The document discusses the development and significance of library subject guides created by subject librarians at Plymouth University, aimed at enhancing students' access to relevant information and resources. It highlights student feedback indicating the need for tailored support and effective communication of library tools to reduce confusion and improve information literacy. Additionally, it outlines the potential benefits of these guides, including improved student experiences and increased visibility of library resources.

1. Library Subject Guides:
Nicola Cockarill, Kate Russell & Jayne Moss
Subject Librarians
subjectlibrarians@plymouth.ac.uk
everything you need to know in one place! Tailored one stop shop
Much of the information is already in
Online ‘subject
We know that students want librarian presence’
existence and it will be a case of
their library information to be re-packaging hidden links and making
them visible.
subject related and all in one Subject Guides will add value to
classroom teaching sessions
place. In time for the new and underpin progression from
Relevant ‘hidden’ support can be
promoted to each subject e.g.:
academic year, subject specific an initial introduction to library
• geospatial information
systems to teaching of
interactive guides are being Information Literacy skills, such
• placement library support
developed by subject librarians • special collections
as evaluating information.
enabling students to access Subject guides will have ‘findability’ by
Subject guides will provide
support at point of need and virtual training support.
linking into tulip.
wherever they are studying.
Resources placed in context
An improved student experience
Feedback from students show that there is
widespread misunderstanding of the purpose A library subject guide can “reduce student
of tools such as the Library catalogue, search apprehension”, reassuring students that the
systems and help tools. Students type in library recognises what is unique about their
their essay questions which return no hits, subject and is actively providing resources
Communicating library and research advice tailored to their needs.
indicating that students struggle to
announcements Miner, J. & Alexander, R. (2010) ‘LibGuides in political science: a
Subject guides default to m-view understand our library systems and just want gateway to information literacy and improved student research’,
to find what is relevant to them. Journal of Information Literacy, 4 (1) pp. 40-54.
on handheld devices. Currently, news is disseminated through
committees and email and may not reach Students want information delivered to them
Subject guides can potentially provide links
all students. Subject guides will contain: instead of having to go looking for it.
to subject resources placed within
Witt, N. (2011) ‘[Conference key note speech]’, Technology
View our pilot libguide: contextualised support. Enchanced Learning Conference. Plymouth University, 6 July.
• newsfeed of library developments
http://plymouth.libguides.com/environm
• newsfeed to include hints and tips
ent • you said, we did…
• adverts for training sessions
• 1:1 support bookings
or QR code it:
Collaborate: Subject guides will be a high profile
Your Subject Librarian would be way to respond to NSS & SPQ
delighted to work with you to create feedback.
your subject guide.

2. What do we like about them?
• Hosted service
• Easy to embed media
• No html skills needed (unless you have them
in which case you can you can use them!)
• Usage stats (albeit broad)
• Global cascade if need to make a change

3. What don’t we like?....not much!
• It’s just a content management system.
– Content is created elsewhere (not everyone in the
team was prepared for this even though our rationale
for purchase was to repurpose existing, hidden,
materials...)
• E-resource linking has been ‘manipulated’ using
open source tools e.g. Bit.ly
– (need an e-resource manager/role holder with skills in
this area which we have lost in recent restructures)

4. The stats:
• Total guide views: 69,441 (24 Sept > 17 Dec)
– Guides getting usage at weekends

5. “How useful is this page out of 5?” (1 = poor, 5
= good) “An outstanding
resource, the
students will find
5 it an immense
help”
4
“all we need at
our fingertips on
3 one page”
2
Education
Environmental Science & Chemistry
Health
1
Management, School of
Partner Colleges
0 2 4 6 8 10 12

6. What next?
• To note the findings of Springshare’s usability
conference (November 2012):
“I clicked on one once but it was too confusing. I
didn’t know what to do so I left”.
We plan to hold focus groups to
– White space is good. gather feedback and help us to
– Text everywhere is NOT good. further develop the guides.
– The eye should go towards the We hope that once the
most important information on transition to the new TIS
structure is complete there will
screen be additional IT support to help
– Colours should not be jarring with deep linking to resources.