“The vast majority of the Internet likes in the Deep Web, sometimes referred to as the Invisible Web.  The actual size of the Deep Web is impossible to measure, but many experts estimate it is about 500 times the size of the web as we know it.” (The Ultimate Guide to the Invisible Web”, 2007)

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The theme of reference collections and contents was explored through the exploration of information services.  Whilst the emphasis of this final theme examined topics from databases, biographies, directories and encyclopedias, to dictionaries, almanacs, yearbooks and atlases; one of the topics that resonated the most was the discussion about the invisible Web and how our understanding of the deep Web as teacher-librarians can help to facilitate efficient research strategies.

Though a frequent user of the Internet, my knowledge of its landscape was slim.  I had never considered before the surface web, deep Web and dark Web as substantially different informational zones.  In fairness, I had not heard of the invisible Web or the deep Web and if you had asked me if I’d ever used the deep Web, I would have answered: isn’t this the Internet area for criminals?  This theme has highlighted the various deep Web uses that we all use daily.

Traditional search engines such as Google are within the surface Web and are able to search through indexed material.  Mueller mentions, that surface Web search engines like Google, though huge, cannot index everything on the Internet. Many resources and files are indexed within other sites or databases.  This is the deep Web.  (Mueller, lesson 8)

(Code.org, 2017)

“The deep Web is qualitatively different from the surface Web.  Deep Web sources store their content in searchable databases that only produce results dynamically in response to a direct request.” (Bergman, 2001) Teacher-librarians often use the deep Web to conduct the ‘beyond Google’ research queries.  EBSCO and GALE databases, password authenticated Encyclopedias, password authenticated educational video streaming services, open educational resources (OERs) and government publications are all reference resources that I use as a teacher-librarian and access through the deep Web.

Further in the discussion of the deep Web, we explored the topic of grey literature, which has limited indexing and the absence of editorial control raises the concern of reliability.  “Grey literature encompasses print and electronic information, sometimes easily found and sometimes located on databases not accessible from a simple search engine.” (Mueller, lesson 8) Some of the grey literature that I have used in this blog can be found in the cited white papers.

Finally, the small space of the dark Web, not to be confused with the deep Web is the area which uses Tor and facilitates in the access to criminal activity.  As teacher-librarians, knowledge about the Internet landscape is essential to be aware of as it shapes understanding of knowing not just where is the best place to access information to support a research query, but why going to that area on the Web is most effective.  As teachers, it is also important to understand the landscape that students can dive into on the Web.  Whilst, teaching a lesson on the dark Web and providing a how-to on Tor is not something a teacher-librarian will teach students, it is essential to be aware of what lurks in the abyss so that the necessary supports within a school to help students that stumble into that space are in place.  Unfortunately, the dark Web does facilitate criminal activity and cognizance of its presence is necessary.

(TEDx Talks & Winter, 2015)

The third theme explored more than just the deep Web, we also explored building our reference collection with: indexes, abstracts, full-text databases, bibliographies, biographies, directories, general and specialized encyclopedias, dictionaries, thesauri, almanacs, yearbooks, handbooks, maps, atlases and geographical resources.  From ready-reference texts that “provide easy to locate facts in response to fairly simple questions,” (Riedling, 2019, pg. 37) factbooks like directories, handbooks, almanacs and yearbooks are essential to a reference collection. In my library, these reference materials tend to provide print access only and due to the nature of the information within these resources; currency, accuracy and scope are paramount to justify its existence within the collection.

Other reference print materials found in my learning commons are dictionaries, thesauri, encyclopedias, maps, atlases and other geographical sources.  Some of these also have online access, but generally the reference collection with respect to specialized encyclopedias, atlases and geographical sources have exclusive print availability only in my learning commons.  This course has really highlighted for me to consider electronic access when making reference resource purchases. In addition to the offsite usability to access electronic reference sources which would be helpful to our school community, it also provides the electronic search capabilities thereby enabling efficiencies with reference queries that print resources do not have.  Future reference collection purchases will weigh the value of online capabilities more heavily.  The current events today, highlight the online access efficiencies as remote learning and the continuity of learning becomes a reality.

Cooperative Program Planning and Teaching in the Learning Commons

Evaluating resources and maintaining a collection is an important role for a teacher-librarian, but this course has also heavily explored CPPT, Cooperative Program Planning and Teaching and how it can be used to collaborate with teachers and build a learning commons program that best supports the school community. Russell’s article, “Teachers and Librarians: Collaborative Relationships” defines collaboration as being “based on shared goals, a shared vision, and a climate of trust and respect (Muronago & Harada, 1999). Each partner fulfills a carefully defined role; comprehensive planning is required; leadership, resources, risk, and control are shared; and the working relationship extends over a relatively long period of time.” (Russell, 2000).

As discussed in earlier blogs this term, fostering relationships with teachers, administrators, parents and students to ascertain school community needs is essential.  The best way to support those needs are through the development of a learning program, cooperative planning and reference interviews.  “Teacher-librarians work collaboratively with other teachers and school administrators to develop information literate students. Teachers and teacher-librarians work together to develop an instructional program that ensures that information literacy outcomes are integrated into student learning experiences in a developmental and sequential manner. These experiences allow students to learn and practice the necessary information skills across the curriculum. Teacher-librarians develop school information literacy plans that pinpoint the levels at which specific skills will be introduced and identify subject areas where they are most appropriately incorporated.” (Asselin, 2003, pg. 57)

Connections: Foundations, Managing and Evaluating Reference Services

The final theme ties together the evaluation of reference resources and explores how we organize them within the reference collection. By reflecting on previous themes in the course: the foundation of reference services and managing and evaluating reference services, understanding how the reference materials can be accessed and used to support a reference interview, the three themes are all interconnected.  Starting a research query at a surface web level can be a good kick off for students starting research, but often in secondary the surface web offers too much choice and doesn’t yield the academic trusted sources as readily.

Therefore, the role of the teacher-librarian is to help with framing research parameters in the reference print collection or within the deep web through directed resources, whether this be ERAC bundled resources such as EBSCO and GALE databases or government sites, or even Google Scholar.  Riedling discusses resource selection at length in the chapter “The Internet in Today’s Reference Services.”  She explains, “a Web resource may be different from a print source, but it remains essentially the same in purpose and scope.  Web materials can make steps easier, considerably more efficient, and certainly more comprehensive.  However, each resource must be evaluated for authority and appropriateness for the question at hand.  It is vital to know when to turn to print resources, when to use the Web and when to avoid them all in favor of consulting an expert in the field.” (Riedling, 2019, pg. 103) Through teacher and teacher-librarian collaboration reference selection and support is discussed but ultimately it is the responsibility of the teacher-librarian to be aware of all the various reference supports at his/her fingertips and to provide various reference collection options for staff and students.

“Research shows that today’s digital students learn more when engaged in meaningful, relevant, and intellectually stimulating schoolwork and that the use of technology can increase the frequency for this type of learning. —NCREL and the Metiri Group, 2003, as cited in Berger” (The Points of Inquiry, 2011)

Works Cited:

Asselin, M., Branch, J., & Odberg, D. (Eds.). (2003). Achieving information literacy: Standards for school library programs in Canada. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf

BCTLA Info Lit Task Force. (2011). The Points of Inquiry: A Framework for Information Literacy and the 21st century Learner. [Poster] British Columbia Teacher-Librarians Association. Retrieved from https://bctla.ca/wp-content/uploads/2018/02/the-points-of-inquiry.pdf.

Bergman, Michael K.  The Deep Web: Surfacing Hidden Value.  [White Paper] Retrieved March 28, 2020 from Bright Planet: https://brightplanet.com/2012/06/18/the-deep-web-surfacing-hidden-value/

Canadian School Libraries (CSL) [Image]. (2018) “Leading Learning:  Standards of Practice for School Library Learning Commons in Canada.” Retrieved from:  http://llsop.canadianschoollibraries.ca

Code.org. (2017, June 13). The Internet: How Search Works? [Video file]. Retrieved from https://www.youtube.com/watch?v=LVV_93mBfSU

Keeping up with the constantly changing Deep Web, BrightPlanet has developed the solutions that work. (2018, May). Retrieved March 28, 2020, from https://brightplanet.com/2018/05/10/keeping-up-with-the-constantly-changing-deep-web-brightplanet-has-developed-the-solutions-that-work/

Mueller, Aaron. (2020) Lesson 8: Digital Resources, the Web, and Grey Literature.

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Santa Barbara, CA: Libraries Unlimited, an imprint of ABC CLIO.

Russell, S. (2000). Teachers and Librarians: Collaborative Relationships. Eric Digests, (ED444605). Retrieved from ERIC database.

Sowells, J. (2019, February 16). Top 10 Deep Web Search Engines of 2017. Retrieved March 28, 2020, from https://hackercombat.com/the-best-10-deep-web-search-engines-of-2017/

TEDx Talks, & Winter, A. (2015, October 13). The Dark Net isn’t what you think. It’s actually key to our privacy [Video file]. Retrieved from https://www.youtube.com/watch?v=luvthTjC0OI

The Ultimate Guide to the Invisible Web. (2007). Retrieved March 28, 2020, from https://oedb.org/ilibrarian/invisible-web/