No abstract

By providing an overview of library services as well as the building layout, the library orientation can help newcomers make optimal use of the library. The benefits of this outreach can be curtailed, however, by the significant staffing required to offer in-person tours. One academic library overcame this issue by turning to user experience research and gamification to provide an individualized online library orientation for four specific user groups: undergraduate students, graduate students, faculty, and community members. The library surveyed 167 users to investigate preferences regarding orientation format, as well as likelihood of future library use as a result of the gamified orientation format. Results demonstrated a preference for the gamified experience among undergraduate students as compared to other surveyed groups.

This case study details the methodologies we used to create a gamified library orientation experience through an iterative design process involving the phases of empathize, define, ideate, prototype, and test. For libraries with staff skilled in basic HTML and graphic design, gamified experiences are possible when they approach them with a design-thinking mindset. In designing the gamified orientation experience, we used a minimal amount of coding and conducted usability testing with playtesters prior to launch. We describe a sequence of issues we encountered during playtests, and we discuss remedies we took to balance storyline, content, educational objectives, and gameplay.

This paper applies an educator-focused theory of professional behavior to the work of school librarians. The goal was to understand the motivations and dispositions of librarians who choose to perform extra-role work behaviors. The researchers conducted semi-structured interviews with eight school librarians who actively volunteered with either a regional professional organization or a young adult literature festival. Findings emphasized the reciprocal relationship between participants’ emotional connectedness to the school community with their tendency to voluntarily assist and innovate for the well-being of the organization. Implications include the need for greater mentorship of pre-service librarians as well as additional networking opportunities for practitioners.