Building Positive Learning Experiences through Pedagogical Research Guide Design

Abstract

Library research guides are traditionally designed in a pathfinder-style format by resource type. However, would a pedagogical-style guide, which moves students through the research process, better support the student learning experience? This study sought to answer the question: Which guide design best supports the student information literacy learning experience outside of a classroom setting? This article reports results of a usability study (n = 22) of first-year to graduate students who interacted with either a pedagogical or pathfinder-style research guide through a simulated research assignment. Results indicate that, although there is no statistically significant performance difference between guide type, students using the pedagogical guide reported a more positive experience than those using the pathfinder guide. As a result, this led them to spend more time on, interact more with, and consult more resources on the research guide. Librarians who wish to enhance the usability of research guides may get greater student engagement by designing their guides pedagogically.

Keywords:

• Design
• LibGuides
• pedagogical
• Research guides
• student engagement
• student learning
• usability testing

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yoo Young Lee

Yoo Young Lee, Web and Digital Initiatives Librarian at University of Ottawa, is in charge of web application development and digital user experience. Prior to her current position, she worked as Digital User Experience Librarian and IT Analyst Developer at IUPUI. Her research interests include web user behavior, experience design, and big data analysis using R. http://orcid.org/0000-0002-9867-6070

M. Sara Lowe

M. Sara Lowe is Educational Development and Assessment Librarian at IUPUI where she works with librarians to develop learning objects and build their teaching competencies. Prior to her current position, she was Assessment Librarian at the Claremont Colleges. Sara's research interests skew towards evidence-based projects and researching best practices in instruction, assessment, and learning objects. https://orcid.org/0000-0003-0706-6056