Seminar in Information Science
Topic: Library User Experience
Summer 2017 Syllabus
Canvas Information: Courses will be available beginning June 5th, 6 am PT unless you are taking an intensive or a one-unit or two-unit class that starts on a different day. In that case, the class will open on the first day that the class meets.
You will be enrolled into the Canvas site automatically.
User experience (UX) characterizes how a person feels about a product, system, or service. User experience and design thinking can be applied to all aspects of libraries: from everything in your physical buildings to your library’s online presence. Librarians are the designers of the way users experience library services, resources, and programs.
In this course, you will explore:
- The relationship between design thinking, user experience, and innovation
- Touchpoints found in library buildings
- The user experience elements of library website
- Usability techniques and website improvements
- UX for the future of libraries
Good design, in library buildings and online, goes much deeper than choosing colors; it requires learning about communities and meeting their needs. You'll gain a toolbox of UX techniques, including user interviews, surveys, focus groups, personas, customer journey maps, and contextual inquiries. With a sharper analytical eye and UX design skills, you'll be able to optimize, create, and innovate for current and future library users.
Dates subject to change
Introduction to class & UX
Introduction to class & UX continued
— Library Website UX —
Intro to library website UX
Writing for the web
Misc library website UX methods
— Library Building UX —
UX research techniques
UX research techniques continued
User interviews and personas
Graphic design for libraries
Library programs and services
UX for innovation
Flex week and wrap-up
- Reflection posts - 30 points (Supports CLOs #1-8)
- UX analysis and comparison - 5 points (Supports CLOs #1, 2)
- Website analysis - 5 points (Supports CLOs #4, 5)
- Conduct a mini-usability test - 5 points (Supports CLOs #2, 4, 5, 7)
- Rewriting web content- 5 points (Supports CLOs #5, 7)
- Start a content audit - 5 points (Supports CLOs #5, 7)
- Touchpoint & 5 Whys - 5 points (Supports CLOs #2, 6)
- Persona development - 5 points (Supports CLOs #2, 6)
- Do a service safari - 5 points (Supports CLOs #2, 6)
- Contextual inquiry - 5 points (Supports CLOs #2, 6)
- Sign redesign - 5 points (Supports CLOs #1, 7)
- New service memo - 5 points (Supports CLOs #1, 2, 7, 8)
- Culminating synthesis - 5 points (Supports CLOs #1-8)
- Class participation - 10 points (Supports CLOs #1-8)
Grading will be based on 100 possible points.
- Most assignments are due on Sunday and must be turned in by 5 pm PST.
- Late submissions will be reduced by 20% of the total points possible for that assignment.
- If life circumstances require students to request an extension, please do so several days before the assignment is due or as soon as possible.
- Communication and interaction throughout the semester via the course site is expected and required.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
INFO 200, other prerequisites may be added depending on content.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Explain the elements of a good user experience.
- Describe user research techniques and a design and innovation methodology.
- Articulate the relationship between design thinking, user experience, and innovation.
- Analyze library websites with user research techniques.
- Evaluate a library website and identify good aspects and areas that could be improved.
- Describe how libraries can improve their physical touchpoints with user research techniques.
- Apply design thinking skills to identify opportunities for libraries.
- Identify nontraditional user-centered library programs or services and use them to explain opportunity for the future of libraries.
INFO 287 supports the following core competencies:
- J Describe the fundamental concepts of information-seeking behaviors.
- N Evaluate programs and services using measurable criteria.
- Krug, S. (2014). Don't make me think, revisited: A common sense approach to web usability. San Francisco, CA: Peachpit. Available through Amazon: 0321965515
- Merholz, P., Wilkens, T., Schauer, B., & Verba, D. (2008). Subject to change. Sebastopol, CA: O'Reilly Media. Available through Amazon: 0596516835
- Redish, J. (2007). Letting go of the words: Writing web content that works. San Francisco, CA: Morgan Kaufmann. Available through Amazon: 0123694868
- Williams, R. (2003). The non-designer's design book. Berkeley, CA: Peachpit Press. Available through Amazon: 0321193857
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA or Informatics) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at:
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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