Going Beyond Google Again

The Invisible Web, also known as the Deep Web, is a huge repository of underutilized resources that can be richly rewarding to searchers who make the effort to find them. Since Jane Devine and Francine Egger-Sider explored the educational potentials of this realm in Going Beyond Google: The Invisible Web in Learning and Teaching, the information world has grown even more complex, with more participants, more content, more formats, and more means of access. Demonstrating why teaching the Invisible Web should be a requirement for information literacy education in the 21st century, here the authors expand on the teaching foundation provided in the first book and persuasively argue that the Invisible Web is still relevant not only to student research but also to everyday life. Intended for anyone who conducts research on the web, including students, teachers, information professionals, and general users, their book Defines the characteristics of the Invisible Web, both technologically and cognitively Provides a literature review of students’ information-seeking habits, concentrating on recent research Surveys the theory and practice of teaching the Invisible Web Shows ways to transform students into better researchers Highlights teaching resources such as graphics, videos, and tutorials Offers an assortment of tools, both public and proprietary, for trawling the Invisible Web Looks at the future of the Invisible Web, with thoughts on how changes in search technology will affect users, particularly students learning to conduct research

The Invisible Web, also known as the Deep Web, is a huge repository of underutilized resources that can be richly rewarding to searchers who make the effort to find them. Since Jane Devine and Francine Egger-Sider explored the educational potentials of this realm in Going Beyond Google: The Invisible Web in Learning and Teaching, the information world has grown even more complex, with more participants, more content, more formats, and more means of access. Demonstrating why teaching the Invisible Web should be a requirement for information literacy education in the 21st century, here the authors expand on the teaching foundation provided in the first book and persuasively argue that the Invisible Web is still relevant not only to student research but also to everyday life. Intended for anyone who conducts research on the web, including students, teachers, information professionals, and general users, their book Defines the characteristics of the Invisible Web, both technologically and cognitively Provides a literature review of students’ information-seeking habits, concentrating on recent research Surveys the theory and practice of teaching the Invisible Web Shows ways to transform students into better researchers Highlights teaching resources such as graphics, videos, and tutorials Offers an assortment of tools, both public and proprietary, for trawling the Invisible Web Looks at the future of the Invisible Web, with thoughts on how changes in search technology will affect users, particularly students learning to conduct research

Developing Dynamic Intersections between Collection Development and Information Literacy Instruction identifies the intersections between collection development and information literacy instruction and provides a practical guide for improving communication and collaboration between these two areas of the library. The early chapters explore general issues that are widely applicable across academic libraries, including a reading of the ACRL Framework for Information Literacy in Higher Education through the lens of collection development and discussions of communication and acquisitions budgeting. The later chapters examine undergraduate research and open access initiatives as specific opportunities for collaborative work, culminating in a chapter on special collections and archives that presents exemplary initiatives from this specialized area that can be adapted to the general library. Drawing upon original research and interviews, as well as professional experience and a large body of literature, this book provides a foundation for instruction librarians and collection librarians to begin exploring the intersections of their work as well as practical suggestions and ideas for building upon that foundation through implementation. Collection librarians, instruction librarians, library administrators, and professional staff who work in these areas will benefit from this book.

Evaluation research can assess the value and effectiveness of interventions and innovations involving people. While this has often been on a grand scale, this book focuses on small-scale projects carried out by an individual or small group, typically lasting for weeks or at most a few months, at a local rather than national level. Using limited jargon and featuring integrated, real-world examples, this second edition offers a clear, accessible background to evaluation and prepares you to undertake your own small-scale evaluation research project. Key features include discussion of: Different approaches to evaluation and how to choose between them The advantages and disadvantages of randomized controlled trials (RCTs) Realist evaluation and its increasing importance The centrality of ethical and political issues The influence and opportunity of the Internet Tightly focused on the realities of carrying out small-scale evaluation, Small-Scale Evaluation is a highly practical guide covering the needs of both social scientists and others without this background. Colin Robson is an Emeritus Professor in the School of Human & Health Sciences at the University of Huddersfield.

Minds Alive explores the enduring role and intrinsic value of libraries, archives, and public institutions in the digital age. Featuring international contributors, this volume delves into libraries and archives as institutions and institutional partners, the professional responsibilities of librarians and archivists, and the ways in which librarians and archivists continue to respond to the networked age, digital culture, and digitization. The endless possibilities and robust importance of libraries and archives are at the heart of this optimistic collection. Topics include transformations in the networked digital age; Indigenous issues and challenges in custodianship, ownership, and access; the importance of the harmonization of memory institutions today; and the overarching significance of libraries and archives in the public sphere. Libraries and archives - at once public institutions providing both communal and private havens of discovery - are being repurposed and transformed in intercultural contexts. Only by keeping pace with users' changing needs can they continue to provide the richest resources for an informed citizenry.

Written by an expert in media, popular culture, gender, and sexuality, this book surveys the common archetypes of Internet users—from geeks, nerds, and gamers to hackers, scammers, and predators—and assesses what these stereotypes reveal about our culture's attitudes regarding gender, technology, intimacy, and identity. The Internet has enabled an exponentially larger number of people—individuals who are members of numerous and vastly different subgroups—to be exposed to one other. As a result, instead of the simple "jocks versus geeks" paradigm of previous eras, our society now has more detailed stereotypes of the undesirable, the under-the-radar, and the ostracized: cyberpervs, neckbeards, goths, tech nerds, and anyone with a non-heterosexual identity. Each chapter of this book explores a different stereotype of the Internet user, with key themes—such as gender, technophobia, and sexuality—explored with regard to that specific characterization of online users. Author Lauren Rosewarne, PhD, supplies a highly interdisciplinary perspective that draws on research and theories from a range of fields—psychology, sociology, and communications studies as well as feminist theory, film theory, political science, and philosophy—to analyze what these stereotypes mean in the context of broader social and cultural issues. From cyberbullies to chronically masturbating porn addicts to desperate online-daters, readers will see the paradox in popular culture's message: that while Internet use is universal, actual Internet users are somehow subpar—less desirable, less cool, less friendly—than everybody else.

This book identifies the gaps needing to be bridged to achieve a more inclusive and 'just' early childhood education, in relation to class, gender, sexuality, ethnicity, race, disabilities and age, and explores various ways of bridging these gaps.