Going Beyond Google Again

Oct 2013 | 224pp

Price: £64.95
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Going Beyond Google Again
Strategies for using and teaching the invisible web

Jane Devine and Francine Egger-Sider

The invisible web is growing – but users’ knowledge and awareness of it isn’t. This highly practical guide focuses on strategies and teaching tools for getting more out of the ‘deep’ or ‘invisible’ web, enabling students and users to tap into the wealth of material that isn’t to be found on Google or other mainstream search engines.

This book builds upon the authors’ previous well respected book, Going Beyond Google, which placed teaching the invisible web into information literacy programmes. Going Beyond Google Again expands on the teaching foundation laid in the first book and continues to document the invisible web’s existence and evolution, and suggests ways of teaching students to use it.

Focusing on up-to-date materials and tools on the web and recent research into search habits, this book covers key topics including:

  • the invisible web today
  • studies of information seeking-behaviour
  • teaching the invisible web: theory and practice
  • how to make students better researchers
  • teaching resources
  • tools for mining the invisible web
  • the future of the invisible web.  

Readership: Librarians, teachers and LIS lecturers will find ample support, research and resources to take students beyond the limitations of traditional web searching. Students and researchers will find new tools and techniques to unlock the power of the invisible web and go even further beyond Google.


1. The invisible web today
2. Studies of information-seeking behaviour 


3. Teaching the invisible web: a survey of theory and practice 
4. How to make students better researchers: the invisible web in teaching
5. Teaching resources 


6. Looking inside the invisible web: a sampler
7. Future of the invisible web and its implications for teaching

"Devine and Egger-Sider make a convincing case in arguing that educators and librarians need to hammer home the importance of using a toolbox of search techniques rather than simply relying on one or two that only skim the web’s surface."
- Times Higher Education

"Going Beyond Google Again is a book that contains a wealth of useful information and handy websites. It has tips and hints for searching and teaching the Invisible Web and includes numerous tables and figures to clarify the text, making it very easy to digest. There is a blog to complement the book at goingbeyondgoogleagain.wordpress.com that provides online links to the resources."
- Australian Library Journal

"...a very good start for librarians seeking to guide students beyond Google."
- MmIT Journal


Jane Devine is Chief Librarian and Department Chair for the LaGuardia Community College Library, part of City University of New York. 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 is Coordinator of Technical Services at LaGuardia Community College. Previously, 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.

1. The invisible web today

This chapter reviews the characteristics that make the Invisible Web what it is today. Should the definition change? Has the Invisible Web changed in size? Who is using it today and why? Doe s the Invisible Web exhibit new characteristics that would change the definition? And, finally, should it be taught as part of information literacy programmes?

2. Studies of Information-seeking behaviour

The predecessor to this book, Going Beyond Google, included a thorough analysis of the use of the web for research which this chapter will update. Are students still primarily starting and ending research with Google, ignoring or simply bypassing the information sources their colleges offer? Have the advances in information technology made the Invisible Web more transparent, thus less invisible? This chapter analyses studies of student information-seeking behaviour, both nationwide and at single institutions, published since 2008.

3. Teaching the invisible web: a survey of theory and practice

Two steps were taken to find out the actual state of the Invisible Web teaching today. The first was to ask experts who had written about the Invisible Web to comment on the need to teach it. The second step was to conduct an anonymous online survey, directed at professional librarians and educators around the world.  The results of these activities are discussed in this chapter with the implications of the survey results being covered in chapter 4.

4. How to make students better researchers: the invisible web in teaching

This chapter looks at certain critical issues of information-seeking behaviour interlaced with a series of scenarios on how to make students better researchers using Invisible Web content. Some the scenarios are gleaned from the survey in chapter 3 while others are from experts in the information field.

5. Teaching resources

This chapter offers a sampling of resources that can help introduce students to the Invisible Web.  Many of the tools reflect ideas offered by survey participants as their way of introducing the Invisible Web to students.  Some respondents began with a graphic to convey an image of the Invisible Web. A popular strategy involved inserting the idea of the Invisible Web when introducing students to subscription databases. Explaining that databases reach into material that general-purpose search engine cannot obtain can be an effective hook to get students’ attention.

6. Looking inside the invisible web: a sampler

Chapter 1 explored the characteristics of the Invisible Web, and this chapter will build on those characteristics to explore research tools that find information in the Invisible Web.

7. Future of the invisible web and its implications for teaching

This chapter will examine technological trends newly on the horizon and how these changes in search intersect with the Invisible Web. These trends include human intervention, natural language searching, social networking, personalization, the Semantic Web, and mobile apps. Each of these trends will affect and be affected by information literacy instruction. A study of these trends will answer the question of whether the Invisible Web is a concept that web users still need to consider. Does the Invisible Web retain a significance that makes it an important element of information literacy instruction?

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