What is it about?
This study used two successive phases of usability testing to evaluate two different versions of a Communication 430 course LibGuide. The first version of this guide had a longer, more visually complex navigation menu, with more course-related research information directly accessible through this menu. The second version had a shorter, less complex menu that offered less directly accessible information. Students in the class tested both versions; this paper reports the results of that testing.
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Why is it important?
This paper may be the first to describe the engagement of students enrolled in a course in testing a LibGuide dedicated specifically to that course. As such, it will be of interest to many academic librarians and instructional design professionals.
Perspectives
This paper offers one of the more statistically rigorous evaluations of LibGuides in an academic setting conducted to date. It offers a comprehensive examination of guide navigation that will inform academic librarians about best practices for designing navigational architecture to guides they create.
Aaron Bowen
Wichita State University
Read the Original
This page is a summary of: Long Nav or Short Nav?: Student Responses to Two Different Navigational Interface Designs in LibGuides Version 2, The Journal of Academic Librarianship, March 2018, Elsevier,
DOI: 10.1016/j.acalib.2018.03.002.
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