1. 11
Can a Library Web Site beCan a Library Web Site be
More Than Just a Link toMore Than Just a Link to
EBSCOhost?EBSCOhost?
Making a Library Web Site for theMaking a Library Web Site for the
STEM Division at BCCSTEM Division at BCC
Mike Curtis
Systems Librarian
Broome Community College
curtis_m@sunybroome.edu
Olivia Nellums
Librarian
Broome Community College
Tompkins Cortland Community College
nellums_o@sunybroome.edu
Patricia Shores
Librarian
Broome Community College
shores_p@sunybroome.edu

2. 2
Broome Community CollegeBroome Community College
Technology Careers ProgramTechnology Careers Program
Preparing Students for the 21 Century Workplace

3. 3
SSciencecience
TTechnologyechnology
EEngineeringngineering
MMathath

4. 44
Program GoalsProgram Goals
 Outreach to High School StudentsOutreach to High School Students
 Increase Enrollment in STEM CurriculumIncrease Enrollment in STEM Curriculum
 Outreach to Area EmployersOutreach to Area Employers
 Prepare Students for the WorkplacePrepare Students for the Workplace
 Increase Technology ProficienciesIncrease Technology Proficiencies
 Increase Communication & CollaborationIncrease Communication & Collaboration
 Increase Employment in Area IndustriesIncrease Employment in Area Industries

5. 5
THE LOOMING SKILLS GAP…
The disconnect between skills necessary to
remain competitive in a global economy
AND
The education system which prepares our
current and future workforce.
Education and workforce skill preparation is not an
“either/or” proposition: it is a package deal.
SOURCE: Adams, K., Preparing Today’s Youth for the Workplace

6. 6
Employment Prospects To 2014Employment Prospects To 2014
Technology Associate DegreeTechnology Associate Degree
 Civil Engineering TechniciansCivil Engineering Technicians
 Favorable - $49,280Favorable - $49,280
 Computer SpecialistsComputer Specialists
 Favorable - $69,800Favorable - $69,800
 Computer Support SpecialistsComputer Support Specialists
 Very Favorable - $47,990Very Favorable - $47,990
 Electrical and Electronic Engineering TechniciansElectrical and Electronic Engineering Technicians
 Favorable - $57,570Favorable - $57,570
 Engineering Technicians, Except Drafters, All OtherEngineering Technicians, Except Drafters, All Other
 Favorable - $48,030Favorable - $48,030
 Industrial Engineering TechniciansIndustrial Engineering Technicians
 Favorable - $48,300Favorable - $48,300
 Mechanical Engineering TechniciansMechanical Engineering Technicians
 Favorable - $49,430Favorable - $49,430
Source: Workforce Industry Data, NYS Department of Labor.Source: Workforce Industry Data, NYS Department of Labor.

7. 7
BCC and the CommunityBCC and the Community
Bringing BCC Graduates and Area EmployersBringing BCC Graduates and Area Employers
Into a Harmonious UnionInto a Harmonious Union
 DEMOGRAPHIC for ECONOMIC STABILITYDEMOGRAPHIC for ECONOMIC STABILITY
 HIGH-TECH INDUSTRIAL REGIONHIGH-TECH INDUSTRIAL REGION
 NEED FOR QUALIFIED EMPLOYEESNEED FOR QUALIFIED EMPLOYEES
 COMPETITIVE SALARIES AVAILABLECOMPETITIVE SALARIES AVAILABLE

8. 8
EMPLOYER NEEDSEMPLOYER NEEDS
Top 5 Most Important SkillsTop 5 Most Important Skills
 Professionalism
 Teamwork
 Oral Communication
 Ethics & Social Responsibility
 Reading Comprehension
Source: Are They Really Ready to Work?

9. 9
THE “MILLENNIALS”THE “MILLENNIALS”
 Ethnically & Economically DiverseEthnically & Economically Diverse
 Technology is Second NatureTechnology is Second Nature
 Influenced by Popular Culture and MediaInfluenced by Popular Culture and Media
 Impatient – Look for Instant GratificationImpatient – Look for Instant Gratification
 Image-Driven, Multi-media LifestyleImage-Driven, Multi-media Lifestyle
Source:Source: ““Generation Y” The Millennials. Ready or Not, Here They Come.Generation Y” The Millennials. Ready or Not, Here They Come.

10. 10
MILLENNIALS @ WORKMILLENNIALS @ WORK
 Expect Flexibility in the Workplace
 Less Formal in Dress and Behavior
 Less Familiar with Business Etiquette
 Desire Work that is Personally Meaningful
 Comfortable Multi-Tasking
 Creative, Energetic and Optimistic

11. 11
OUTREACHOUTREACH
 BUILDING BRIDGES – BringingBUILDING BRIDGES – Bringing
Educators and Business togetherEducators and Business together
 Campus Workshops: Resume & InterviewCampus Workshops: Resume & Interview
Skills, Career ExplorationSkills, Career Exploration
 VIDEOCONFERENCINGVIDEOCONFERENCING
 Urban League, International StudentsUrban League, International Students

12. 12
E-PortfoliosE-Portfolios
Students develop skills through tailored instructionStudents develop skills through tailored instruction
and project-based assignments which culminateand project-based assignments which culminate
in a professional e-portfolio documenting theirin a professional e-portfolio documenting their
achievementsachievements..
 Use Complex Computer ProgramsUse Complex Computer Programs
 Document ProjectsDocument Projects
 Conduct Effective ResearchConduct Effective Research
 Organize InformationOrganize Information
 Communicate Effectively.Communicate Effectively.
 Work Productively in TeamsWork Productively in Teams

13. 13

14. 14
ReferencesReferences
 Adams, K. (2008) Preparing Today’s Youth for the Workplace, Testimony to
Senate Committees on Education; Commerce, Economic Development and
Small Business; Labor; Agriculture, Senate Majority Task Force on Critical
Choices, Retrieved May 29, 2008, from
http://www.bcnys.org/whatsnew/2008/052808SenateCTETestimony.htm
 The Conference Board (2006)The Conference Board (2006) Are They Really Ready to Work?,Are They Really Ready to Work?, RetrievedRetrieved
February 5, 2008, fromFebruary 5, 2008, from
http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF09-29-06.pdfhttp://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF09-29-06.pdf
 NAS Recruitment Communications, (2006)NAS Recruitment Communications, (2006) Generation Y: Here They Come,Generation Y: Here They Come,
Ready or NotReady or Not. Retrieved May 12, 2008, from. Retrieved May 12, 2008, from
http://www.nasrecruitment.com/TalentTips/NASinsights/GenerationY.pdfhttp://www.nasrecruitment.com/TalentTips/NASinsights/GenerationY.pdf
 Workforce Industry Data, NYS Department of Labor.Workforce Industry Data, NYS Department of Labor.
http://www.labor.state.ny.us/workforceindustrydata/http://www.labor.state.ny.us/workforceindustrydata/

15. 1515
Good Web DesignGood Web Design
From Theory to PracticeFrom Theory to Practice

16. 1616
Mission = create a libraryMission = create a library
webpage that is:webpage that is:
UsableUsable
RelevantRelevant
ComprehensiveComprehensive
BIG IDEAS
(Theory)

17. 17
UsableUsable
Highlights of effective web design fHighlights of effective web design from “rom “
Don’t Make Me ThinkDon’t Make Me Think…”:…”:
#1 Krug’s First Law of Usability#1 Krug’s First Law of Usability
#2 Understand how people read online#2 Understand how people read online
(designing a Billboard)(designing a Billboard)
#3 Editing (vocab.)#3 Editing (vocab.)

18. 18
UsableUsable
#1 Krug’s Law#1 Krug’s Law
 Don’t make the user think:Don’t make the user think:
 Don’t make them figure out the designDon’t make them figure out the design
 Organization should be obvious andOrganization should be obvious and
intuitiveintuitive
 Requiring thought to navigate a pageRequiring thought to navigate a page
wastes the user’s timewastes the user’s time
 Everyone’s favoriteEveryone’s favorite exampleexample

19. 19
 More examples of well-designed, easy-to-More examples of well-designed, easy-to-
navigate websites:navigate websites:
Google MapsGoogle Maps
flickrflickr
AppleApple
PenguinPenguin booksbooks
craigslistcraigslist
UsableUsable

20. 20
UsableUsable
#2 Online Reading#2 Online Reading
 How people read online: Scan, scan, scanHow people read online: Scan, scan, scan
 NOT left to right/top to bottom – rather,NOT left to right/top to bottom – rather,
what’s interesting/the obvious way towhat’s interesting/the obvious way to
accomplish a task.accomplish a task.
 ExampleExample of a page that supports this habitof a page that supports this habit

21. 21
Eye movement study of Google
results page.
(Image retrieved from: Eyetools)
“Heat map” of Enquiro’s former
page.
(Image retrieved from: Enquiro
Research)

22. 22
#3 Editing/Vocabulary#3 Editing/Vocabulary
 Don’t let words clog up functionalityDon’t let words clog up functionality
 Case in pointCase in point
 Symbols & pictures can be used in place of textSymbols & pictures can be used in place of text
 Vocabulary appropriate for user groupVocabulary appropriate for user group
UsableUsable

23. 23
 More examples of using symbols &More examples of using symbols &
pictures to (quickly) convey meaning:pictures to (quickly) convey meaning:
UsableUsable

24. 24
RelevantRelevant
 What are our user habits? What tools doWhat are our user habits? What tools do
they need? (ties back to Patricia’sthey need? (ties back to Patricia’s
presentation)presentation)
 This is where feedback & watching whatThis is where feedback & watching what
our students are doing is valuable.our students are doing is valuable.
 (On the other hand, they don’t always(On the other hand, they don’t always
know what they want)know what they want)

25. 25
RelevantRelevant
Where we could go:Where we could go:
 RSSRSS
Make a BCC Library feed

26. 26
RelevantRelevant
Where we could go ct’d:Where we could go ct’d:
Library Toolbar ExtensionsLibrary Toolbar Extensions
University ofUniversity of IllinoisIllinois Urbana-Champaign LibraryUrbana-Champaign Library
Forbes Library, Northampton,Forbes Library, Northampton, Mass.Mass.
University ofUniversity of VirginiaVirginia LibraryLibrary
University ofUniversity of South CarolinaSouth Carolina LibraryLibrary

27. 27
RelevantRelevant
Where we could go ct’d:
Online classrooms

28. 28
RelevantRelevant
MobileMobile
FacebookFacebook
Where we could go ct’d:Where we could go ct’d:
8. LIBRARY ?

29. 29
RelevantRelevant
 The reality of BCCThe reality of BCC
students.students.
 Reality of STEMReality of STEM
students.students.
 Young? NotYoung? Not
particularly informationparticularly information
literate? Not doingliterate? Not doing
long-term research.long-term research.
Where we could go ct’d:Where we could go ct’d:

30. 30
ComprehensiveComprehensive
 Problem:Problem:
Library can be a complicated place (lest weLibrary can be a complicated place (lest we
forget).forget).

31. 31
ComprehensiveComprehensive
 BCC’s little collection:BCC’s little collection:
(Approx) 10,000 electronic journals; 67,000(Approx) 10,000 electronic journals; 67,000
print monographs; 300 print periodicals;print monographs; 300 print periodicals;
videos, CDs, DVDs, audio books,videos, CDs, DVDs, audio books,
microfilm, iPods, reserves collection =microfilm, iPods, reserves collection =
overwhelming & complicated to theoverwhelming & complicated to the
average user.average user.
How to simplify??How to simplify??

32. 32
Back to the mission: what to doBack to the mission: what to do
Initial ideas in practice (STEM Library Links) – a
work in progress
First STEM, then the world

33. 33
Useful SourcesUseful Sources
Krug, Steve. (2006).Krug, Steve. (2006). Don’t Make Me ThinkDon’t Make Me Think (2(2ndnd
ed.). Berkeley,ed.). Berkeley,
CA: New Riders.CA: New Riders.
10 Principles of Effective Web Design. (Jan. 31, 2008).10 Principles of Effective Web Design. (Jan. 31, 2008).
Smashing Magazine.Smashing Magazine. Retrieved May 12, 2008, fromRetrieved May 12, 2008, from
http://www.smashingmagazine.com/2008/01/31/10-principles-of-http://www.smashingmagazine.com/2008/01/31/10-principles-of-
Website Design. (Last modified May 6, 2008).Website Design. (Last modified May 6, 2008). LibraryLibrary
Success: A Best Practices Wiki.Success: A Best Practices Wiki. Retrieved May 12, 2008,Retrieved May 12, 2008,
fromfrom
http://www.libsuccess.org/index.php?title=Website_Designhttp://www.libsuccess.org/index.php?title=Website_Design
Instone, Keith. (n.d.)Instone, Keith. (n.d.) Navigation Stress Test.Navigation Stress Test. Retrieved MayRetrieved May
12, 2008, from http://instone.org/navstress12, 2008, from http://instone.org/navstress

34. 3434
BCC Library Web SiteBCC Library Web Site
Our current site and useOur current site and use
statistics…statistics…

35. 35
Current Web Page Design

36. 36
What visitors actually use

37. 37
Our Web Page StatisticsOur Web Page Statistics
 Library Web page is browser default pageLibrary Web page is browser default page
 Most visitors go toMost visitors go to anotheranother pagepage
 Those who use library page:Those who use library page:
 View the database menuView the database menu
 Click the links forClick the links for
 Academic Search PremierAcademic Search Premier
 Aleph OPACAleph OPAC
 All other parts of library Web page areAll other parts of library Web page are
nearlynearly unusedunused

38. 38

39. 39

40. 40

41. 41
WhatWhat is the current situation?is the current situation?
 The library Web page is a link to EBSCOThe library Web page is a link to EBSCO
(and the Web OPAC)(and the Web OPAC)
 Two bookmarks could replace the WebTwo bookmarks could replace the Web
pagepage
 The Web page is not providing real helpThe Web page is not providing real help

42. 42
WhyWhy is Use Low?is Use Low?
Various Interpretations of the Web StatsVarious Interpretations of the Web Stats
 The other stuff isn’t usefulThe other stuff isn’t useful
 Poor designPoor design
 low usability/relevancelow usability/relevance
 Positioning/labeling of other stuffPositioning/labeling of other stuff
 Other stuff may not be tracked byOther stuff may not be tracked by
NTLinkTrackNTLinkTrack
 Librarians/faculty may not steer studentsLibrarians/faculty may not steer students
to other stuffto other stuff

43. 4343
STEM Library PageSTEM Library Page
AnAn opportunityopportunity to practice betterto practice better
Web design…Web design…

44. 44
Logical conclusion of the Web stats…

45. 45
Actual design explores unused design options and alternate ways to
promote services and collections.

46. 46
STEM Library PageSTEM Library Page
 http://web.sunybroome.edu/~library/tech_careerhttp://web.sunybroome.edu/~library/tech_career
s/library.phps/library.php
 Text is simple, non-linearText is simple, non-linear
 Images are small, iconic, differentiate textImages are small, iconic, differentiate text
 Color blocks organize contentColor blocks organize content
 RSS article feed adds dynamic contentRSS article feed adds dynamic content
 Intuitive objects: book covers, direct search boxesIntuitive objects: book covers, direct search boxes
 Single layer deep (more like a portal or pathfinder)Single layer deep (more like a portal or pathfinder)
 Valid HTML code (accessible)Valid HTML code (accessible)

47. 4747
Technical How-To inTechnical How-To in
DetailDetail
or… slides to hand over to youror… slides to hand over to your
techno-geek.techno-geek.
☺☺

48. 4848
Specialized AlephSpecialized Aleph
Book SearchBook Search

49. 49
Specialized Aleph Book SearchSpecialized Aleph Book Search
 Aleph Logical BasesAleph Logical Bases
 ““chaoschaos” in standard opac base, not STEM” in standard opac base, not STEM
specific, includes literary and national securityspecific, includes literary and national security
items, etc.items, etc.
 ““chaos” in STEM opac base, results focus onchaos” in STEM opac base, results focus on
science and technology.science and technology.

50. 50
Usability ComparisonUsability Comparison
 Step by step instructionsStep by step instructions
 http://www.library.cornell.edu/newhelp/res_tools/cahttp://www.library.cornell.edu/newhelp/res_tools/ca
 Hard to findHard to find
 Dense textDense text
 Text not located with the search boxText not located with the search box
 Specialized SearchSpecialized Search
 The help is integrated into the boxThe help is integrated into the box

51. 5151
Specialized AlephSpecialized Aleph
Book SearchBook Search
How we created our STEM bookHow we created our STEM book
search using Aleph logicalsearch using Aleph logical
bases…bases…

52. 52
Set Up an Aleph Logical BaseSet Up an Aleph Logical Base
 Edit alephe/tab/tab_base.engEdit alephe/tab/tab_base.eng
! 1 2 3 4 5 6 7 8! 1 2 3 4 5 6 7 8 99
!!!!!!!!!!!!!!!!!!!!-!-!!!!!!!!!!!!!!!!!!!!-!!!!!-!!!!!-!!!!!-!!!!!-!-!!!!!!!!!!!!!!!!!!!!-!-!!!!!!!!!!!!!!!!!!!!-!!!!!-!!!!!-!!!!!-!!!!!-!-!!!!!!!!!>!!!!!!!!!>
BCC01 BCC Catalog BCC01 SNY01 BCC01 NBCC01 BCC Catalog BCC01 SNY01 BCC01 N
BCC01STEM BCC STEM Books BCC01 SNY01 BCC01 NBCC01STEM BCC STEM Books BCC01 SNY01 BCC01 N wfm=BK ANDwfm=BK AND
 Filter in col 9 is a CCL queryFilter in col 9 is a CCL query
 wfm=BK AND (wlc=QA? OR wlc=QC? OR wlc=QD? OR wlc=QE? OR wlc=TA?wfm=BK AND (wlc=QA? OR wlc=QC? OR wlc=QD? OR wlc=QE? OR wlc=TA?
OR wlc=TC? OR wlc=TD? OR wlc=TE? OR wlc=TF? OR wlc=TG? OROR wlc=TC? OR wlc=TD? OR wlc=TE? OR wlc=TF? OR wlc=TG? OR
wlc=TH? OR wlc=TJ?)wlc=TH? OR wlc=TJ?)
 alephe/tab/tab_base.engalephe/tab/tab_base.eng can be edited in OLIS Sandboxcan be edited in OLIS Sandbox
 Re-start Web server using util-WRe-start Web server using util-W
 Specify logical base when entering OPACSpecify logical base when entering OPAC
……suny.edu:4620/F?func=file&file_name=find-bsuny.edu:4620/F?func=file&file_name=find-b&local_base=BCC01STEM&local_base=BCC01STEM
 exampleexample

53. 5353
Specialized EBSCOSpecialized EBSCO
STEM SearchSTEM Search

54. 54
Specialized EBSCO STEM SearchSpecialized EBSCO STEM Search
 EBSCO Local CollectionsEBSCO Local Collections
 ““bridgesbridges” in standard EBSCO search, includes” in standard EBSCO search, includes
many non-engineering itemsmany non-engineering items
 ““bridges” in specialized EBSCO search,bridges” in specialized EBSCO search,
results focused on engineering articlesresults focused on engineering articles

55. 55
Usability ComparisonUsability Comparison
 Pathfinders/GuidesPathfinders/Guides
 http://astech.library.cornell.edu/ast/engr/find/cee-ghttp://astech.library.cornell.edu/ast/engr/find/cee-g
 Text not located with search boxText not located with search box
 Journals listed, but notJournals listed, but not howhow to search themto search them
 Specialized SearchSpecialized Search
 Allows searching a journal collectionAllows searching a journal collection
 Can also display Web listCan also display Web list
 Central data location (EBSCO Admin)Central data location (EBSCO Admin)

56. 5656
Specialized EBSCOSpecialized EBSCO
STEM SearchSTEM Search
How we did it…How we did it…

57. 5757
Part 1Part 1
Creating a specialized journalCreating a specialized journal
collection in EBSCO Admin…collection in EBSCO Admin…

58. 58
Create a local collection in EBSCO Admin

59. 59
Add journal titles to the local collection

60. 60
After the local collection is created, it will appear as a limiter
option in the EBSCO search interface.

61. 61
STEM Journal CollectionSTEM Journal Collection
 We limited our list to around 50 titlesWe limited our list to around 50 titles
 ““Must read” literatureMust read” literature
 Easier to maintainEasier to maintain

62. 6262
Part 2Part 2
Changing a Web link into aChanging a Web link into a
Web form…Web form…

63. 63
We run an EBSCO search using our STEM collection limiter, and click
“display link to search.” Note the search terms appear within the URL.

64. 64
Transforming an EBSCO Search URL
into a Web Form
<!—
http://search.ebscohost.com/login.aspx?direct=true&db=aph&
bquery=water+treatment&cli0=LO335585&clv0=Y&type=0&site=ehost-live
http://search.ebscohost.com/login.aspx ?
direct = true &
db = aph &
bquery = water+treatment &
cli0 = LO335585 &
clv0 = Y &
type = 0 &
site = ehost-live
-->
<form action="http://search.ebscohost.com/login.aspx" method="get">
<input type="hidden" name="direct" value="true"/>
<input type="hidden" name="db" value="aph"/>
<input type="hidden" name="bquery" value="water treatment"/>
<input type="hidden" name="cli0" value="LO335585"/>
<input type="hidden" name="clv0" value="Y"/>
<input type="hidden" name="type" value="0"/>
<input type="hidden" name="site" value="ehost-live"/>
<input type="submit" name="submit" value="Submit"/>
</form>

65. 65
Transforming an EBSCO Search URL
into a Web Form
 Question mark dropped
 Ampersands dropped
 Most URL values go in “hidden” fields
 Use “text” input to offer user a form box
 Encoded URL values must be decoded, or become
HTML entities
 Ex. “+” in URL becomes a space in HTML
 Form’s “method” attribute = “get”
• Online example

66. 6666
Direct Link toDirect Link to
Docutek EResDocutek ERes

67. 67
Direct Link to Docutek EResDirect Link to Docutek ERes
 Default link to DocutekDefault link to Docutek
 Customized, direct link to DocutekCustomized, direct link to Docutek

68. 6868
Direct Link toDirect Link to
Docutek EResDocutek ERes
How we did it…How we did it…

69. 69
Get the Form Elements and ValuesGet the Form Elements and Values
 Methods for getting form elements andMethods for getting form elements and
values:values:
 From original source code of pageFrom original source code of page
 View page info – forms tab – in FirefoxView page info – forms tab – in Firefox
 View the actual post data from a formView the actual post data from a form
submissionsubmission

70. 70
Original Source CodeOriginal Source Code

71. 71
View Page Info in FirefoxView Page Info in Firefox
In Firefox, right-click page, select “view page info”, then click “forms” tab

72. 72
View Actual Post DataView Actual Post Data
Altered Local Copy of FormAltered Local Copy of Form
<form action="<form action="http://www.sunybroome.edu/~library/test.phphttp://www.sunybroome.edu/~library/test.php?&amp;page=dept">?&amp;page=dept">
<input type="hidden" name="__EVENTTARGET" value="" /><input type="hidden" name="__EVENTTARGET" value="" />
<input type="hidden" name="__EVENTARGUMENT" value="" /><input type="hidden" name="__EVENTARGUMENT" value="" />
<input type="hidden" name="__VIEWSTATE" value="dDwtMTc3MTEyNjgwO3Q...<input type="hidden" name="__VIEWSTATE" value="dDwtMTc3MTEyNjgwO3Q...
Output of Post Data in a PHP ScriptOutput of Post Data in a PHP Script
ArrayArray
((
[__EVENTTARGET] =>[__EVENTTARGET] =>
[__EVENTARGUMENT] =>[__EVENTARGUMENT] =>
[__VIEWSTATE] => dDwtMTc3MTEyNjgwO3Q...[__VIEWSTATE] => dDwtMTc3MTEyNjgwO3Q...
[docutek_search_dept:search_select] => Mechanical Engineering Technology[docutek_search_dept:search_select] => Mechanical Engineering Technology
[btn_search_x] =>[btn_search_x] =>
[btn_search_y] =>[btn_search_y] =>
[listing_results_dropdown] => 10[listing_results_dropdown] => 10
[pageSelection] => 1[pageSelection] => 1
))

73. 73
Put Elements into Local Hidden Form
Submit with a Link Using Javascript
<form style="display:none;" name="eres"
action="http://sunybroome.docutek.com/... " method="post">
<input type="hidden" name="__EVENTTARGET]" value=""/>
<input type="hidden" name="__EVENTARGUMENT" value=""/>
<input type="hidden" name="__VIEWSTATE" value="dD4B3MV1nk6... " />
<input type="hidden" name="docutek_search_dept:search_select"
value="Mechanical Engineering Technology"/>
<input type="hidden" name="listing_results_dropdown" value="10"/>
<input type="hidden" name="pageSelection" value="1"/>
<!--
<input type="submit" name="submit"/>
-->
</form>
<a href="javascript:document.eres.submit();">On Reserve</a>
Online Example

74. 7474
Adding an EBSCO RSSAdding an EBSCO RSS
Feed to a Web PageFeed to a Web Page
How we did it…How we did it…

75. 75
Create a search alert in EBSCOCreate a search alert in EBSCO
After you run a search, “create alert for this search” will appear
Copy the “syndication feed” URL into your RSS reader application

76. 76
Create a search alert in EBSCOCreate a search alert in EBSCO
 What we wanted:What we wanted:
 high impact full-text articles, not necessarily peer-high impact full-text articles, not necessarily peer-
reviewed/scholarlyreviewed/scholarly
 a sort of STEM news standa sort of STEM news stand
 Web page displayWeb page display
 EBSCO Search CriteriaEBSCO Search Criteria
 Science, Tech., Eng. or Math inScience, Tech., Eng. or Math in Journal TitleJournal Title
 Cover Stories OnlyCover Stories Only
 Full-Text OnlyFull-Text Only
 Over 5 Pages in LengthOver 5 Pages in Length

77. 77
Add Feed to Web PageAdd Feed to Web Page
 Server Side ScriptingServer Side Scripting
 rss2html PHP script, etc.rss2html PHP script, etc.
 Client Side ScriptingClient Side Scripting
 If server side scripting isn’t an option, rss-to-If server side scripting isn’t an option, rss-to-
javascript.com provides a Javascript optionjavascript.com provides a Javascript option

78. 78
http://www.rss-to-javascript.comhttp://www.rss-to-javascript.com
Enter an RSS feed URL

79. 79
http://www.rss-to-javascript.comhttp://www.rss-to-javascript.com
Generate Javascript Code, cut and paste into your Web site

80. 80
http://www.rss-to-javascript.comhttp://www.rss-to-javascript.com
Preview of how the feed items will be displayed on your page

81. 81
A Work In ProgressA Work In Progress
 FeedbackFeedback
 Blog commentingBlog commenting
 Link trackingLink tracking
 Informal commentsInformal comments
 Faculty involvement (planned)Faculty involvement (planned)
 Student focus groups (planned)Student focus groups (planned)
 Continuous ImprovementContinuous Improvement
 Page is fluidPage is fluid
 Unannounced changes - that are good - won’t be disruptiveUnannounced changes - that are good - won’t be disruptive
 Decision by best practices and feedback, not committeeDecision by best practices and feedback, not committee
 Things unused or not working must be revised or removed (ex.Things unused or not working must be revised or removed (ex.
book feed with cover images was problematic)book feed with cover images was problematic)

82. 82
END

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Slideshow available onlineSlideshow available online
http://www.sunybroome.edu/~libraryhttp://www.sunybroome.edu/~library
/presentations/sunyla_2008_stem//presentations/sunyla_2008_stem/