It ranks the search results and shows only the first 1,000 results of any search, based on algorithms that Google changes frequently.
The ranking depends on settings that you may be unaware of, such as your language settings or location.
title, abstract and keywords fields only (as in Scopus).
The selection that Google Scholar makes for you is not transparent.
Anecdotally, the authors have worked at multiple institutions and taught Boolean regularly, generally introducing the concept at the first-year (introductory) level, and building on that in upper-level classes.
Interestingly, while the ACRL Standards specifically mention Boolean, the new Framework for Information Literacy for Higher Education only refers to searching (controlled vocabulary, keywords, natural language).If you use Google Scholar from the WUR Library website, you automatically get access to the sources that are part of the WUR collections, if you are on campus.When you work from the Google Scholar website, make sure that it makes a link to WUR Library to give you easy access to the licensed sources.For students, it is not always clear that using Boolean logic is better than a natural language or phrase search in the style of Google.Anecdotally, librarians have seen students’ natural language searches yield relevant results explaining why students often find Boolean searching superfluous.A student’s ability to use Boolean operators is a performance indicator within the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education.These standards, though rescinded in 2016, influenced IL education across the United States and beyond for more than fifteen years.In studies of first-year students’ IL skills, demonstrated knowledge of Boolean logic is frequently evaluated as a determinant of information retrieval proficiency.This has led to many librarians teaching Boolean logic in one-shot instruction sessions, first-year IL modules and tutorials, and reference interactions.Librarians and faculty could use time dedicated to teaching Boolean logic to teach other IL concepts (such as question development and source evaluation) in courses or disciplines in which Boolean searching is not essential.This is particularly the case in introductory courses.