This document discusses creating subject guides for 21st century libraries. It begins with defining subject guides as dynamic resources that help patrons research and explore topics. It discusses how information sources have become more diverse and focuses have shifted to knowing what sources are appropriate. The document outlines basic design principles for subject guides, including incorporating learning models and meaning making. It provides examples of content to include, such as diverse information streams and user-created content. The document also reviews various platforms for creating subject guides and discusses future directions, such as responsive design and participatory technologies.

1. CREATING SUBJECT
ST
GUIDES FOR THE 21
CENTURY LIBRARY:
PATHWAYS TO LEARNING
presented by Buffy J. Hamilton
ALA TechSource
October 30, 2013
1
Original photograph by Buffy J. Hamilton

2. Group Poll
What is your library
environment?
2

3. Topics
Defining Subject Guides
and Why Learners Need
Them
Basic Design Principles
Content for Your Subject
Guide
Platforms for Creating
Subject Guides
Future Directions for
Subject Guides
3

4. Subject Guides: Helping Learners
Navigate Worlds of Information
4
Original photograph by Buffy J. Hamilton

5. Defining the Subject
Guide
A set of resources designed to help patrons
fully research and explore a topic
May include traditional and emerging
forms of authoritative information sources
Dynamic and organic
5

6. 6
CC image via http://www.flickr.com/photos/dukeyearlook/2108418237/sizes/o/

7. Lists
Learning
Tool
Minimal Context,
Informational,
Consumption Oriented
Contextualized by
Research Models,
Learner Mental
Models, Meaning
Making w/ Information
7
Sinkinson, C., Alexander, S., Hicks, A., & Kahn, M. (2012). Guiding Design: Exposing Librarian and Student Mental Models of Research Guides. Portal: Libraries & The
Academy, 12(1), 63-84.

8. Image used with permission under a Creative Common License from
8
http://www.flickr.com/photos/cobalt/2297933452/sizes/l/

9. information sources are more
diverse
9
Image via Microsoft Clip Gallery

10. “We can no longer be content to
train students to understand the
difference between peer-reviewed
journals and popular magazines,
to appreciate the value of books,
newspapers and reference
sources, and to understand how to
evaluate garden variety web sites.”
Source: http://liblogs.albany.edu/library20/
Laura B. Cohen
10

11. what is authority?
who decides what
counts as
authority?
who are the
experts?
11
Image via Microsoft Clip Gallery

12. 12
CC image via http://www.flickr.com/photos/dullhunk/202872717/sizes/l/in/photostream/

13. a focus on knowing how and
when a particular
information source
is the right fit
for an information seeking
task
13
Image via Microsoft Clip Gallery

14. “The conversation has moved
away from using tools to find
information… and now seems to
be more along the lines of finding
(and building) tools that students
can use to analyze, synthesize,
and share information. It’s the
changing role of librarians?”
Brian Mathews
Associate Dean for Learning and Outreach, Virginia Tech
14
Source: “The-3-Click-Dilemma: Are library databases nearing the tipping point of obsolescence?” August 20, 2013 http://bit.ly/14YCadM
CC image via http://www.flickr.com/photos/orangeacid/420493902/sizes/l/

15. subject guides can be a medium
collaboration and cultivating
partnerships for learning
15
CC image via http://goo.gl/C7zHC

16. blogs
tweets
videos
podcasts
wikis
web forums
social citation/
bibliography
social
bookmarking
curation
images and
graphics
rss
mobile apps
content
creation tools
learner
created
content
16

17. “embrace the
potentials and
challenges of this
[participatory]
emerging culture
not as a
replacement for
existing print
practices but as
an expansion of
CC image via http://www.flickr.com/photos/waynel78/4421809468/sizes/l/
Source: http://henryjenkins.org/2010/02/learning_in_a_participatory_cu.html
17

18. AASL Standards for 21st Century
Learners





1.2.2 Demonstrate confidence and self-direction by
making independent choices in the selection of resources
and information.
3.1 Participate and collaborate as members of a social
and intellectual network of learners.
3.1.4 Use technology and other information tools to
organize and display knowledge and understanding in
ways that others can view, use, and assess.
4.1.6 Organize personal knowledge in a way that can be
called upon easily.
4.1.7 Use social networks and information tools to gather
and share information.
18

19. Subject Guides for
scaffoldin
g
networked learners
and personal
CC image via http://www.flickr.com/photos/soundman1024/294614122/sizes/l/
19

20. Source: http://teachweb2.blogspot.com/2010/01/personallearning-environments-student.html
20

21. CC image via http://bit.ly/r8oa8n
21

22. 2. Have you observed your
patrons (students, instructors,
adults) utilizing any of these
resources in their research?
Group Poll
1. Do you incorporate social
media networks and
information streams
(emerging forms of
authority) into your research
guides?
22

23. tools and
strategies
for
cultivating
st
21
century
23
Image via Microsoft Clip Gallery

24. communities formed around
Academic
standards
24

25. communities formed
around…
Passions
Interests
Wonderings
Needs
Curiosity
problems
CC image via http://www.flickr.com/photos/23882161@N03/3745008067/sizes/o/
25

26. the common thread: creating and
sustaining conversations for
learning
26
CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/

27. subject guide
seeds
• learning
•
•
•
•
objectives
standards
learning
activities
learner needs
forms of
assessment
27
Image via Microsoft Clip Gallery

28. Communicate and
Collaborate
1
28
cc licensed photo from http://www.flickr.com/photos/brandoncripps/3156373103/sizes/o/

29. Begin the
design
process
and
selection
of
resources
CC image via http://www.flickr.com/photos/rtv/290546350/sizes/o/in/photostream/
2
29

30. Make adjustments if needed during
the implementation of the project
3
30
Image via Microsoft Clip Gallery

31. 4
Assess
the
Learner
Experien
ce
31
Image via Microsoft Clip Gallery

32. 5
Reflection
and
Action
for future directions
(praxis)
CC image via http://www.flickr.com/photos/fazilfuad/2759295927/sizes/l/
32

33. Build
Learn
Mathews, Brian. "CHANGE NEEDS A BRAND: Don't Fear Labels, Leverage Them." Web log post. The Ubiquitous Librarian. The Chronicle of
Higher Education, 25 Apr. 2013. Web. 02 May 2013. <http://chronicle.com/blognetwork/theubiquitouslibrarian/2013/04/25/change-needs-abrand-dont-fear-labels-leverage-them/>.
Assess
33

34. A Carousal tour
of Tools and
Strategies for
contemporary
subject guides
34
CC image via http://www.flickr.com/photos/stephaniekac/3550747547/sizes/l/

35. Ways to
Incorporate
Embed
Alternate
Code
Sources of
Information
and
Direct
RSS
User
Links
Feed
Created
Content
35

36. RSS Feeds:
Databases
36

37. RSS Feeds:
Databases
37

38. 38

39. RSS Feeds: Databases
39

40. RSS FEEDS:
ONLINE NEWS
40

41. RSS Feeds: Online magazines
Most websites and
online publications now
provide a menu of
specific RSS feeds for
free
41

42. Video Embed Code
42

43. Video Embed Code
43

44. Video Embed Code
44

45. Video Embed Code
45

46. Google Hangouts
46

47. Google Hangouts
47

48. Google Hangouts
48

49. Google Hangouts
Embed
code
49

50. PODCASTS
50

51. PODCASTS
51

52. podcasts
52

53. social bookmarking
RSS feed for a tag
stream in Diigo
53

54. social bookmarking
RSS feed for a group RSS stream in
Diigo or embed a widget for the
group
54

55. social bookmarking
55

56. social bookmarking
56

57. blogs
57

58. Flickr PhotoSets
58

59. Flickr PhotoSets
59

60. Flickr PhotoSets
60

61. Book Widgets
61

62. Book Widgets
62

63. Book Widgets
63

64. Book Widgets
64

65. Social
bibliography
65

66. Social
bibliography
66

67. Social
bibliography
67

68. Social
bibliography
68

69. Mobile Apps
69

70. Mobile Apps
70

71. Mobile Apps
71

72. Social Media
72

73. Social Media
73

74. Source: http://www.journalism.org/2013/10/24/the-role-ofnews-on-facebook/
Social Media
74

75. Source: http://www.journalism.org/2013/10/24/the-facebooknews-experience-infographic/
Social Media
75

76. Meta Research Guide: Curation
Tools, Scoop.it
76

77. Meta Research Guide: Curation
Tools, Scoop.it
77

78. Meta Research Guide: Curation
Tools, Storify
78

79. Meta Research Guide: Curation
Tools, Storify
http://storify.com/efilgo/librarian-jazz
79

80. Meta Research Guide: Curation
Tools, Pinterest
80

81. Poll Everywhere
81

82. 82
Original photograph by Buffy J. Hamilton

83. Original photograph by Buffy J. Hamilton
83

84. Engage Learners with Polls
84

85. Assessment with Google Forms
85

86. Embed instructional materials
86

87. Embed Learner Created Content
87

88. Embed Learner Created Content
88

89. Embed Learner Created Content
89

90. CC image via http://www.flickr.com/photos/drachmann/327122302/sizes/l/in/photostream/
Q&A
Q&A
90

91. threads to weave
together the
fabric of contemporary
subject guides
91
Image via Microsoft Clip Gallery

92. Platforms/Tools for Housing Subject
Guides






Library website created with traditional web authoring
platforms
Subscription or open source subject guide services
Blogs
Wikis
Social Bookmarking Services
Free Sources: Netvibes, Live Binders, Symbaloo,
Scoop.it
92

93. Points of Consideration
When Choosing a Subject
Guide Platform
 Cost:
Free vs. Paid
 Technical Support
 In-House Expertise Needed to Support
the Platform
 Ease of Replicating Content
 Types of Embed Code Supported
93

94. Points of Consideration When
Choosing a Subject Guide
Platform
 Ability for
multiple users to manipulate the
guides and/or tools for creating the guides
 Is content sharable within a community?
 Does the platform generate a mobile version
or have an app?
 Is the guide searchable?
94

95. LibGuide
s
95

96. 96

97. 97

98. 98

99. Open Source Subject
Guide Applications
 Subjects
Plus (open source)
 Library a la Carte (open source)
 LibData (open source)
99

100. Subjects Plus
100

101. Subjects Plus
101

102. Library à la Carte
102

103. Library à la Carte
103

104. 104
LibData

105. 105
LibData

106. Netvibes
CC image via http://www.flickr.com/photos/jbracco/3546224180/
106

107. 107

108. 108

109. 109

110. 110

111. 111

112. 112

113. 113

114. 114

115. 115

116. Symbaloo
116

117. 117

118. 118

119. 119

120. Scoop.it
120

121. 121

122. 122

123. Future
Directions
for Subject
Guides
CC image via http://www.flickr.com/photos/sushicam/4776634231/in/faves10557450@N04/
123

124. • Mental Models Research
Informing Design
• User Experience
• Responsive Design
• Participatory
Technologies for CoCreated Content
Future
Directions/Trends/
Research
CC image via http://www.flickr.com/photos/sushicam/4776634231/in/faves-10557450@N04/; see research
Sinkinson, C., Alexander, S., Hicks, A., & Kahn, M. (2012). Guiding Design: Exposing Librarian and Student Mental Models of Research
Guides. Portal: Libraries & The Academy, 12(1), 63-84.
124

125. frictionless
distribution
+
Create bonds
+
understand the
125

126. Participatory sites of
culture…
artistic expression and civic
Engagement
Strong support for Creating and
sharing
Fluidity in the roles of novices and
experts
Members feel a sense of
126
CC image via http://www.flickr.com/photos/fazilfuad/2759295927/

127. 127
CC image via http://www.flickr.com/photos/zhou_mengjie/6523964087/sizes/l/

128. CC image via http://www.flickr.com/photos/oberazzi/318947873/sizes/l/in/photostream/
Q&A
Q&A
128

129. contact information
buffy.hamilton@gmail.com
http://theunquietlibrarian.wordpress.c
om
http://buffyjhamilton.wordpress.com
Twitter: @buffyjhamilton
129

130. Works Cited
Drexler, Wendy. "The Networked Student Model for Construction of Personal Learning Environments: Balancing Teacher Control and Student
Autonomy." Australasian Journal of Educational Technology 26.3 (2010): 369-85. AJET 26(3) Drexler (2010) - The Networked Student Model
for Construction of Personal Learning Environments: Balancing Teacher Control and Student Autonomy. Web. 28 Oct. 2013.
<http://www.ascilite.org.au/ajet/ajet26/drexler.html>.
Drexler, Wendy. "Personal Learning Environments: Student Processes and Decisions." Web log post. N.p., 12 Jan. 2010. Web. 28 Oct. 2013.
<http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html>.
Greenhow, C. (2009). Social Scholarship: Applying Social Networking Technologies to Research Practices. Knowledge Quest, 37(4), 42-47.
Jenkins, Henry. "Learning in a Participatory Culture: A Conversation About New Media and Education (Part Three)." Web log post. N.p., 12 Feb.
2010. Web. 28 Oct. 2013. <http://henryjenkins.org/2010/02/learning_in_a_participatory_cu.html>.
Mathews, Brian. "CHANGE NEEDS A BRAND: Don't Fear Labels, Leverage Them." Web log post. N.p., 25 Apr. 2013. Web. 28 Oct. 2013.
<http://chronicle.com/blognetwork/theubiquitouslibrarian/2013/04/25/change-needs-a-brand-dont-fear-labels-leverage-them/>.
Mathews, Brian. "Curating Learning Experiences: A Future Role For Librarians?" Web log post. N.p., 5 Sept. 2013. Web. 28 Oct. 2013.
<http://chronicle.com/blognetwork/theubiquitouslibrarian/2013/09/05/curating-learning-experiences-a-future-role-for-librarians/>.
130

131. Works Cited
Mathews, Brian. "Database vs. Database vs. Web-Scale Discovery Service: Further Thoughts on Search Failure (or: More Clicks than
Necessary?) (or: Info-pushers vs. Pedagogical Partners)." Web log post. N.p., 21 Aug. 2013. Web. 28 Oct. 2013.
<http://chronicle.com/blognetwork/theubiquitouslibrarian/2013/08/21/database-vs-database-vs-web-scale-discovery-servicefurther-thoughts-on-search-failure-or-more-clicks-than-necessary/>.
Mathews, Brian. "The-3-Click-Dilemma: Are Library Databases Nearing the Tipping Point of Obsolescence?" Web log post. N.p., 20
Aug. 2013. Web. 28 Oct. 2013. <http://chronicle.com/blognetwork/theubiquitouslibrarian/2013/08/20/the-3-click-dilemma-arelibrary-databases-nearing-the-tipping-point-of-obsolescence/>.
Mitchell, Amy, Jocelyn Kiley, Jeffrey Gottfried, and Emily Guskin. "The Role of News on Facebook." Pew Research Centers
Journalism Project RSS. N.p., 24 Oct. 2013. Web. 28 Oct. 2013. <http://www.journalism.org/2013/10/24/the-role-of-news-onfacebook/>.
Sinkinson, C., Alexander, S., Hicks, A., & Kahn, M. (2012). Guiding Design: Exposing Librarian and Student Mental Models of
Research Guides. Portal: Libraries & The Academy, 12(1), 63-84.
131