Aaron Bowen Instruction and Research Services Librarian https://soar.wichita.edu/handle/10057/11553 2020-07-04T15:44:28Z 2020-07-04T15:44:28Z The visual effect: A literature review of visual design principles as they apply to academic library websites Bowen, Aaron https://soar.wichita.edu/handle/10057/16918 2020-05-11T10:51:33Z 2019-12-27T00:00:00Z The visual effect: A literature review of visual design principles as they apply to academic library websites Bowen, Aaron This paper reviews the concept of visual design as it applies to academic library webpages. There exist multiple unsettled aspects of visual design on library websites, prompting a need to critically examine and update current design practices. This paper presents aspects of layout, graphics, and navigation where no consensus for an effective design allowing students to interact with a library website has been achieved among librarians. It suggests areas of research whose investigation would strengthen the design of academic library webpages, and make them both more usable and more aesthetically pleasing to a student population. 2019-12-27T00:00:00Z LibGuides and Web-Based library guides in comparison: Is there a pedagogical advantage? Bowen, Aaron https://soar.wichita.edu/handle/10057/14867 2020-05-11T10:38:54Z 2014-05-05T00:00:00Z LibGuides and Web-Based library guides in comparison: Is there a pedagogical advantage? Bowen, Aaron This study investigates whether the platform used to deliver a tutorial matters in online information literacy instruction and assesses the overall quality of an information literacy tutorial assignment given to an undergraduate survey class. The study asks whether there is any pedagogical advantage between information literacy tutorials created in the LibGuides library guide creation software and tutorials created as Web pages. This research question is relevant to current studies of online information literacy tutorials, particularly given the increasingly dominant but under-researched position of LibGuides in the academic library world for delivering guides and tutorials. Two separate groups of students completed LibGuides and Web page versions of the same information literacy tutorial assignment in a university undergraduate communication course. Survey results of these 89 students indicated that both the LibGuides and Web page platforms deliver online instruction content effectively and achieve learning objectives almost equally well. Results also indicated content areas within the assignment that could be strengthened. This is an author's original manuscript of an article submitted to the Journal of Web Librarianship. Published in Journal of Web Librarianship, 8:2, 147-171, DOI: 10.1080/19322909.2014.903709 2014-05-05T00:00:00Z Long nav or short nav?: Student responses to two different navigational designs using LibGuides Version 2 Bowen, Aaron Ellis, Jake Chaparro, Barbara S. https://soar.wichita.edu/handle/10057/14746 2020-05-11T10:38:05Z 2018-03-17T00:00:00Z Long nav or short nav?: Student responses to two different navigational designs using LibGuides Version 2 Bowen, Aaron; Ellis, Jake; Chaparro, Barbara S. 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. Twenty-four of the 33 students enrolled in the class (73%) tested either one version or the other for usability in completing tasks that simulate course-related research assignments, ultimately indicating they found the longer navigation menu more usable. 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. 2018-03-17T00:00:00Z
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