Going Beyond Google: The Invisible Web in Learning and Teaching

Citation

McNicol, S. (2011), "Going Beyond Google: The Invisible Web in Learning and Teaching", New Library World, Vol. 112 No. 3/4, pp. 189-190. https://doi.org/10.1108/03074801111117104

This book examines web resources which lie beyond the reach of general search engines, for example, information stored within databases, restricted access webpages and non‐conventional formats. The aim of Going Beyond Google, is to demonstrate how such resources can be integrated into information literacy teaching.

The first chapter considers the characteristics of the Invisible Web and its relation to the ‘surface web’. It also identifies those groups who might benefit from exploring the Invisible Web. Chapter 2 summarises the findings of various research studies, which have investigated how users, especially students, use the Web for research. This chapter also considers the limitations of general‐purpose search engines, such as retrieval limits and evaluation issues.

The authors then move on to the more practical topic of how to introduce students to the Invisible Web. The stages of learning about the Invisible Web are divided into a number of concepts, which are mapped onto the information literacy competency standards of the Association of College and Research Libraries (ARCL) and the American Association of School Librarians (AASL). A variety of scenarios are described in which these concepts might be used, for example, reference work, library instruction and virtual learning environments. This theme is extended in Chapter 4, which sets out structured exercises for a more detailed understanding of the Invisible Web, and in Chapter 5, which describes a hypothetical student assignment in which the Invisible Web might be used.

Chapter 6 has a slightly different format; it examines the different tools, such as directories, search engines and databases, which can be used to explore the Invisible Web.

The final section of the book looks at the shifting boundaries between the Visible and Invisible Webs, for instance, the development of Google Scholar and new library online catalogues. There are also appendices, which contain, as well as additional readings, tools for teaching about the Invisible Web, such as graphics and links to videos.

Overall, Going Beyond Google provides a welcome reminder that it can be worthwhile to consider using resources other than Google when carrying out research. However, I feel that the book is unnecessarily detailed in places. To the majority of library users, the subtle differences between the Visible and Invisible Webs are unimportant; they are simply concerned with accessing the most accurate and useful information most effectively. For example, the one page summary provided by UC Berkeley Library (see www.lib.berkeley.edu/TeachingLib/Guides/Internet/InvisibleWeb.html) explains the Invisible Web in a way, which would meet the needs of most users, especially students. I would have preferred this book to has focused on the needs of library and information workers and researchers who carry out complex and detailed searches on behalf of users. This cohort are more likely to be interested in the details of the Invisible Web and I am sure they would find many of the suggested resources useful. Of course, another concern about a book on this topic is that it is likely to date quickly, so online updates would have been a valuable feature to have included alongside the printed book.