In an existing study, the InsideOut Framework is used to produce and explore the emotional profiles of search engines (SE) in response to queries formulated by children aged 9 to 11 in the classroom context, revealing the emotional diversity of SE responses. Since then, there have been significant technological advances in emotion detection and information access. In this work, we conduct a comprehensive reproducibility study where we probe today's emotional profile of SE using both a lexicon-based and a language-model based approach tailored to the Italian language, thus addressing an acknowledged limitation of the original study. Additionally, considering the prevalence of agents based on Large Language Models (LLM) as information access systems among children, we extend the analysis to capture the emotional undertones of LLM responses and juxtapose them to those of SE. Our findings emphasize the importance of leveraging the appropriate emotion detection technique to produce and explore emotional profiles and lead us to reflect on the interplay of emotions on children's search-as-learning experience.

The Workshop on Information Retrieval for Understudied Users (IR4U2) serves as a platform to highlight information retrieval (IR) research that directly impacts often understudied user groups. The second (IR4U2) workshop focuses on a user-centred AI perspective, which is vital for informing the design, development, and assessment of information retrieval systems that thoughtfully address the diverse needs of understudied populations, ensuring genuine accessibility and inclusivity. The objectives of IR4U2 are: (1) to build community and awareness by sharing AI and IR developments that serve underrepresented user groups in this research area; (2) to identify challenges and open issues along with lessons learned and challenges inherent to this area of research; and (3) to spark discussions that establish common frameworks for future research.

There is a lack of a steady and solid influx of information retrieval (IR) research that has children (as the user group) as the protagonist. Existing work is scattered, conducted by only a few research groups, and often based on small-scale user studies or data that cannot be widely shared. Moreover, much of the current research focuses on specific age ranges and abilities, neglecting the broader spectrum of children's needs. Consequently, the paucity of IR research on how search and recommender systems serve and/or ultimately affect children translates into one of many 'Low-resource environments' in IR. Drawing from the literature and our experience in this area, we highlight key challenges and encourage greater attention from the IR community to address this critical gap.

We study the effect of visual cues on children searching in the classroom. We do so by examining whether Search Engine Result Pages (SERP) enhanced with emojis, unlike standard SERP, affect children’s search behaviour. To capture search behaviour, we use well-known metrics, in addition to users’ success in identifying relevant results on SERP. Outcomes from our work reveal that a one-size-fits-all approach for SERP does not befit students who are searching for learning. Thus, we discuss the implications of our findings and suggest directions for future research, focused on the design and evaluation of information retrieval systems that can better support the classroom setting.

We discuss the exploratory study we conducted to better understand children's ability to recognise relevant results when searching in the classroom. Teachers in two European schools sharing the same language assigned their students (ages 10 and 11) an online information discovery exercise about a history topic covered in class. For this, children used a classic search interface and two novel ones enriched with emojis associated to relevant vs. irrelevant results. At the end of the exercise, children filled out a post-task questionnaire meant to elicit their perception on usability of the interfaces. Guided by four lenses, we analyse our findings and discuss whether (i) emoji-enriched interfaces lead to better performance for children using a search engine in the classroom and (ii) "actions speak louder than words'' when looking at children's search experience. We learned various lessons from our examination of children's search behaviour that will guide the design of future interfaces, including the fact that emoji-enriched interfaces result in significant improvement in terms of children identifying relevant resources.

Over 20 years ago, Information Retrieval (IR) researchers began their quest for sound IR systems for children. The path was not straightforward. Challenges posed by interface design, relevance determination, diverse contexts, ethics, and many more, were taken up and explored from different perspectives. Large projects such as Puppy-IR and the International Children's Digital Library gave this field a certain boost; still, there is neither a sound solution for children in the search area in 2021 nor a roadmap to get there. What is the reason for this? Does the field cry out for specific IR solutions developed on a small scale for very small sub-fields and specific target groups? Are there some significant unforeseen barriers that hinder researchers? What about obstacles natural to areas of study such as this one that require a multidisciplinary approach or involve protected populations? With this workshop, we want to bring together as many key experts as possible from research and industry who focus on IR for children to understand why, unlike other IR areas, this one has not flourished and look for the biggest challenges for the next 10 years. We are not only thinking of traditional researchers and designers but also of those who develop and use IR systems for fields, such as in music, film, and education, as a way to push past this immobility and look at the problem from new, and perhaps more stimulating, perspectives.

BooksOnline'12, the fifth workshop in the series, aims to offer a forum for bringing together expertise from academia, industry and libraries to facilitate the exchange of research results and technology in the field of digital libraries with specific focus on online books and complementary social media. The focus of this year's workshop is "engaging reading experiences", starting from the act of deciding what to read, through the exploration and interpretation of a book's content, to sharing the overall experience. Within this overall umbrella theme, the accepted papers naturally showed three salient themes: (1) Search and Discovery, (2) Personalization and Recommendation, and Reading Experiences beyond Text. The contributions demonstrate a range of technologies, including a collaborative tabletop visual approach to support the searching and discovery of books, co-citation methods to enhance document retrieval; exploring open issues in audio-book production to support non-text based reading and improving e-book accessibility; new approaches to recommendation that take into account writing style as well as looking specifically to young readers and their needs in order to develop recommendation tools that consider both content and reading level and match these against the readers' specific interests and reading ability. Following in the theme of the reader playing a central role in the future of our digital era, we are honored to welcome Maribeth Back from FX Palo Alto and Natasa Milic-Frayling from Microsoft Research as our keynote speakers.

No abstract available.