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Modern Pathfinders: Creating Better Research Guides [Pehme köide]

  • Formaat: Paperback / softback, 156 pages, kõrgus x laius: 229x152 mm, kaal: 265 g
  • Ilmumisaeg: 30-Oct-2015
  • Kirjastus: Association of College & Research Libraries
  • ISBN-10: 0838988172
  • ISBN-13: 9780838988176
  • Formaat: Paperback / softback, 156 pages, kõrgus x laius: 229x152 mm, kaal: 265 g
  • Ilmumisaeg: 30-Oct-2015
  • Kirjastus: Association of College & Research Libraries
  • ISBN-10: 0838988172
  • ISBN-13: 9780838988176
Whether you call them research guides, subject guides or pathfinders, web-based guides are a great way to create customized support tools for a specific audience: a class, a group, or anyone engaging in research. Studies show that library guides are often difficult, confusing, or overwhelming, causing users to give up and just fall back on search engines such as Google. How can librarians create more effective, less confusing, and simply better research guides?

In Modern Pathfinders: Creating Better Research Guides, author Jason Puckett takes proven ideas from instructional design and user experience web design and combines them into easy-to-understand principles for making your research guides better teaching tools. It doesnt matter what software your library uses; the advice and techniques in this book will help you create guides that are easier for your users to understand and more effective to use.
Acknowledgments vii
Foreword ix
Aaron Dobbs
Introduction 1(6)
About This Book
2(1)
What Is Instructional Theory?
2(2)
Searching the LIS Literature
4(1)
A Note about LibGuides
5(1)
My Background
6(1)
Notes
6(1)
References
6(1)
Chapter 1 Research Guides and Instructional Theory
7(12)
What Is a Research Guide?
7(1)
What Are Research Guides For?
7(3)
Terminology Used in This Book
10(2)
Common Problems in Creating Research Guides
12(1)
How Can Guides Teach?
13(3)
Notes
16(1)
References
17(2)
Chapter 2 Learning Objectives in Research Guides
19(20)
What Is a Learning Objective?
20(1)
Defining Your Learning Objectives
21(9)
The Stem
The Action Verb
The Outcome
"Chunking"
30(1)
Putting Objectives to Work in Your Research Guides
31(4)
Building a Guide Structure from Your Objectives
35(1)
Notes
35(1)
References
36(3)
Chapter 3 Learning Styles
39(24)
Introduction
39(1)
What Are Learning Styles?
40(3)
Learning Styles: Three Models
43(3)
Perceptual Preference Modality
Kolb Experiential Learning Model
Gardner's Multiple Intelligences
Applying Learning Style Theory to Library Research Guides
46(3)
Examples: Using Learning Styles in Research Guides
49(7)
Visual
Interactive/Kinesthetic/Tactile
Auditory
Sequential
Drawbacks and Practical Concerns
56(2)
Summing Up: Some Simple Best Practices
58(1)
Notes
59(1)
References
60(3)
Chapter 4 Designing and Writing for Better Usability
63(38)
Introduction
63(3)
User Experience
66(3)
What Is UX?
UX and Online Instruction
Visual Design for Nondesigners
69(10)
Using Images
Focal Points
Unintentional Focal Points
Simplicity and Clarity
79(2)
Consistency of Design
81(2)
How Users Read on the Web
83(4)
The F Shape
Above the Fold
Writing for the Web
87(6)
Making Clear and Useful Links
Annotating Links
What to Cut?
Example
93(3)
Summing Up: Some Simple Best Practices
96(1)
Notes
97(2)
References
99(2)
Chapter 5 Assessment
101(18)
What Are You Assessing?
101(2)
Using Rubrics and Analyzing Guide Content
103(4)
How to Use Rubrics
Assessment Example: Rubric
User Surveys
107(3)
How to Use Surveys
Assessment Examples: Surveys
Web Analytics
110(5)
What Analytics Assessment Can Tell You
Assessment Examples: Analytics
Conclusion
115(1)
Notes
116(1)
References
116(3)
Chapter 6 Planning, Coordinating, and Administrating Guides
119(26)
Introduction
119(1)
Goals
120(2)
Tying Guide Goals to Instruction Program Goals
Sample Instruction Goals with Research Guide Components
The Research Guide Coordinator
122(4)
Control: How Much Is Too Much?
Guide Coordinator Case Study
Maintenance and Administrative Tasks
126(3)
Regular and Periodic Maintenance
Accounts and Ownership
Collecting and Reporting Data
Upgrading and Overhauling
Training
129(2)
Extending Your Reach
131(3)
Classroom Instruction
Make Guides Findable
Faculty Outreach
Social Media
Library Website
Your Mileage May Vary
Reuse, Reduce, Recycle
134(4)
Establishing Best Practices
138(2)
Notes
140(1)
References
141(4)
Author Biography 145