Purpose The purpose of this paper is to provide an integrated list of heuristics and an information architecture (IA) framework for the heuristic evaluation of the IA of academic library websites as well as an evaluation framework with practical steps on how to conduct the evaluation. Design/methodology/approach A set of 14 heuristics resulted from an integration of existing usability principles from authorities in the field of usability. A review of IA literature resulted in a framework for dividing academic library websites into six dialogue elements. The resulting heuristics were made applicable to academic library websites through the addition of recommendations based on a review of 20 related studies. Findings This study provides heuristics, a framework and workflow guidelines that can be used by the various evaluators of academic library websites, i.e. library staff, web developers and usability experts, to provide recommendations for improving its usability. Research limitations/implications The focus of the usability principles is the evaluation of the IA aspects of websites and therefore does not provide insights into accessibility or visual design aspects. Originality/value The main problem that is addressed by this study is that there are no clear guidelines on how to apply existing usability principles for the evaluation of the IA of academic library websites.

Alternate reality games (ARG) as innovative digital information sourcesPurpose The article presents the gathering, integration and analysis of digital information sources for the creation of a conceptual framework for ARGs. ARGs hold potential for libraries, education, healthcare and many other sectors.Design/methodology/approach -Case studies were performed on three previously played ARGs to create case reports. The various digital information sources for each game, sourced from multiple media, are compiled into a chronologically ordered game narrative which formed the case reports. The focus of the article is on the analysis of the case reports using constant comparative analysis to identify categories and subcategories. Relationships are established, based on each game, between the categories and sub categories to inform the creation of game diagrams. The game diagrams are then combined to create a conceptual framework that describes the functioning and components of an ARG.Findings -The conceptual framework effectively described the types of information found within an ARG as well as how these different categories of information interact and link to one another. The framework also provides an abstract description of the components of ARGs, namely narrative, game actions and community.Originality/value -The conceptual framework produced by the analysis enables an understanding of ARGs and how they are played and designed. Insight into how to analyse ARGs based on the information generated for the play of the game by both the players and the game designers is gained. Where other studies have provided insight into the phenomena of ARGs, this study focuses on constructing a conceptual framework of ARGs using the information generated by the game.

PurposeTeaching students/library patrons 21st century literacies (such as information and library literacies) is important within a library setting. As such, finding an appropriate manner to teach these skills in a practical manner at tertiary level is important. As vehicles for constructivist learning, games provide a unique opportunity to teach these 21st century literacies in an engaging, practical, format. This article discusses the implementation of an alternate reality game (ARG) to teach these literacies through gameplay. ApproachAn ARG was designed and developed where the core gameplay tasks taught and exercised 21st century literacies. The game, once completed, was then analysed as a case study to determine the effectiveness of the game-based approach to literacy learning. FindingsThroughout the play of the game, players spent increasingly more time in the library, often using it as a common meeting point during play. Players reported that they learnt or exercised the skills that each game task focused on, additionally noting that the game-based context made the process of learning and exercising these skills more enjoyable. Value/OriginalityThe findings suggest that the creation of games, whether real world or digital, may be useful in engaging students/patrons with 21st century literacies as well as with their local library. The documentation of a successful ARG to teach 21st century literacies provides a model for future research to follow when designing engaging library-oriented games. Article ClassificationResearch Article