More frequently than ever before, students, faculty and others are accessing the resources of college and university libraries using the library’s website. For that reason it is of immediate importance to be certain that the website and other digital interfaces or website pages are easy to use and understand by the users. This is referred to as a user-centred website. Involving users in the process of website design and development is the best method of ensuring that the website is user-centred.

This book covers methods that can be used to gather feedback from users of your website about the organisation, navigation, terminology and general usability of a website.

This book is a guide to usability evaluation techniques that are employed to design a user-centred website. This book will guide you through the usability evaluation methods from the early stages of design to the late stages of testing a finished website. It will help you to determine which evaluation method will provide you with the best feedback at every stage of the development and design or redesign cycle of your website. It will help you to understand the evaluation methods, prepare for the session, recruit participants, facilitate the session, analyse the results, and write the report. With feedback from the targeted users, you will learn whether they can understand your terminology, navigate your site, and find the information that you provide.

Examples are provided to help you with the letters, emails, forms and questionnaires that you might need. By involving the target users in the development and evaluation of your website throughout the design and development cycle, you will be better prepared to design a user-centred website that your users will continue to use to access your information resources.

Introduction. Usability testing using think aloud protocols was conducted on the MetaLib, a new product that provides the option to search multiple databases, catalogs, indexes, and other resources, soon to be offered by the university libraries. The object of the testing was to find problems users might experience using the MetaLib site in order to improve site usability.

Method. Volunteers responded to an email request on the university online bulletin board and completed an online demographic questionnaire. Based on responses to the questionnaire, eight volunteers, diverse with respect to affiliation, discipline, gender, language, and computer expertise, were selected to participate. Guided by a moderator and observed by a member of the MetaLib Implementation Group, they completed real-world tasks using the MetaLib interface while verbalizing their thoughts. At the end of the session each participants completed a questionnaire and answered three open-ended items.

Analysis. Transcripts of the sessions were analysed by tasks to determine problems and difficulties with the interface and to record comments and suggestions. A task completion rate was computed based on the number who completed the tasks correctly.

Results. In general, the site performed fairly well, however the usability testing revealed one critical issue related to the usability of the site—problems with the log in. Other issues included problems with primary and secondary navigation; confusing terminology, e.g., Cross Search and SFX; inconsistency with the site design and user expectations in Basic Search and Cross Search; confusion deleting items; and bugs in the site.

Recommendations. The issues identified are addressed individually on a prioritised basis to be determined by the MetaLib Implementation Group with a focus on log in, terminology, and icons; are issues that are the responsibility of the developers are reported to them. Training, tutorials, and quick guides (print or online) need to be considered to facilitate learning of the more advanced features.

This document describes a study that designed, developed, and evaluated the Pennsylvania school-district database program for use by educational decision makers. the database contains current information developed from data provided by the Pennsylvania Department of Education and describes each of the 500 active school districts int he state. PEPS PC was designed to enable easy accessibility of data for viewing and comparing school districts information. A preliminary version of PEPS PC was tested through a series of user tryouts conducted at the individual, small group, and site levels. Data were collected through interviews, observations, a user-survey, and users' post-tryout software evaluation. Findings of the user's survey indicate that the microcomputer operating system used by PEPS PC, the IBM compatible system, was available to 89 percent of district administrators. The field tests showed that district administrators preferred a microcomputer database program that is user-friendly. The availability of district information can provide the basis for comparing the conditions of school districts and act as a powerful tool for district assessment, planning, and decision making.

Purpose. Usability testing using think aloud protocols was conducted on the MetaLib interface, a new federated search product soon to be offered by the university libraries. The object of the testing was to find problems users might experience with the MetaLib interface in order to improve site usability.

Methodology/Approach. Based on responses to a demographic questionnaire, we selected a representative sample of eight volunteers, diverse with respect to affiliation, discipline, gender, language, and computer expertise. Using the MetaLib interface and guided by a moderator, participants completed real-world tasks while verbalizing their thoughts. Participants also completed a questionnaire and answered three open-ended items. Transcripts provided the data for the study which were used to determine problems and difficulties with the interface.

Findings. The usability testing revealed one critical issue, that is, problems with the login. Other issues included problems with primary and secondary navigation, confusing terminology, and inconsistency with the site design and user expectations.

Research limitations. This was a qualitative study and results should not be used to generalize to a larger population, but rather to identify issues with usability.

Implications. The issues identified will provide feedback that will be used to address the usability of the software and the design of training, tutorials, and quick guides.

Value. Results of this study will add to the body of information about the usability of a federated search product and can help others to select and/or design a usable product. This study can also be used for the future improvement of the MetaLib product.

This paper is a revision of the report prepared for the Carnegie Mellon University Libraries as summary of the Library Web User Survey conducted in March 2001.

The Library Web User Survey was carried out to generate information that would support the redesign of the Library’s web site. Provided as an electronic as well as paper and pencil survey, the survey totaled 367 eligible responses.

The results, though indicating no major problems, suggested that a revision was in order. The problems indicated by the responses focused on the front page layout, locating information and navigating the site, and the Cameo search engine and interface. Participants also requested the addition of new features and links. Recommendations for redesign efforts would emphasize reorganizing and re-labeling links, featuring the reference and student services links on the home page; providing a global navigation bar and footer; providing a logical movement through the site; providing a site map; improving the functionality of the “Search this Site” link, increasing the visibility of the online librarian assistance; creating a simple, uncluttered, visually pleasing design; and adding some of the new features and links that have been suggested by users.

Now that the State Board of Education has adopted new regulations requiring all school districts to develop a strategic plan, it seems useful to describe the role of demographic information in that planning process. This Pennsylvania Educational Policy Studies (PEPS) report provides a rationale for considering information regarding key environmental factors in the district's strategic planning process. The factors considered include those representing the family environment, the community, and the possible competition from non-public schools. This paper also describes ways in which Pennsylvania's school districts vary with respect to these demographic factors, and how the latest version of PEPS PC (a user-friendly personal computer program) makes it possible for districts to describe themselves relative to other districts in the state using these key environmental indicators. Ten figures illustrate the discussion.

Purpose: The aim was to explore the issues related to acquiring copyright permission with the goal of determining effectiveness and efficiency using the least complex process.

Methodology: A random sample of books was chosen, relevant information was recorded, request letters were sent and tracked, and results (permission received or denied) were analyzed with respect to publisher, publication data, time required, and issues related to the process.

Findings: About 52 percent responded with a yes or no with 24 percent Yes responses. Nearly 25 percent never responded, addresses were not found for about 16 percent, approximately 7 percent were too complicated to pursue and response time averaged about 3 months.

Implications: The low rate of positive responses indicates the need to focus on publications and publishers most likely to provide permission: older and out-of-print materials, non-commercial publishers, special collections, while using designated staff and personal contact to improve effectiveness.

Value: Few previous studies exist in this area. This study might benefit other libraries with respect to planning, defining procedures, and improving results when seeking permissions for copyrighted works.

Purpose. The purpose of this paper is to provide a case study of the usability studies used by the Carnegie Mellon Libraries during the redesign of their website.

Methodology. The Libraries used a web-based survey to determine needs, proceeding to the prototype design, and completing the process with the final design and usability testing. During think-aloud protocols, used to determine the strengths and weaknesses of the final design, participants verbalized their thoughts as they completed a series of tasks.

Findings. The results of the protocols indicated several key weaknesses with respect to navigation, screen design and labeling, leading to more revisions and the release. Testing indicated that color and graphics attract attention; font, labels, and placement increase visibility; chunking and leading with keywords increase readability; and consistency in design increases usability.

Practical implications. This paper describes several methods of gathering feedback during website design or usability testing with an emphasis on think-aloud protocols.

Value. The techniques used here may be useful to others who are approaching the design and usability testing of their own sites and interested in creating a user-centered design.

Introduction. This study explored graduate students' information behaviour related to their process of inquiry and scholarly activities.

Method. In depth, semi-structured interviews were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon University.

Analysis. Working in pairs, we coded transcripts of interviews into meaningful categories using ATLAS.ti software. The combined use of quantitative and qualitative analysis aimed to reduce subjectivity.

Results. Graduate students often begin with a meeting with

professors who provide direction, recommend and provide

resources. Other students help to shape graduate students' research activities, and university library personnel provide guidance in finding resources. The Internet plays a major role, although students continue to use print resources. Convenience, lack of sophistication in finding and using resources and course requirements affect their information behaviour. Findings vary across disciplines and between programmes.

Conclusion. Libraries can influence students' information

behaviour by re-evaluating their instructional programmes and provision of resources and services. They can take a lead by working with academic staff to guide students.