Guides discussion

Using Web-Based Guides in InstructionInstructor College DiscussionApril 2011Session GoalsTalk about:What the research says about web-based guides for instructional purposes what we know about local use of course-related/workshop-related guidesShare our collective wisdom to develop our best practices for course-related/workshop-related guidesGround RulesKaren is not the expert; we are the expertsRemember to think about technology workshop-related guides in our discussion as well as course-related/course-integrated guidesWe can look at examples of course-related guides but lets avoid MLibrary guidesSubject guides, created for HLB categories, are not a focus of this discussionBrainstorming is good; there are no bad answersWhat We KnowSubject guides = path finders, subject portals, webliographies, research guides, etc.Having a known audience or purpose for a guide makes it easier to create contentMaintenance of multiple guides can be never-endingInstruction sessions that provide immediate success and are relevant to the task at hand are viewed as useful to students

4What We KnowFor students, convenience determines useStudents have difficulty filtering/sorting for relevanceBecause students cant match their information needs with subject guides and because they rely on course readings/search engines/Wikipedia, delivering content at the course level to better match students mental models of information is preferred, to get them to the good stuffStudents appreciate customized guides for their particular needsUsability research = students want simple layouts, annotations not just links, section headings/navigation, embedded instruction (how to best use resources/tutorials), access to librarian/help5What We Know2011JanFebMarAprTotalHomepage Hits38225069379497113656Guide Hits427885177650192164641612206More of What We KnowJulie P/Melissa G conducted focus groupsMobile device use on campus is importantSakai project underway to include guides in CTools course sitesSome guides to look at:http://libguides.depauw.edu/content.php?pid=611&sid=1300 : Visual and asks for clear feedback for a course guidehttp://shoreline.libguides.com/content.php?pid=73869&sid=547021 : Interesting because it has some audio and describes a process. http://guides.temple.edu/content.php?pid=249&sid=417 : includes links to course guideshttp://businesslibrary.uflib.ufl.edu/bloomberg : business tool guide with visual elementshttp://libguides.wustl.edu/zotero : technology workshop guidehttp://libguides.acadiau.ca/content.php?pid=1181&sid=1254206 : lists of titleshttp://www.library.cornell.edu/resrch/libguides/27 : portal to guides (music) and strategies for assignmentshttp://libguides.bc.edu/cat.php?cid=29164 : portal to course guideshttp://libguides.utoledo.edu/ENG1100BFB : assessment quiz

Best PracticeUse course-related/workshop-related guideto solve a specific problem/to accomplish a taskto provide easy accessibility to needed informationas an opportunity to work with a faculty member

Best PracticeBest bets/advice is preferred by studentsUse Tab headings; break content up into smaller chunks by using boxes (think modules)Input a clear guide description (scope note-like stuff)Link to related guides, including subject guidesUse visually interesting stuff along with textCollaborate with faculty/instructor on guideSet guides to private at end of term if not taught in following termInclude Course_guide tagBe aware of accessibility issues (http://help.springshare.com/accessibility) Ask a Librarian box on rightCreator contact box on right

Reference ListGilmour, R. (2010). Old wine in new skins: Thoughts on academic library web guides. C&RL News (July/August) 71(7), 350-351,357.Hintz, K. et al (2010). Letting students take the lead: A user-centered approach to evaluating subject guides. Evidence Based Library and Information Practice, 5(4), 39-52.Little, J. (2011). Cognitive load theory and library research guides. Internet Reference Services Quarterly 15(1), 53-63.Reeb, B., & Gibbons, S. (2004). Students, Librarians, and Subject Guides: Improving a Poor Rate of Return. Portal. 4(1), 123-30. Project Information Literacy reports (http://projectinfolit.org/)