LibGuides: Using the Data

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  • LIBGUIDES:USING THE DATAM E L A N I E PA R L E T T E - S T E W A R T, B L E N D E D L E A R N I N G L I B R A R I A N

    U N I V E R S I T Y O F G U E L P H

    @ M PA R S T E W

  • website redesign

  • 2013

  • WHAT WE WANTED:

    A place where students could get startedA consistent look and feelUser-friendly navigation

  • WHAT WE ENDED UP WITH (ROUND 1): Templated Course Guides Templated Subject Guides directly tied to all course areas

    (i.e. HIST Subject guides for HIST (History courses)

    Topic Guides to meet the other needs (and allow for consistent support of other needs such as APA, Time Management, Finding Images)

    Controlled Language (Hack Your Learning, Cite Your Sources)

  • LESSONS LEARNED

    Tabs were confusing (people werent clicking through to the second tab)

    Needed to simplify the content even more

  • WHAT WE ENDED UP WITH (ROUND 2):

  • Limit to 10 research resources (centre column)Video embeddedUp to 3 Hack Your LearningEmbedded Library Search BoxHelp Service (focus on our chat / keeping it online)

  • STRATEGY

    Course GuidesSubject GuidesTopic Guides

  • Sticking with the

    plan:Clean + Simple

  • D ATAG O O G L E / S P R I N G S H A R E A N A LY T I C S + U X T E S T I N G

  • 903

    4

    2

    4

  • Google Analytics Behaviour View Full Report Select Page

  • Google Analytics Behaviour View Full Report Select Page

    Navigation Summary

  • Springshare Libguides Statistics Guides Guide Title Assets

    Conversation Starter

  • WHAT CAN WE LEARN FROM THIS?

    Popular links (remove the less popular / distracting)

    Order matters

  • Google Analytics Acquisition

    Direct: Typed the URL into their browser. Can include: bookmarks, untagged links within emails, or links PDFs or Word documents.Referral: Referred by links on other websites

    Top Referrals

  • WHAT CAN WE LEARN FROM THIS?

    Where our users are coming from Common access points to use / incorporate into

    promotion

  • UX STUDY RESULTS

    Students were unaware of the function of our Ask Us icon

    Increase scannability (they wanted larger font sizes) Library Guides is an unclear name for our LibGuides

    instance

    Create or improve descriptions

  • HOW HAS THIS IMPACTED OUR STRATEGY? Working with web librarian to improve web site linking

    and adjust font sizes / CSS code

    Small Library Guides team Course guide requests go through a form (maintain

    consistency)

    Focus on creating DIRECTIVE not DESCRIPTIVE descriptions under resources (limited word count)

  • NEXT STEPS 100% of undergraduate course guides created

    Outreach to faculty, gathering course outlines to make better

    Continue to use the data to make changes to our template Google Analytics and User Experience (UX) Testing

    Increase our Topic Guide content Interlinking is what makes the guides effective

    As new topics come up, working with academic unit partners

    Getting Buy In From Staff Teaching to the guides increases student use

    LibGuides:Using the dataSlide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11What we wanted:Slide Number 13What We ended up with (round 1):Slide Number 15Slide Number 16Lessons LearnedSlide Number 18Slide Number 19StrategySlide Number 21DataSlide Number 23Slide Number 24Slide Number 25Slide Number 26What can we learn from this?Slide Number 28What can we learn from this?UX Study ResultsHow has this impacted our strategy?Next Steps