Going beyond Google aims to equip librarians and educators with approaches to teaching students about the “invisible” web resources that search engines such as Google cannot reach. Devine and Egger‐Sider acknowledge the usefulness of the popular search engines, but argue that the sheer number of search results produced gives students the impression that they can access everything to be had on the internet using only one or two tools. The authors hope to promote greater information literacy in students (and other web users) by introducing them to the “invisible web”, the more rigorous searching it requires, and the critical evaluation involved in comparing its resources to those of the “visible web”.
This short book covers a lot of ground. The first section introduces the invisible web, defining it, and describing the nature of the resources within it. Its relationship to the visible web is discussed (the two should not be seen as “competing”), as is the greater quantity and (often) quality of its information content. Myths surrounding the web are listed – preconceptions that must be overcome to use the invisible web effectively. The search behaviours of different kinds of users are described (most start and end with Google and perhaps one other search engine), as is the overwhelming importance of convenience in their choice of search tools.
The second section forms the core of the book, focusing on how to introduce the invisible web and teach its use. Devine and Egger‐Sider do not provide lesson plans, but instead describe a three stage structure for the introduction and teaching of the invisible web:
- 1.
Web searching skills, e.g. using more than one search tool, adapting queries to each tool, basic evaluation of web sites, etc. All this is done using the visible web, and the invisible web is mentioned only in passing.
- 2.
Information about the invisible web, much as described in chapter one, plus more advanced search techniques and concepts, e.g. vertical versus horizontal searching.
- 3.
Encouraging the use of the invisible web, when appropriate, incorporating the skills and ideas from stage 2 into students' normal use of the web.
Three activities are described to promote learning about the invisible web: “To know” examines news items about others' use of the invisible web to understand what it is; “To access” explores how to identify invisible web resources; and “To evaluate” involves the critical evaluation of results obtained using different search tools to illustrate the value of using multiple tools. The authors correlate their lesson ideas with ACRL and AASL information literacy standards, and describe in detail an example assignment illustrating their approach.
The final section of the book reviews and evaluates some information discovery tools in the invisible web (subject directories, databases, specialized/vertical search engines), then discusses initiatives to bring more of the invisible web within reach of the major search engines, and other issues. Three appendices include a remarkably up‐to‐date list of extra readings, tools for teaching the invisible web (online graphics, audiovisual materials, tutorials, guides, blogs), and the complete ACRL information literacy standards. Many books on the invisible web simply describe the resources available, but this concise, well‐written, well‐designed book is ideal for anyone wanting to convince students that there is value in “going beyond Google”.
