  Search systems are often used to support learning-oriented goals. This trend
has given rise to the "search-as-learning" movement, which proposes that search
systems should be designed to support learning. To this end, an important
research question is: How does a searcher's \emph{type} of learning objective
influence their trajectory (or \emph{pathway}) towards that objective? We
report on a lab study ($N=36$) in which participants gathered information to
meet a specific type of learning objective. To characterize learning objectives
\emph{and pathways}, we leveraged Anderson and Krathwohl's (A\&K's) taxonomy
\cite{anderson2001taxonomy}. Participants completed learning-oriented search
tasks that varied along three cognitive processes (apply, evaluate, create) and
three knowledge types (factual, conceptual, procedural knowledge). A
\emph{pathway} is defined as a sequence of \emph{learning instances} (e.g.,
subgoals) that were also each classified into cells from A\&K's taxonomy. Our
study used a think-aloud protocol, and pathways were generated through a
qualitative analysis of participants' think-aloud comments and recorded screen
activities. We investigate three research questions. First, in RQ1, we study
the impact of the learning objective on pathway characteristics (e.g., pathway
length). Second, in RQ2, we study the impact of the learning objective on the
types of A\&K cells traversed along the pathway. Third, in RQ3, we study common
and uncommon \emph{transitions} between A\&K cells along pathways conditioned
on the knowledge type of the objective. We discuss implications of our results
for designing search systems to support learning.
