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Design Proposal

An overview of the proposed design and rationale of key design choices

Proposed Design

In order to support the vision of a ‘virtual space that will empower students to take charge of their digital literacy journey’ the proposed design must support pedagogy appropriate to the user needs. It also needs to account for aesthetic appeal, without compromising its core function as a library catalogue and subject resource hub while being compatible with the features and functionality available on the Oliver v5 Library Management System (LMS). As a digital space, issues of inclusivity, sustainability, and risk must also be considered. As noted previously, the current space (see image below) is underdeveloped and therefore undervalued, with the perception of the library as a building with (text)books has resulted in both physical and digital learning spaces out of step with contemporary design theories and concepts. By creating a space that is relevant, accessible and useful there is the potential to become the  “school’s physical and virtual Learning Commons where inquiry, thinking, imagination, discovery, and creativity are central to students’ information-to-knowledge journey, and to their personal, social and cultural growth” (Todd, 2009). In this information rich world, libraries have never been more relevant. It is essential that the overwhelming volume of information is managed, curated, and made relevant and accessible. Unfortunately, the pervasive image of the library as simply a building with (text)books undermines this potential. To be relevant, a school library must therefore become a ‘Learning Commons’ which is owned by the whole school community, meets individual needs and reduces teacher workload.

current space

website.PNG

sketch of proposed learning space (home page)

Library Home Page.PNG

sketch of proposed learning space (navigation drop down menus)

Library Home Page Menu 2.PNG

The design of the home page is intended to rebrand the LMS as a learning commons by framing it as a portal for student learning.

  • The menu has been simplified into three main sections which direct students to either the library catalogue, the LearnPath subject guides, or a LearnPath for extracurricular skill development.

    • The Library catalogue retains the simple interface of the existing Oliver v5 software

    • The LearnPath guides only include content for the current unit of study in each subject area

    • The extracurricular section will grow in collaboration with staff and students to meet existing and emerging interests. At this point, links to currently used Maths and English games, tutorials on how to use various Microsoft functions, and a free course on anime drawing are included. The menu is in school colours and uses symbols and playful but clear verbs to describe the purpose of each subpage. 

  • The links to frequently used applications and school calendar will encourage voluntary engagement and increase the function of the space for students.

  • The library spotlight is a new initiative to celebrate and promote library and whole school events and achievements

  • The Help Desk function forefronts the previously difficult to find IT and Librarian email request form.

  • The challenge of the week is another new initiative which aligns with the school's Positive Behaviour for Learning (PBL) framework to set challenges associated with the Focus of the Fortnight for which students can receive points towards stationary and other prizes.

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The following provides a more detail rationale describing the foundations of the design decisions: 

Pedagogy

The proposed design supports effective pedagogy by adopting elements of the Universal Design for Learning (UDL) framework and ensuring the space is intentionally designed to support the inclusion of all users. In this way, it embraces the idea that ‘the standard learner does not exist’ (Dalton, 2020). Furthermore, the design leverages the potential for the library to act as a ‘third space’ which can assist in facilitating connected learning as conceptualised by Ito et al (2013). In this way the home page of the LMS becomes a node in connected learning which supports and encourages independent exploration and offers access to experts and mentors while opening doors to new interests and skill development.

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The design further supports effective pedagogy by creating opportunities for meaningful digital literacy development. Learning is increasingly taking place in technologically enriched environments. The trend to digitally enhanced learning is acknowledged and supported by an increasing focus on ‘21st century skills’, including information and communication technology (ICT) capability. The Australian Curriculum states that students will ‘learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school’. Indeed, the Queensland Government Schools of the future initiative is explicitly aimed at improving the digital literacies of students and ‘incubating the next generation of IT entrepreneurs’. Finally, the importance of responsive, accessible, and flexible ICT was made glaringly obvious during the remote learning necessitated during snap lockdowns over the last two years. The clear and uncluttered home page and comprehensive navigation menus allow the digital learning space to support both teacher-led instruction and self-directed learning and offer opportunities for authentic problem-solving. The provision of both subject-specific and extracurricular learning materials therefore fosters skill development in both independent and collaborative learning as well as promoting critical thinking (Lippman, 2015).

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Aesthetic appeal

A clean and attractive interface which looks professional and inviting supports user uptake. Oblinger (2006) notes that both physical and virtual spaces can significantly impact learning if they are designed to encourage exploration, support collaboration, and spark discussion. Furthermore, the quality of facilities in a learning space can affect the perception that education is vital and students are valued (Fisher, 2005, p. 162). Similarly, McWilliam (cited in La Marca, 2010, p. v) argues that learning space design signals to the learner, ‘what their experiences of learning is likely to be’. The design was therefore kept minimal and uncluttered while still incorporating the school colours in the navigation menu. 

Sustainability

Sustainability is an essential consideration when designing learning spaces. Indeed, it is one of the cross-curriculum priorities in the Australian Curriculum, directing educators to support students to create ‘a more ecologically and socially just world through informed action’. Typically, sustainability is associated with the use of physical resources, however digital technologies are also having a significant negative impact on the natural world. Although these can be difficult to quantify, the storage and transmission of exponentially increasing amounts of data is affecting both resource use and greenhouse emissions. Greenwood (2021) notes that sustainable digital use is often supported by the hardware and energy sources chosen, an aspect which is outside the scope of this proposal, however also points out that it can be achieved through careful web design practices. Simplifying the user experience and ensuring information is clearly structured helps to reduce emissions while creating a better user experience (Greenwood, 2021). Frick (2016) similarly notes that bloated websites, as well as being frustrating, lead to slower load times and wasted energy. In line with this, the library’s digital space design solution proposal adopts a minimalist interface. The design also avoids long user journeys through the three main portals: read, learn,  explore. As per Greenwood (2021), comprehensive dropdown menus of all subcategories are provided to further support this, with the navigation bar allowing users to explore the site without repeatedly returning to the home page. Furthermore, file size has been considered, with a preference for light weight .PNG or .GIF image files, or .MP4 video files where embedded content is deemed absolutely necessary. Vector images, as seen in the icons used, are also favoured for their lightweight nature and their visually engaging style. Finally, the librarian’s cataloguing skills further supports sustainable design in this learning space. The energy requirements will be significantly reduced through the oversight of a qualified teacher librarian who regularly removes dead links and redundant files.

Inclusivity

Inclusive design is taken to mean a design process which allows the space to be “accessible to, and usable by, as many people as reasonably possible... without the need for special adaptation or specialised design.” (British Standards Institution, 2005). Inclusive design, therefore, benefits all users and allows those with different physical, cognitive, social, and cultural needs to successfully navigate on a variety of devices and different internet speeds. As noted in the user needs analysis, this space serves a diverse student population with complex needs.

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Digital accessibility

The design initially considered aspects of the digital divide and the hardware and skills to participate in online learning. A primary concern was therefore to ensure that the site itself was mobile-compatible. Furthermore, many of the design choices which supported sustainability also serve to create a lightweight user experience which requires minimal data usage.

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Burt (2021) lists several key considerations which have been applied to the design proposal:

  • Legibility in terms of contrasting colours and font size should be considered.

  • Menu structure is critical for accessibility. This creates a successful navigation experience with users easily able to locate and explore. Furthermore, menus should be easily managed through the ‘tab’ key to be compatible with screen readers. Minimising the use of navigation buttons in favour of comprehensive menus also reduces bloat for screen readers and allows all users to

  • Alt text -- recognised as essential for visually impaired users to interpret images which add to the meaning of the website -- is also valuable for slower internet connections when photographs or graphics can’t be loaded.

  • Plug-ins such as calendars need to be carefully tested.  add to evaluation

  • Avoiding acronyms is likewise important for those relying on screen readers, but also avoids alienating users who are unfamiliar with their meaning, an essential point in a context with literacy challenges.

  • Overall, a simple back end design which avoids unnecessary complexity will support a clean user experience which is accessible to everyone and available on all devices.

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Literacy considerations

Thoughtfully designed digital learning spaces have the opportunity to support traditional literacy development. Along with benefiting from the accessibility considerations outlined above there are several additional considerations to meet the learning needs of a user group with complex literacy needs.

  • Minimising operational steps to reduce confusion and offering a clean interface with brief instructions to clarify any complex processes allows EALD users to focus on the language demands rather than the technological demands of the learning experience (Liu, Traphagan, Huh, Koh, Choi, & McGregor, 2008).

  • Avoiding overuse of capitals and ensuring images are local and relevant to the users (Compass 2021)

  • Reduce the text on a single page to account for the increased processing time and tendency to skip ‘intimidating’ chunks of text of those with literacy challenges. (Summers & Summers, 2005)

  • Keep detailed content in a single column to avoid unnecessary distractions and increase to the cognitive load. (Summers & Summers, 2005)

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Indigenous perspectives

Studies such as Singleton et al (2009) have found that digital spaces offer significant potential to increase access to learning opportunities and amplify indigenous voices. Kral & Schwab (2012) further note that indigenous peoples often enthusiastically engage with digital learning tools, and stress that an informal and exploratory learning space supported by mentorship and involving culturally sensitive and locally relevant content is key. The proposed design attempts to leverage this through the ‘explore section’ and ongoing updates to the materials. Funk & Guthadjaka (2020, p. 1) however, note that the design of these spaces can ‘marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks’. Ongoing consultation with the school’s indigenous co-ordinator will therefore be essential to ensure that the space is both useful and appropriate to indigenous users.

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Potential Risks

The design avoids many potential risks to both accessibility and inclusion through the minimalist and easily navigable design. Furthermore permalinks will be used wherever possible to avoid redundant content creating a frustrating experience. The other major risk in a digital space is that of student protection. This has been minimised by using the existing LMS as the main platform, for which student permissions already exist, and checking external links against Education Queensland's Online Service Risk Review Catalogue. Furthermore both modelling and teaching copywrite standards will further reduce risks. 

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Significant risks to the design come from the overwhelming perception that the library is simple a building with (text)books. This could threaten both leadership support and user uptake. Fortunately, the current design can be achieved at absolutely no extra cost to leadership, making them unlikely to resist the changes. Hopefully, the success of the design will work to revalue the library and create support for further changes as well. 

References

 

 

 

British Standards Institution. (2005). BS 7000-6:2005: Design management systems. Managing inclusive design. Guide. https://bsol-bsigroup-com.ezp01.library.qut.edu.au/Bibliographic/BibliographicInfoData/000000000030142267

 

Burt, R. (2021). Complete Guide To WordPress Accessibility. https://campuspress.com/wordpress-accessibility-guide/

 

Compass. (2021). Visual and Web Design for Audiences with Lower Literacy Skills. https://www.thecompassforsbc.org/sbcc-tools/visual-and-web-design-audiences-lower-literacy-skills

 

Frick, T. (2016). Designing for sustainability: a guide to building greener digital products and services  (First edition.). O’Reilly Media, Inc.

 

Funk, J., & Guthadjaka, K. (2020). Indigenous authorship on open and digital platforms: Social justice processes and potential. Journal of Interactive Media in Education : JiME, 2020(1). https://doi.org/10.5334/jime.560

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Greenwood, T. (2021). Sustainable Web Design. A Book Apart. https://learning.oreilly.com/library/view/sustainable-web-design/9781098128807/?sso_link=yes&sso_link_from=queensland-university-of-technology

 

Ito, M., Gutierrez, K. D., Livingstone, S., Penuel, W. R., Rhodes, J. E., Salen, K., Schor, Sefton-Green, J., & Watkins, S.C. (2013). Connected learning: An agenda for research and design. https://dmlhub.net/publications/connected-learning-agenda-for-research-and-design/

 

La Marca, S. (2010). Designing the learning environment. Learning in a changing world. Camberwell: ACER Press.

 

Lippman, P. C. (2015). Designing collaborative spaces for schools. The Education Digest, 80(5), 39-44.

 

Liu, M., Traphagan, T., Huh, J., Koh, Y. I., Choi, G., & McGregor, A. (2008). Designing Websites for ESL Learners: A Usability Testing Study. CALICO Journal, 25(2), 207–240. https://doi.org/10.1558/cj.v25i2.207-240

 

Oblinger, D.G. (2006). Space as a Change Agent. In D. G. Oblinger (Ed.), Learning Spaces. https://www.educause.edu/research-and-publications/books/learning-spaces

 

Singleton, G. Rola-Rubzen, M. F, Muir, K. Muir, D. McGregor, M. (2009) Youth empowerment and information and communication technologies: A case study of remote Australian Aboriginal community. GeoJournal, 74(5), 403-413

 

Summers, K., & Summers, M. (2005). Reading and navigational strategies of Web users with lower literacy skills. Proceedings of the American Society for Information Science and Technology. 42(1). https://doi.org/10.1002/meet.1450420179

 

Todd, R. & Hay, L. (2010). School Libraries 21C: The Conversation Begins. SCAN, 29(1), 30-42.

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