Kingston University launched subject blogs in 2011 to provide timely information to students. The blogs attracted views but lacked student input. To obtain student feedback, groups were formed to observe reactions to the blogs' clarity, coverage, navigation, images, and interaction. Students independently navigated the blog then discussed preset elements with a facilitator. A report of findings and recommendations was sent to students and the blog team to inform future developments. Feedback groups have been conducted for health and social care and science blogs, with more planned this year.

1. Finding the student voice in subject blogging
Maren Schroeder, Kingston University, m.schroeder@kingston.ac.uk
Kingston University’s Library and Learning Services launched a set of subject focussed blogs in September 2011
with the aim to provide more timely and relevant information than was previously available via the subject web
pages. The blogs have been successful in attracting user views, but there is scope to provide more opportunities
for interactivity through student collaboration.
Blog content is currently conceived by the information advisors pulling inspiration from help desk and e-mail
enquiries and information skills sessions. Scenario-based posts, storytelling, polls, images, embedded videos
and regular posts on specific topics are the norm.
As this approach lacks student input, feedback groups have been devised to observe student reactions to the
blog’s clarity, coverage, navigation, images and interaction. These five elements have been selected as they can
easily be changed by librarian bloggers.
The feedback groups’ overall aims are:
 Students from the specific group targeted will become aware of their subject blog.
 Students will provide feedback against set criteria.
 Findings will be reported to the subject team providing the blog.
 Activity will be readily repeatable for other subject blogs or student groups.
Students navigate around the blog independently until the facilitator draws them into a group conversation about
the evaluated elements. Discussion areas are decided by the team producing the blog or by the facilitator.
After the feedback groups the facilitator writes a report summarising feedback and recommending actions and
emails it to students and to the team responsible for the blog. The information gathered provides evidence for
future developments and potential topics to be featured in the blogs.
These feedback rounds have been run for the “Health and Social Care” blog and the “Science, Engineering and
Computing” blog at Kingston University. Further sessions are planned for the current academic year.