‘I don’t know the hierarchy’

Using UX to position literacy development resources where students expect them

Authors

DOI:

https://doi.org/10.14742/apubs.2023.462

Keywords:

user experience, academic literacy, information literacy, learning design

Abstract

The provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student literacy development across our university, we have conducted multiple rounds of user experience (UX) testing with our students to design a set of resources in a course within our learning management system that all students can access. Our most recent UX employed usability testing, card sorting, and low-fi wire framing activities to identify how students experience our resources. Findings indicate that students are confused by enforced groupings of literacy development content and that they expect our resources to be accessible with the rest of their assessment information. Implications for design include balancing student expectations of immediate access to relevant literacy development resources with the constraints of having a small team who can design this content.

Author Biographies

Mark Bassett, Auckland University of Technology

Dr Mark Bassett is a Senior Lecturer and Learning Advisor at Auckland University of Technology. He teaches academic literacy at undergraduate and postgraduate levels, with a focus on embedding literacy development in subject content and online resource creation. Mark is interested in researching the practices of learning advisors, academic literacy teaching, the effectiveness of online resources for student learning, and higher education pedagogy.

Emma Chapman, Auckland University of Technology

Emma Chapman is Digital Capability Specialist at Auckland University of Technology. She promotes digital skills and fluency for library staff and creates online resources for students. Emma's background in museum, public and academic libraries has led to a focus on media and digital information literacies and an interest in designing effective online resources. Informing her direction is a strong commitment to cultural diversity, sustainability and community.

Craig Wattam, Auckland University of Technology

Craig Wattam is a Lecturer and Learning Advisor in Te M?t?puna The Library at Auckland University of Technology. He promotes academic literacy across the university from working with individual students to collaborating with course lecturers to embed literacy in context.

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Published

2023-11-28