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Maximising the impact of your LibGuides: taking the pedagogical approach to guide design - Asman

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Presented at LILAC 2018

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Maximising the impact of your LibGuides: taking the pedagogical approach to guide design - Asman

  1. 1. Maximising the impact of your LibGuides: Taking the pedagogical approach to guide design Alexandra Asman (Subject Librarian) City, University of London
  2. 2. www.city.ac.uk/library
  3. 3. 1. Never underestimate the power of planning
  4. 4. ■Develop a ‘lesson plan’ or a guide outline with the following: ■Who is your target audience? ■What do you want them to learn? ■How is this reflected in your learning outcomes? ■What study or research needs will be met? ■How will you help your target audience meet the outcomes? Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.
  5. 5. 2. Consider cognitive load
  6. 6. ■Ensure clear navigation through your guide. ■Chunk content appropriately. ■Get rid of everything which is not essential to your learning outcomes. ■Keep it simple.
  7. 7. 3. Integrate relevant activities
  8. 8. ■ Integrate activities which encourage interaction with the learning materials. ■ Consider activities which use real life examples. ■ Take advantage of free and open source tools outside of the LibGuides universe.
  9. 9. Resources ■H5P – https://h5p.org/ ■Powtoon - https://www.powtoon.com/home/ ■LibWizard - https://www.springshare.com/libwizard/
  10. 10. 4. Be inclusive
  11. 11. ■Focus on the way you write. ■Consider how screen readers engage with with content – think especially about the headings you use. ■Don’t use colour to convey meaning. ■When using images always add alt-text. ■Remember to add a transcript or captioning to any video you use
  12. 12. Tools & Tips ■Center for Plain Language – Five steps to Plain Language https://centerforplainlanguage.org/learning-training/five- steps-plain-language/ ■Boston College Libraries - LibGuides Standards and Best Practices: Accessibility https://libguides.bc.edu/guidestandards/accessibility
  13. 13. 4. Evaluate and adapt
  14. 14. ■Informal feedback ■Embedded survey ■Poll ■Focus group ■Small scale usability testing
  15. 15. ■We’re continuing to improve our current guides using this model. ■We’re introducing a rigorous peer review and publishing workflow. ■Implementing automatic integration of LibGuides into Moodle the VLE used at City. ■Encouraging more collaboration between our working groups, IL, LibGuides and UX.
  16. 16. Thank-you for listening! Alexandra Asman Alexandra.Asman.1@city.ac.uk
  17. 17. References & further reading Baker, R.L. (2014) 'Designing LibGuides as Instructional Tools for Critical Thinking and Effective Online Learning', Journal of Library & Information Services in Distance Learning, 8 (3-4), pp.107-117. Available from: http://0-www.tandfonline.com.wam.city.ac.uk/doi/abs/10.1080/1533290X.2014.944423 Biggs, J., 2014. Constructive alignment in university teaching. HERDSA Review of higher education, 1(1), pp.5-22. Castro Gessner, G., Chandler, A. and Wilcox, W.S. (2015) 'Are you reaching your audience?: The intersection between LibGuide authors and LibGuide users', Reference Services Review, 43 (3), pp.491- 508. Available from: http://0-www.emeraldinsight.com.wam.city.ac.uk/doi/full/10.1108/RSR-02-2015-0010 Hicks, A. (2015) 'LibGuides: Pedagogy to Oppress?’. Hybrid Pedagogy. Available from: http://www.digitalpedagogylab.com/hybridped/libguides-pedagogy-to-oppress/ German, E. and Graves, S., 2016. Infusing Pedagogy into LibGuides. Integrating LibGuides into Library Websites, p.177. Sweller, J., 1994. Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), pp.295-312.

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