  Using online information discovery as a case study, in this position paper we
discuss the need to design, develop, and deploy (conversational) agents that
can -- non-intrusively -- guide children in their quest for online resources
rather than simply finding resources for them. We argue that agents should "let
children learn" and should be built to take on a teacher-facilitator function,
allowing children to develop their technical and critical thinking abilities as
they interact with varied technology in a broad range of use cases.
