Going beyond Google again : strategies for using and teaching the Invisible Web

193 Pages·2014·1.59 MB·English

by  Devine

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StrategieS For USing and teaching the inviSible Web
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StrategieS For USing and teaching the inviSible Web
Jane Devine and Francine Egger-Sider
ChiCago 2014
Jane devine has been the chief librarian and department chair for the LaGuardia
Community College Library since 2004. Prior to that appointment she served as
LaGuardia’s periodicals/government documents/electronic resources librarian.
Before joining the LaGuardia faculty, she worked for the New York Public Library
as a reference librarian. She holds an MLS degree and a master’s in English, both
from St. John’s University in New York. She is the author, with Francine Egger-
Sider, of Going Beyond Google: The Invisible Web in Learning and Teaching (2009).
Francine egger-Sider has been the coordinator of technical services at LaGuar-
dia Community College, part of City University of New York, since 1989. Previ-
ously, she worked at the French Institute/Alliance Française in New York City.
She received her MLS from Columbia University and an MALS in International
Studies from the Graduate Center, City University of New York. Francine Egger-
Sider is a native of Switzerland and is fluent in English, French, and German.
© 2014 by the American Library Association.
Printed in the United States of America
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Extensive effort has gone into ensuring the reliability of the information in this book;
however, the publisher makes no warranty, express or implied, with respect to the
material contained herein.
ISBNs: 978-1-55570-898-6 (paper); 978-1-55570-970-9 (PDF). For more information on
digital formats, visit the ALA Store at alastore.ala.org and select eEditions.
Library of Congress Cataloging-in-Publication Data
Devine, Jane, 1947–
Going beyond Google again : strategies for using and teaching the Invisible
Web / Jane Devine and Francine Egger-Sider.
pages  cm
Includes bibliographical references and index.
ISBN 978-1-55570-898-6
1. Invisible Web. 2. Invisible Web—Study and teaching. 3. Internet searching.
4. Database searching. I. Egger-Sider, Francine. II. Title.
ZA4237.D43 2014
025.0425 —dc23 2013010867
Book design by Kimberly Thornton in Brandon Grotesque and Mercury.
Cover image © agsandrew/Shutterstock, Inc.
This paper meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper).
contentS
List of Figures and Tables vii
Preface ix
Part i
What iS the inviSible Web no W? 1
1 | The Invisible Web Today 3
2 | Studies of Information-Seeking Behavior 27
Part ii
hoW Will the inviSible Web Make StUdentS
better reSearcherS ? 61
3 | Teaching the Invisible Web:
A Survey of Theory and Practice 63
4 | How to Make Students Better Researchers:
The Invisible Web in Teaching 87
5 | Teaching Resources 117
Part iii
toolS For Mining the inviSible Web
and a look into itS FUtUre 133
6 | Looking inside the Invisible Web: A Sampler 135
7 | The Future of the Invisible Web
and Its Implications for Teaching 153
Appendix: SurveyMonkey Survey 167
Selected Additional Readings 169
Index 173
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FigUreS and t ableS
FigUreS
Figure 1.1 Server farm 6
Figure 2.1 Popularity of various types of social media 46
Figure 2.2 Categories of applications used in the past thirty days 50
Figure 3.1 Do you know about the Invisible Web? 68
Figure 3.2 How would you define the Invisible Web? 69
Figure 3.3 Have you used the Invisible Web in your own research? 70
Figure 3.4 How did you learn about the Invisible Web? 71
Figure 3.5 Do you teach about the Invisible Web? 73
Figure 3.6 Should students be taught about the Invisible Web? 75
Figure 3.7 In what circumstances do you teach about the Invisible Web? 77
Figure 3.8 How do you introduce the Invisible Web when teaching? 79
Figure 3.9 Do you think that learning about the Invisible Web helps
students with their research? 81
Figure 3.10 Should every student be taught the Invisible Web, and if so,
at what grade level? 82
Figure 4.1 Difficulties with the research process 89
Figure 4.2 Model of the information search process 91
Figure 4.3 First ten results of a Google search for “Invisible Web” 95
Figure 4.4 First ten results of a search for “Invisible Web” in Library
Literature & Information Science Full Text 96
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viii Figures and Tables
Figure 4.5 First four results of a search for “Invisible Web” in LaGuardia
Community College’s SuperSearch in Education/Library
Science 105
Figure 4.6 First six results of a Google Scholar search for “Invisible Web”
106
Figure 5.1 Explore Sources: Types of Information 120
Figure 5.2 Graphic—iceberg 121
Figure 5.3 “How Deep Is Your Web” 123
Figure 5.4 “The Four Content Layers of the World Wide Web” 124
tableS
Table 1.1 ScienceDirect articles about the Invisible Web 20
Table 2.1 Analysis of online searching behavior 32
Table 2.2 National studies 35
Table 2.3 State and single-institution studies 36
Table 2.4 Behaviors associated with visible web searching 39
Table. 2.5 Why users like/dislike using the visible web 40
Table 2.6 Behaviors associated with Invisible Web searching 41
Table 3.1 Additional comments to question 5 72
Table 3.2 Additional comments to question 8 77
Table 4.1 Comparison of search for “Invisible Web” using Google
and Library Literature & Information Science Full Text
(January 2012) 99
Table 4.2 Stage one concepts: Web-searching basics 109
Table 4.3 Stage two concepts: Presenting the Invisible Web 110
Table 6.1 Layers of the Invisible Web 137
Table 6.2 Tags applicable to Invisible Web resources 137
Table 6.3 Subject breakdown for Invisible Web tools 151
PreF ace
Where is the knowledge we have lost in information?
T. S. Eliot, Choruses from The Rock
A knowledge society drowning in an information sea.
Randall McClure, “WritingResearchWriting: The Semantic Web
and the Future of the Research Project” (2011)
aS the inForMation W orld groWS More coMPlex, W ith More Par-
ticipants, more content, more formats, and more means of access, it some-
times seems that something is indeed lost along the way: valuable resources
are obscured by information overload; skills needed to find these resources
and to sort out the wheat from the chaff need constant sharpening; the shift-
ing nature of search results challenge the human need for a stable knowledge
base. But the information world is hardly limited to the random sources and
search results of variable quality available to all via Google and the rest of
the free web. There is also something called the Invisible Web (also known
as the Deep Web), a huge repository of resources, admittedly less accessible
and harder to find but richly rewarding to searchers who make the effort.
Experts who have helped document the Invisible Web—Chris Sherman and
Gary Price, Paul Pedley, Michael Bergman, and others—have always iden-
tified it as encompassing valuable research resources. Even Google repre-
sentatives have stated that the Invisible Web “has been acknowledged as a
significant gap in the coverage of search engines” (Halevy and Madhavan
2009). Yet the present authors have noted a general decline in awareness
about the Invisible Web. Those who do know about and regularly use it
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