Ruth V. Small

Websites that satisfy users: a theoretical framework for Web user interface design and evaluation

With the fast development and increasing use of the World Wide Web as both an information seeking and an electronic commerce tool, Web usability studies are growing in importance. While Web designers have largely focused on the functional aspects of Web sites, there has been little systematic attention to (1) the motivational issues of Web user interface design or (2) a theoretically-driven approach to Web user satisfaction studies. The objective of this paper is to provide a conceptual framework and foundation for systematically investigating features in the Web environment that contribute to user satisfaction with a Web interface. This research uses F. Herzbergs (1966) motivation-hygiene theory to guide the identification of these features. Among the implications and contributions of this research are the identification of Web design features that may maximize the likelihood of user satisfaction and return visits to the Web site.

A two factor theory for Website design

This study was designed to verify whether an analogy to Herzbergs hygiene-motivational theory about workplace could be used in the Web environment. According to this analogy, the presence of hygiene factors would provide the basic functionality of a Web site, while their absence would create user dissatisfaction. Motivating factors are those that contribute to user satisfaction. They add additional value and may entice users to keep returning to a Web site. In Phase I, we identified 44 core features in the Web environment that were classified into 12 categories by subjects. In Phase II, a different group of subjects in a pilot study were asked to distinguish between the hygiene and motivational characteristics of these features and categories. The preliminary results show that 4 categories and 14 features were judged to be primarily motivational, while 3 categories and 13 features were perceived to be primarily hygiene in nature. The remaining 5 categories and 17 features were perceived to be both.

Digital literacy and informal learning environments: an introduction

New technologies and developments in media are transforming the way that individuals, groups and societies communicate, learn, work and govern. This new socio-technical reality requires participants to possess not only skills and abilities related to the use of technological tools, but also knowledge regarding the norms and practices of appropriate usage. To be ‘digitally literate’ in this way encompasses issues of cognitive authority, safety and privacy, creative, ethical, and responsible use and reuse of digital media, among other topics. A lack of digital literacy increasingly implicates ones full potential of being a competent student, an empowered employee or an engaged citizen. Digital literacy is often considered a school-based competency, but it is introduced and developed in informal learning contexts such as libraries, museums, social groups, affinity spaces online, not to mention the home environment. This article recognizes and connects the ways and places we might conceptualize and realize an expanded view of digital literacy that fits todays changing reality.

A cognitive-motivational model of decision satisfaction

Satisfaction is a condition that contributes to the development of intrinsic motivation and a continuing motivation to learn. Research that helps to identify the factors that contribute to learning satisfaction is useful for educators. This paper introduces the Cognitive-Motivational Model of Decision Satisfaction, a model that extends Kruglanskis work on closure and builds on Kellers work on the motivational aspects of instruction and learning. Focusing on decision-making activities in a learning context, this model recognizes the importance of information-processing in judgmental tasks and specifies confidence as a major contributing factor to learning satisfaction. Some potential applications to both classroom and computer-based learning environments are suggested.

Information-based education: an investigation of the nature and role of information attributes in education

Abstract Education is fundamentally affected by a series of events generally referred to as “the information explosion.” The enormous increase in available information presents major concerns related to educational content, teaching processes, and basic information skills needed by learners. Researchers need to probe into serious questions about the nature, role, and impact of specific attributes of information (e.g., information systems, resources, skills, and processes) in education. Although most educators would agree that all education is information-based to some degree, there is no unifying framework, model, theory, methodology, or even vocabulary for considering the nature and impact of specific information attributes. This paper seeks to describe the concept of information-based education (IBE), provide a theoretical basis for conducting a broad and systematic investigation into the role and use of information in educational situations, and commence the development of a classification scheme for documenting and distinguishing among various information bases. This classification scheme will form the necessary foundation for conducting field studies about information use in education, as well as foster consideration of information attributes when planning and delivering instruction, with implications for the development and implementation of computer-based information systems in educational situations.

Information seeking for instructional planning: An exploratory study

AbstractAlthough the amount and range of educational resources on the Internet is vast, finding appropriate materials for a given instructional situation is often problematic. This research study explored the information-seeking and Internet-searching patterns of prekindergarten through 12th-grade educators as part of the Gateway to Educational Materials project funded by the U.S. Department of Education. Some results indicate that educators tend to search for lesson plans more than other types of instructional resources and use parts of an instructional resource or adapt a resource to their specific situations rather than use the resource “as is.” Some differences in information-seeking patterns among various educator groups were also found.

Developing Accessible Libraries and Inclusive Librarians in the 21st Century: Examples from Practice

Abstract Purpose Accessibility and inclusion are at the very core of what libraries are all about and libraries and librarians have an essential, catalytic role to play in facilitating the full participation of people with disabilities in society. Inclusive librarians ensure that their library’s facilities, services, programs, collections, and technology are designed in ways in which all people, regardless of their ability, have an opportunity to participate in and use them. The purpose of this chapter is to raise librarian awareness to the importance of providing effective, well-designed, inclusive programs and services to patrons with disabilities and ensuring that all libraries are physically and virtually accessible to everyone. Methodology/approach The chapter provides a brief review of the history and current state of accessible and inclusive libraries, including the laws and policies governing it and identifies some of the major barriers to successful accessibility and inclusion (including insufficient time and money, externally controlled decision-making, unawareness of existing services, and inadequate training). Findings The chapter offers a variety of practical strategies for overcoming those barriers, with potential or actual examples of how librarians have/can put them into action. Originality/value The chapter concludes with descriptions of special national, regional, and state initiatives, including Syracuse University’s Project ENABLE (Expanding Non-discriminatory Access By Librarians Everywhere), Florida State University’s Project PALS (Panhandle Autism Library Services), and the Illinois State Library’s Targeting Autism projects, all designed to help librarians ensure that their library’ facilities, programs, and services are accessible and inclusive.

A Hook and a Book: Rewards as Motivators in Public Library Summer Reading Programs

S ummer reading programs (SRPs) in public libraries have been a stalwart of programming for youth for more than a century. These programs are intended to encourage students to continue reading throughout the summer, practice communication skills, and develop a lifelong voluntary reading habit--a love of reading--in the context of a safe and friendly learning environment.

An Extended Model of Learnning

The youth center was located in the city’s economically derelict south side. The center itself was precariously funded, barely hanging on to its faux-modern building in a seedy-looking lot on a tree-lined side street. Its director, however, was an energetic woman with ideas on the center’s potential role in the neighborhood. She wanted to develop the center as a place where children from the neighborhood could come to learn basic computer skills — word processing, designing World Wide Web pages, online information search skills. This was good for character building and for discipline, she felt. Such skills would prepare “her kids” for jobs in the real world.

Implementing the Extended Model of Learning

The Center for Active Learning (CAL) — which at present serves as the vehicle for learning-in-community projects for our students — was established in response to a need. The demand for consulting help from public institutions and CBOs in the area had increased significantly since 1991, when the idea of learning-in-community was first tried out. Student demand for hands-on ICT consulting opportunities had grown as well, so much so that it made sense to develop some kind of formal structure to administer the growing number of projects. Looking back now at the path that led to CAL and CITI, it seems as though it almost created itself. The flow from conception to realization was surprisingly quick.