of nine participants engaged in retrospective think-aloud sessions to solve ten tasks each. The results of the thematic analysis revealed that the participants followed the pattern outlined in literature of connectivism and literacy frameworks. Namely, the participants proceeded with four interrelated steps: locating information, information use, remix and repurpose, and knowledge sharing. Some key themes were observed that differed from previous studies, including meta-search and the frequency of changing search keywords over time. Each difference deserves further consideration. Moreover, the results highlight extreme plagiarism among participants and their low-level competencies to innovatively evaluate and remix online content. This paper argues that critical and cyberliteracy are perhaps the nominated theoretical frameworks for developing information search mechanisms in oppressed societies. Implications for educational practices are discussed.

本文探讨了高等教育学生在脆弱和受冲突影响的环境中搜索信息的方式。这项研究的数据来自9名参与者的口头报告，这些参与者参加了回顾性的思考式对话，以分别解决10项任务。主题分析的结果表明，参与者遵循了连接主义和扫盲框架文献中概述的模式。即，参与者进行了四个相互关联的步骤：信息定位，信息使用，重新组合和重新利用以及知识共享。观察到一些与以前的研究不同的关键主题，包括元搜索和随时间变化的搜索关键字频率。每个差异都应进一步考虑。而且，结果突出显示了参与者之间的极端窃行为以及他们对创新性评估和重新混合在线内容的低水平能力。本文认为，批判性和网络素养也许是发展被压迫社会信息搜索机制的提名理论框架。讨论了对教育实践的影响。