A user‐centered and evidence‐based approach for digital library projects

Abstract

Purpose -Soft Systems Methodology (SSM) processes fortified by collaborative evidence-based librarianship (EBL) principles can guide end-user involvement in digital library project design and development. User-generated research examples reveal the efficacy of this inclusive humanfocused approach for building systems.Design/ Methodology/Approach -From 2003 to 2006, user-centered interaction design guided increasingly complex human-computer interaction (HCI) projects at California Polytechnic State University. Toward that end, project planners invited polytechnic students, supervised by computer science professors, to assess peers' information seeking needs. This student-generated evidence informed creation of paper prototypes and implementation of usability tests. Sustained relationships between planners and beneficiaries permitted iterative evaluation and continuous improvement of design concepts and product functionalities.Findings -Purposeful conversations aimed at learning from user-generated evidence enriches the planning process for digital library projects. Reflective of the 'learn by doing' educational values of the organization, this approach advanced learning among both users and planners throughout user-centered (re)design experiences.Practical Implications -Collaborative design assumes that enabling interfaces, systems, and environments are best designed and developed inclusively, with and for beneficiaries. Toward that -2 -end, practical guidelines are offered to enable replication of this approach, which depends on user produced and interpreted evidence, in other organizational settings.Originality/Value -A paucity of literature exists on the relevance of evidence-based librarianship in the digital age. Similarly, too little applied research has adopted a human-centered focus for design and development of information systems. Finally, too few digital library projects recognize the value of initiating positive user experiences at project inception. (Prensky, 2001b). As a consequence, in the United States today, students are enrolled in a higher education system that was not designed to teach people like them (Prensky, 2001a). Nor were academic libraries designed to serve the Net Generation (Lippincott, 2005). It is also the case that traditional design approaches for libraries' information retrieval systems are insufficient, given users' information management and knowledge creation challenges. KeywordsIn response, librarians at California Polytechnic State University (Cal Poly) in San LuisObispo, California, USA evolved an evidence-based collaborative design (co-design) approach which significantly involves users in the creation of digital library projects. As one of twenty-three campuses in the California State University (CSU) system, the institution is distinguished by an applied "learn by doing" educational approach. However, although this participatory research approach evolved within the particular circumstances of the Cal Poly environment, its processbased philosophy is easily trans...

Making It Everyone’s Finna – Cross-Sector Collaboration and User Experience Design in a Digital Library

“…A substantial part of research focuses on user studies: who are the users of a digital library, and what do they need from their digital service? Changes in the information environment and the consequentially evolving user needs are a challenge for digital library developers [2][3][4].There is also a call for stronger user involvement in design [5].…”

Library space planning: a participatory action research approach

“…The need to anticipate and support rapidly changing student learning and faculty teaching patterns prompted investigation since 2003 of an action oriented and learning centered approach to redesign of library services, systems, and facilities (Somerville et al , 2005a; Somerville et al , 2005b; Davis and Somerville, 2006; Somerville and Nino, 2007; Somerville, 2007; Somerville and Collins, 2008; Somerville and Howard, 2008; Somerville, 2009; Mirijamdotter and Somerville, 20099; Somerville and Brar, 2009; Somerville and Brar, 2010; Somerville and Howard, 2010). Participatory action research is particularly well suited to engaging diverse organizational beneficiaries and stakeholders in (re)envisioning activities aimed at initiating and sustaining relationships (Grant et al , 2008) that continue communication beyond a project's initial plan‐act‐observe‐reflect cycle (McNiff, 2002; McNiff and Whitehead, 2010).…”

“…In addition, building on project success elsewhere which involved students enrolled in academic courses in library design initiatives (e.g. Somerville et al , 2007; Somerville and Brar, 2009; Somerville, 2009), members of two architectural studio classes generated recommendations for library staff consideration. Their investigations focused on two main questions: “What type of physical environment, technology, and services are needed to support and enhance the learning and research experience of the Auraria Library community?” and “How could the Library involve campus students, faculty, staff, and administrators in co‐creating the (re)design concept?” (Brown‐Sica et al , 2010).…”

From information to learning commons: campus planning highlights

“…After the information commons opened, students were invited to conduct “learn by doing” research investigations (Somerville, 2007) – so as to explicitly link the commons to learning (Lippincott, 2006). Supervised by faculty, students generated research questions, selected research methodologies, and interpreted research data (Somerville and Brar, 2006, 2009). Their research outcomes informed several recommendations which challenged the original faculty‐focused approach envisioned by the information commons planning team.…”