Developing library research guides with a pedagogical focus creates valuable learning experiences for students. They offer an effective way of presenting a variety resources using an information literacy approach. When librarians don’t have scheduled time with every class, a research guide is a good way of expanding library presence in classroom practice. Common problems that appear when designing research guides include presenting too much text, poor visual design, and pages of nothing but links (Puckett, 2015). They should be carefully designed to ensure information is accessible for the intended users. Gilbert (2019) recommends maintaining a clear focus on presenting a professional looking website, which is up to date and easy to navigate.
Research guides that use an information literacy framework can provide a more positive experience for students. Lee and Lowe (2018) found that students experienced less confusion and research anxiety when accessing pedagogical research guides over traditional pathfinders which may cause cognitive overload. Providing logical sequencing can remove some of the uncertainty related to the research process. Puckett (2015) describes good research guides as being clear and simple, with design principles like using images as focal points, offering consistent design, and including brief and concise text with informative links all considered best practice. Readers scan text on a screen, rather than read from left to right like a book. Designing a layout with a F shape can ensure that readers find the information they seek.
Oddone (2020) describes a curated collection as a stand-alone resource where annotations are used to explain the usefulness of each item. Careful curation of resources in research guides can enhance usability and accessibility for students. Research guides can be reused and accessed anywhere and anytime, even when the library is closed. They offer interactive elements, so students can be guided to quality resources, scaffolding information on specific topics for a range of abilities. They provide teacher librarians with the opportunity to collaborate with faculties to ensure up to date information matches the curriculum needs of the school community.
References
Gilbert, K. (2019). Libguides: In workflow, discovery behaviours and space. Synergy 14(2). https://slav.vic.edu.au/index.php/Synergy/article/view/v14220165
Lee, Y. Y., & Lowe, M. S. (2018). Building positive learning experiences through pedagogical research guide design. Journal of Web Librarianship, 205-231. https://doi.org/10.1080/19322909.2018.1499453
Oddone, K. (2020, April 6). Digital content curation: How to do it right! Schools Catalogue Information Service. https://scis.edublogs.org/2020/04/03/digital-content-curation-how-to-do-it-right
Puckett, J. (2015). Modern pathfinders: Creating better research guides. Association of College & Research Libraries.
