Course Description
Introduction to website production and usability issues that are particularly relevant to librarians and other information professionals. Emphasis on seeking to understand and enhance users' experiences.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
- Demonstrate skills in basic HTML markup, and construction of CSS Style sheets through creation of basic web pages.
- Demonstrate ability to understand basic process and technology behind posting and editing Web pages.
- Develop clear user-centered tasks to articulate information goals.
- Define and apply usability concepts.
- Understand and apply standard systematic Web design and pervasive usability process.
- Create, produce, and maintain Web pages live on the Web.
- Conduct usability testing and evaluation.
- Design a basic Web site information architecture
- Demonstrate knowledge of and ability to apply basic ADA accessibility standards to Web pages.
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| Assignment 1: Weekly Discussions | 12% |
| Assignment 2: Coding Exercises | 8% |
| Assignment 3: Evaluation 1 (UNCG Library Website) | 10% |
| Assignment 4: Evaluation 2 (A Library Website) | 10% |
| Assignment 5: Evaluation 3 (UNCG ILRS Website) | 10% |
| Assignment 6: Evaluation 4 (Analyzing UX a Library Website with Laws) | 10% |
| Assignment 7: Website Development | 20% |
| Assignment 8: Usability Report (A Library Website) | 20% |
Attendance/Participation:
Attendance/participation is not a graded component included in the student's final grade for this course.
Course Materials Purchased by the Students:
- The Elements of User Experience: User-Centered Design for the Web and Beyond, Garrett, J. J., 2nd Edition, Berkeley, CA: New Riders, 2010, ISBN 978-0321683687
- Don’t Make Me Think, Revisited: A Common Sense Approach to Web Usability, Krug, S., 3rd Edition, Berkeley, Calif.: New Riders, 2014
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.