Library Home Pages: A New Knowledge Environment

 

by Lesley Farmer, California State University Long Beach

(Technology Connection, Dec. 96)

 

Creating a Web home page boldly says that the library is the center of information access. It places the library in the forefront of educational technology. What kinds of information and services can such a home page provide? How can you make it work for you, especially in your role as instructional leader?

 

The opening home page serves as a four-second first impression of the library. The library's name should appear exciting and distinctive-and welcoming. To accomplish this, explore options in font style, size, and color. A sharp-looking graphic would complement the title. Note that variations in World Wide Web appearance can alter the graphic; so be sure that the visual isn't too big or wide. The next line should give a 25-word "sound bite" about the library's role. Make sure that the description sounds flashy and impressive because you have very little time to hook a potential library user.

 

The main body of the home page should show the variety of library services and resources. The easiest approach is to develop a short list of linked options. That way you can point to a number of important pieces of information without making your users plow through details that don't interest them. These links may refer to embedded "pages" or to external files. This menu approach also insures that the page will be interactive; the user is in control of the knowledge environment. Here are some topics to consider:

 

� Library resources, rules and regulations, statistics

 

� A floor map

 

� Staff and volunteers (get permission if you include photos)

 

� The newsletter New print and nonprint resources, services, or staff members Announcements of upcoming events Book reviews and booktalks, Book or CD-ROM of the week, URL (Uniform Resource Locator) week

 

� Trivia contest

 

� Reader's advisory booklists

 

� In-house databases (hotlines or community contacts)

 

� Pathways>>> >WebQuests (see below) Links to other school pages Remember to give users a way to contact the library, by phone, U.S. mail, or an e-mail connection. One effective approach is to encourage students to ask the librarian questions via e-mail. It can be as easy as this: "Can't find what you need? Ask the librarian by clicking on this address: accountname@ domain.address.11 The account is an active link so the student can type in a specific request. Of course, this feature requires the staff to answer in a timely manner. Otherwise, the benefit is lost. The student must also have an e-mail address to receive his answer. For students who do not have an address, you can provide a generic student account with one name/address, such as

 

student@school.edu. This single account works like an electronic bulletin board; all messages are public to anyone who knows the account name. Students can check their messages at any time from any site. Before attempting this option, though, you will need to know your constituents and security systems well, in order to avoid communication abuse.

 

A Study in Detail Pathway guides are used by many librarians and teachers to help

students locate resources on a topic. (See sample below.) Now you can use the guides in a new way: transform them into Web pages and expand the library's role in information literacy instruction. Such

 

online guides can direct students to print resources and other holdings as well as remote sites. With some creative thinking, you can make sure the Web pages do not just duplicate the paper version; color, clip art, and linked information make the new format more attractive and useful.� Selecting and evaluating the useful Web sites requires skill. If other library staff or aides work on this task, make sure you check their results. A simple method is to examine their search history, which will be indicated in most Web browsers. In some cases, you may want to show end users the line of strategy, such as going from a general directory to a more refined topical set of files. In designing the pathways page, begin with an overview of a broad subject, such as "Science" or "Renaissance," and list resources that give a general treatment. Then you can subdivide the topic yourself, or use an index such as Yahoo to list more specialized references.

 

What Does It Look Like? The difference between a traditional paper document and a Web page is the interconnectivity. The electronic form provides a more complex set of links than a print document would typically offer, even with a good index. Because it is so easy to go from link to link, it is important that you keep those connections straight. One way to maintain an overall perspective is to draw a flowchart of the various pages, so you and your users won't get lost in the information web. The appearance of the page is as important as the quality of the content. A dull-looking screen will be an instant turn-off. The goal is to make your Web page "zing" without looking chaotic. Basically, visual elements should help users find information, not distract them. Here are a few principles:

 

Keep the type face simple. Use only a couple of font or typeface styles, and make sure they are easily read. Stick to commonly used fonts so remote machines will be more likely to translate the text.� Use only a couple of font sizes, and be consistent in their use. That way, they can act as a visual cue to the importance of the content. Thus, headlines would have a larger size than the main body of the text. Use boldface and underlines sparingly, since these features don't always translate well to other systems. A good practice is to develop a style sheet. In that way, library aides can enter information in a consistent manner.

 

Use color and texture for emphasis. Keep color variations to a minimum; some colors may change when picked up by other systems. Textured backgrounds can lend atmosphere to a page. Make sure, though, that any background is light and subtle so the viewer can decipher the text through it. Be sure to check the resolution and color range of graphic images so they are easily read by other systems. One trick is to test the appearance of the Web page by calling it up on another, unlike system.

 

Watch edges and columns. Because monitor size varies, try to have all elements arranged so the user doesn't have to scroll across the screen. This is another case where it helps to test the Web page on different systems. Because columns can also be unpredictable, it is safer to list menu items in a single column or with center justification.

 

Go for the uncluttered look. The ideal is a home page with one page of introduction and one page of menu links. That way people don't get lost. (The backup button is much easier to use for navigating than long scrolling fields.) The number of menu choices should be limited to eight or fewer so users can remember their options.

 

Use graphical organizers. Most HTML languages permit horizontal bars to separate text blocks. Newer mark- up programs include frames to group related text together. Remember, though, that older systems might not be able to read these frames. Also, background color and texture may not carry over to all systems.

 

Explain yourself. Links should either be self-explanatory, such as "Library Map," or they should include a brief annotation to explain them. For instance, the option "What's New?" might be followed by "Get hsts of latest books and CD-ROMs that have arrived in the library." Images should also be self-evident or captioned. Note: make sure you have permission to use a graphical element, and cite that permission if it is required.

 

Maintaining Home Page Maintenance tasks rise to a new level of timeliness on a Web page. Users' expectations for current information and novelty rise dramatically. As new materials come into the library, announce them immediately. Pathway files can also reflect new holdings as they go into circulation. Be sure to review links to resources at least monthly to make sure the resources haven't disappeared or moved. And, new URLs need to be added as well. If e-mail is offered on the library home page, examine messages daily.

 

As users become accustomed to pathways for research, the demand for more such guides will increase. If teachers notice that students use the guides and improve their research skills, they may ask for more.� Obviously; updating and expanding the library home page will have an impact on staff hours and efforts. Some maintenance tasks can be handled by student aides and volunteers. If given the information, they can enter it into the computer. Students may find helpful URLs and pass them along to the librarian for future inclusion on the home page. Such suggestions confirm user interest and involvement. Students may even try their hand at developing research guides. (If you include students' work, be sure to give credit to them.)

 

Professional time is needed to develop high quality Web pages. The impact of such effort is great because it is potentially accessible to a broad spectrum of users both on and off campus. If anything, producing Web pages demonstrates the critical and highly developed skills that librarianship offers. And it offers a unique service to the school community.

 

Sample Pathway guide

 

1) For general background information, use an encyclopedia: [title of encyclopedia]

 

2) Generate a set of keywords or terms: [suggest terms]

 

3) For specific facts, use specialized reference books, such as:

 

. Some CD-ROM reference titles in this field include:

 

4) For current information, consult periodicals by using a magazine index, such as

 

5) Some specific periodicals in this field include:

 

6) For current information, check the Internet. Remember to evaluate what you find because quality varies greatly. Some good sites include: http: / /_ gopher: / /