Search engines are frequently used and trusted information resources (European Commission, 2016). Therefore, the competent handling of search engines is critical for contemporary education and citizenship (OECD, 2021; UNESCO, 2021). The issue becomes even more pressing in light of a global pandemic which fuels the need for reliable information (Dadaczynski et al., 2021). Information literacy regarding search engines has often been examined using questionnaires with items on knowledge and information-seeking behavior (Schilling & Applegate, 2012; Taylor & Dalal, 2017; Timmers & Glas, 2010). However, addressing factual and procedural knowledge solely with questions is constrained to cognition and does not provide evidence of literate information behavior (Nierenberg, Låg, & Dahl, 2021).