1 10 10 https://lis5472.cci.fsu.edu/sp18/group9/files/original/d9cbfccd2eb89e8d63f2fca3ff6ad9c5.doc 5515e2ee3c99ff22e85182301ed89c06 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Metadata Assignment Example Subject The topic of the resource metadata Description An account of the resource This document is a sample of a metadata report for LIS 5472. Creator An entity primarily responsible for making the resource Marcia Mardis Source A related resource from which the described resource is derived LIS 5472 Date A point or period of time associated with an event in the lifecycle of the resource Spring 2018 Contributor An entity responsible for making contributions to the resource Marcia Mardis Rights Information about rights held in and over the resource CCBY Relation A related resource week 11 slides Format The file format, physical medium, or dimensions of the resource Word document Type The nature or genre of the resource text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Spring 2018 https://lis5472.cci.fsu.edu/sp18/group9/files/original/46e9e011ecc4565db62162e236e618c9.doc e54844e9834089b954f7f0974d5b2a3c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Spring 2018 LIS 5472 Digital Libraries Usability Test Proposal (Marked Up Version) Group 9: Class Example Digital Library Members: Dr. M and Others Background The purpose of this proposal is to outline the usability testing that will be undertaken for the Class Example Digital Library. The Class Example Digital Library is a soon to be launched digital library that aims to provide a collection of high quality digital examples of digital library artifacts in order to meet the information needs of students. Before the digital library can go live, we want to make sure that we have taken steps to ensure a pleasant user experience. Therefore, we will examine the digital library’s interface for usability issues that could interfere with the user’s ability to browse the collections. Without the ability to access a digital library’s interface and collections, the digital library serves little purpose (Arms, 2000). For the purposes of the Historic American Lighthouses Digital Library, it is important that the evaluation focus on how researchers are likely to browse and search the digital library’s collections. User Personas The Class Examples Digital Library aims to meet the needs of our target audience: the researcher. For this reason, we created two profiles of fictional users that might access our digital library for research purposes were created. These personas will be used to help the development team understand what our users will expect from the digital library. User Persona 1 (Novice User) Name: Olivia Overachiever Age: 23 years old Personal life/Home Life: Olivia is a first year Master’s student. She lives with her parents and works at a local insurance office. Olivia is actively involved in Girl Scouts which consume most of her time outside of class. Because of her busy schedule, she spends less time at home and prefers to have a very predictable schedule. Computer proficiency & comfort level: Olivia has good technology skills. Being raised in the technical generation, using computers comes naturally to her. However, she does not know where to begin when it comes to completing some of the class assignments. Olivia is also unfamiliar with digital libraries and finds the language technical and confusing. Pet Peeves: Olivia is very impatient and expects instant results from her efforts. Nothing ever seems to work fast enough for him. She would rather be working on Girl Scout leader activities. Attitude: She is less than enthusiastic about having to invest time in figuring out how to do an assignment, especially with a group. Motivation: Olivia is only motivated to use the Class Examples Digital Library because she expects it will help her complete her assignments quickly and accurately. She wants a good grade so he can keep a good GPA to get a job outside of the insurance agency and move away from her parents’ house. Info-seeking habits & favorite resources: Olivia will usually ask the students she knows who have had the class in prior semesters for suggestions first, but she has been known to ask the instructor for help. The instructor is the one who recommended the Class Examples Digital Library to Olivia. Personal goal: Olivia just wants to get the assignment done with minimal frustration and get back to making sand candles. User Persona 2 (Advanced User) Name: Martin Maven Age: 34 years old Personal life/Home life: Martin has worked in the academic library for about 8 years and would like to move from the reference desk into digital services. His supervisor told him that he needs to get an accredited ALA Master’s degree with a technical emphasis to be considered for the type of position he wants. Computer proficiency & comfort level: Martin knows several programming languages and considers himself very technically fluent. He also has a personal interest in digital library technologies and has participated in several professional development workshops on the topics. Pet Peeves: Martin gets very annoyed at the instructor for pushing due dates back and very annoyed with his classmates who have few technical skills. He believes anyone interested in the information professions should have taken the initiative he did to gain skills. Attitude: Martin is only interested is figuring out what the instructor wants so that he can produce that artifact and move on. He has also become the “go-to” person in his group for tech problems and he’s tired of it. Motivation: Martin wants to get through this course so that he can apply for the position opening he knows will be posted in a few months. Info-seeking habits & favorite resources: Martin uses Lynda.com and YouTube to find examples. He will Google a topic before asking a person. Personal goal/Professional goal: Martin’s goal is to lead a digital services group some day. While he enjoys technical work, he wants to manage a group of people more. He wants to get through the courses and graduate in the next academic year. Heuristic Overview For the purposes of this proposal, the Class Examples Digital Library will be evaluated based on the 10 heuristic principles outlined by Jakob Nielsen. A heuristic usability evaluation focuses on pinpointing the issues present in a user interface so they can be addressed and corrected (Nielsen, n.d.). The 10 heuristic principles cover numerous issues pertaining to areas including navigation, memorability, error management, and design. The digital library should be easy to navigate and search, the appearance should not be overwhelming and the textual content should be easily readable. To avoid testing the patience of users, there should be built-in functions to offer solutions or staff help. This evaluation will yield an understanding of the user experience interacting with the digital library interface. The first heuristic principle is the “visibility of system status” (Nielsen, 2005). The digital library interface must keep the user informed of what is happening. For the Class Examples Digital Library this means that the user should be able to identify the current page she is viewing on the digital library website at any given time. The second heuristic principle is a “match between system and the real world” (Nielsen, 2005). In order for researchers to successfully utilize the digital library, they must be able to retrieve search results based on the search terms they enter. The language and terms used in the Class Examples Digital Library interface should mirror terms that users are likely to use themselves. To accomplish this, the digital library should utilize a vocabulary of words that are easily recognizable and instinctive for users to enter as search terms. In this case, the class examples need to be linked to particular assignments with tags for particular class concepts. The third heuristic principle is “user control and freedom” (Nielsen, 2005). The user must have a way to quickly escape from a confusing situation. In order to avoid such scenarios, the navigation options provided in the interface should be clearly labeled and allow the user to easily return to the homepage. The fourth heuristic principle is “consistency and standards” (Nielsen, 2005). The user must not be left on her own to decipher a confusing element of the interface design. The formatting of web pages across the digital library must be consistent. Terminology across metadata fields must be standardized. The fifth heuristic principle is “error prevention” (Nielsen, 2005). The design of the interface should head off any possible errors that may be encountered by the user. If no results are found for a search term, then the user should be presented with alternative methods of browsing the site. The sixth heuristic principle is “recognition rather than recall” (Nielsen, 2005). The digital library should be designed to be functional without requiring users to memorize the options available. The layout and options should be familiar to the user. The seventh heuristic principle is “flexibility and efficiency of use” (Nielsen, 2005). The functions available within the digital library interface should allow the user to easily search the collection. The digital library should allow the user to browse the collections and to search with a number of options. For this digital library, it will be important for users to know of other items in the collection linked to a particular assignment as well as how the example links to previous and future assignments. The eighth heuristic principle is “aesthetic and minimalist design” (Nielsen, 2005). The digital library should have a clean and functional interface. Text components should be concise and relevant to the topic. The overall look should not be overwhelming. Text should be in readable fonts and colors. The ninth heuristic principle is to “help users recognize, diagnose, and recover from errors” (Nielsen, 2005). When an error is encountered, the interface should present the user with a clear message and when possible with an alternative solution. When no content is available for a given search term or for a collection that is empty, this must be displayed clearly. The tenth heuristic principle is “help and documentation” (Nielsen, 2005). Users of the digital library should have easy access to help resources. The interface should provide users with help where possible and contact information so larger problems can be reported to the digital library staff. References Arms, W. Y. (2000) Digital libraries. M.I.T. Press. Retrieved November 19, 2011 from http://www.cs.cornell.edu/wya/DigLib/MS1999/Chapter8.html Nielsen, J. (n.d.). How to conduct a heuristic evaluation. Retrieved March 30, 2018 from https://www.nngroup.com/articles/how-to-conduct-a-heuristic-evaluation Nielsen, J. (1995). 10 heuristics for user interface design. Retrieved March 31, 2018 from https://www.nngroup.com/articles/ten-usability-heuristics/ The Class Examples Digital Library Evaluation Questionnaire A. Visibility of System Status Choose one: 1. It is easy for the user to know the current location within the site. Yes No 2. It is clear to users where they can navigate to from the current page. Yes No 3. A search box is displayed at the top of each page. Yes No Rationale: Knowing the status includes knowing the location. Users should know the current page they are viewing as well as how they can navigate away from it. B. Match Between System and Real World 1. The library uses a vocabulary that is easily recognizable and instinctive for users to enter as search terms. Yes No 2. A search for common terms on the subject returns multiple and accurate results. Yes No 3. Users can find examples in the collection without using the complete formal name. (Ex: “Digitization” instead of “Digitization Guidelines Proposal.”) Yes No Rationale: Utilizing common terms allows easier accessibility to the images in the digital library collection. The use of identifiable terms or a set vocabulary increases the odds that the user will locate relevant images. C. User Control and Freedom 1. A link to the homepage is consistently displayed on every web page. Yes No 2. Basic browsing options are displayed on all pages. (Ex: Browse Items, Browse Collections). Yes No 3. The homepage link is easy to find. Yes No Rationale: Users have the ability to browse the collection freely. In case of confusion, the homepage link allows the user to start over with a new search. D. Consistency and Standards 1. The digital library pages maintain the same format/layout. Yes No 2. Labels of links are consistent with naming conventions. (Ex: Homepage instead of Main Page or Index) Yes No 3. Each image has relevant copyright information displayed. Yes No Rationale: A familiar format on all pages allows users to locate images previously viewed. Consistency demonstrates the dedication to users for locating all images. E. Error Prevention 1. When no search results are found, the interface presents the user with different browsing options. Yes No 2. The search engine automatically searches across all metadata fields for results without the user needing to specify a field. Yes No Rationale: Providing users with additional browsing techniques ensures successful searching. Automatically searching all metadata fields and tags makes it easier for users to find what they are looking for. F. Recognition Rather than Recall 1. The digital library title is displayed at the top of every page within the collection. Yes No 2. A menu or list is provided on each page highlighting the possible options available to users. Yes No Rationale: The navigation and search options open to the user are clearly listed to lessen what the user has to remember in order to successfully browse the digital library. G. Flexibility and Efficiency of Use 1. The digital library allows a number of advanced search options. Yes No 2. Users can easily browse the collections Yes No 3. Images can be enlarged for viewing. Yes No 4. Search and browse results also display related items for the same, previous, and/or future assignents. Yes No Rationale: Advanced search options allow users to search specific fields for the results they need. Ease of searching and browsing methods ensures users will visit more than once. Users will be able to see related items and get a sense of where the item they are viewing fits in a sequence. H. Aesthetic and Minimalist Design 1. The digital library has a simple and clean design. Yes No 2. The digital library uses readable fonts in colors that are easy read for all users. Yes No Rationale: The user interface design is one of the most important aspects of a digital library. Users should be able to view readable text and relevant information so that their research experience is faster and easier. I. Help Users Recognize, Diagnose, and Recover from Errors 1. The search results indicate when no results are found. Yes No 2. A message is displayed when a collection contains no items. Yes No Rationale: It is important to keep the user informed when no items can be located so that they can take advantage of other search options. J. Help and Documentation 1. A contact email address is displayed in the footer of each page for users to send feedback to staff. Yes No 2. The digital library provides some search suggestions for users. Yes No Rationale: Providing users contact information allows opportunities for feedback from viewers. This feedback can provide excellent suggestions for increasing viewer numbers. Asking users for feedback is an important way to update our digital library and to repair or fix any errors that are reported. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Word document Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Usability Proposal Sample Subject The topic of the resource usability Description An account of the resource This document is an example of a usability proposal for LIS 5472. Creator An entity primarily responsible for making the resource Marcia Mardis Source A related resource from which the described resource is derived LIS 5472 Date A point or period of time associated with an event in the lifecycle of the resource Spring 2018 Contributor An entity responsible for making contributions to the resource Marcia Mardis Rights Information about rights held in and over the resource CCBY Relation A related resource usability report sample week 12 slides week 13 slides Format The file format, physical medium, or dimensions of the resource Word document Type The nature or genre of the resource text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Spring 2018 https://lis5472.cci.fsu.edu/sp18/group9/files/original/e48ef44c2034bfd8e411ea0612c3cc15.doc 869177b1ae39e52c55d72a4c2c5503f1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document 2018 Spring LIS 5472 Group 9 Group Members: Dr. M and Others Class Examples Digital Library: Usability Test Report Executive Summary with Critical Findings The Class Examples Digital Library was designed to be an educational resource for students in LIS 5472. The target audience is MSI and MSIT students enrolled in the digital libraries course. While MSI and MSIT are the primary audience, I also wanted to create a site that would be accessible to faculty and students at other universities, considering varying levels of experience and comfort with the Web. It was important to us to create a site that is accessible and usable, with limited encountered errors to alleviate potential user frustrations. To accomplish these goals, our team developed a list of questions based on Nielsen’s 10 Usability Heuristics (Nielsen, 2005). These questions allowed us to view our site from an outside user’s perspective and gain insight into what improvements and enhancements should be made to future versions of our digital library. The team conducted a usability analysis of our digital library using the Usability Questionnaire we created. The findings of each team member were then compiled to identify problematic areas in terms of usability. It is interesting to note that at times when one team member was satisfied and responded ‘yes’ to a question, the other responded ‘no’ and noted potential changes to be made. This allowed identification of both positive and negative aspects of the digital library from multiple perspectives, which resulted in useful recommendations for changes and enhancements to future versions of the site. When considering the usability of our site, the team was particularly concerned with ensuring that users could see how the displayed class artifact fit with others in the class. Perrin (2017) emphasized the importance of helping users quickly and easily find what they need. Findings from the test revealed that users found the site to be well-organized and fairly simple to learn. In addition, users felt that pages provided information about the current item and well as related items. As we were pleased with the overall organization and content of the site, we attempted to identify ways to enhance and add additional features to improve the user experience even further. Some of these include adding new pages with helpful information such as a site map or a vocabulary page, and altering the site’s theme and colors for increased visibility. The test results revealed a critical issue with the searching feature of our site. It was noted that the search does not clearly identify when zero terms are found and no suggestions or alternative terms are provided. Currently, the search procedure leaves little room for user accidents or errors. This could potentially cause frustration for users unable to find what they need. To address this important issue, the bulk of our recommendations for improvement centered on enhancing the searching mechanism and browsing options to create a better search experience for the user.   Test Results This section discusses some of the results from our Usability Heuristic Questionnaire, revealing both positive and negative aspects of our digital library. The quoted titles in bold are the ten heuristics developed by Nielsen (2005) that were used when creating our Usability Questionnaire. Two questions were developed for each heuristic and team members were to check ‘yes’ or ‘no’ for each question when evaluating. Each section below briefly discusses the question, the evaluator responses, and compiled noterelating to their answers. As there were two evaluators, it is noted if a question received both a ‘yes’ and a ‘no’ response from both participants. “Visibility of system status”: These two questions asked if all pages had a navigation bar with site identifying information and whether users could easily return to the homepage from any location within the site. The first question received a ‘yes’ response from both team members as a navigation bar that provides information and direction is present at the top and bottom of every page. The second question received a negative answer from both. The homepage is accessible by clicking on the main title banner or by clicking the “Home” link at the bottom of each page. However, a “Home” link is not prominently featured on any page so it is not necessarily ‘easy’ to return to the homepage. “Match between system and the real world”: These questions related to how well our site uses clear and understandable vocabulary and whether the site is organized in a logical form that is easy to navigate and makes clear how a particular item relates to other items. The clarity of vocabulary received both a ‘yes’ and ‘no’ response from the two team members. It was noted that the vocabulary used throughout the site is generally clear and understandable. However, there is the potential that users may be less familiar with academic terms such as “proposal” or “activity” which are often used in the assignment descriptions and collection information. The question relating to logical site organization also received a mixed response of ‘yes’ and ‘no’ from the two team members. Generally the site is simple to navigate, but it was noted that an alphabetized directory of all the items in the collection is not available to users. “User control and freedom”: The two questions asked if users could edit their own contributions and if they were provided with multiple viewing options for images. Both questions received affirmative answers from the evaluators. Users have the ability to edit any comments they leave on the site. In addition, users have the freedom to choose which method they would like to use to view the image. They can view the basic item from the item page, use the Zoom-it image viewer to zoom closer and see additional details, or finally click on the image itself to see the full-size Jpeg file. “Consistency and standards”: These questions related to standardization of page layouts and whether vocabulary was used consistently throughout the site. Both questions received ‘yes’ responses from the evaluators. The layout is uniform throughout the site thanks to the Omeka theme that provides a standardized layout of all pages. The vocabulary is generally consistent throughout the site, and the use of controlled vocabularies ensure that locations, image types and animal names have a standardized terminology. “Error prevention”: The questions from this section asked whether all links were working and whether a contact form was provided for encountered errors. Both of these questions were answered affirmatively by the evaluators. All links the team members tested on the site are functioning properly at this time. Users have frequent and prominent links throughout the site pages to contact site administrators to report problems or errors. “Recognition rather than recall”: These two questions related to the information provided by the site. Users were asked whether links to the collections were visible on all pages and whether a general site information page was available. Evaluators answered both questions with ‘yes’ responses. Users are provided with prominent links to browse and search the collections on the navigation toolbar. A general “About” and a “Frequently Asked Questions” page are provided to familiarize users with the site’s layout, terminology and other important information.   “Flexibility and efficiency of use”: The four questions asked about the availability of basic and advanced search options and the ease of browsing on the site, second, and third questions received a ‘yes’ response from both evaluators. The site provides both advanced and basic searching options. The fourth question received both a ‘no’ and a ‘yes’ response. The site has a browsing feature and users can search by tags for additional browsing capabilities. However, it was identified that the site lacks an alphabetized listing of assignments or a site map to further guide user discovery and browsing. Recommendations: 1. Use tags to include more common terms for class items, such as “planning” for “proposal.” 2. Use tags to link pieces of the same content (e.g., “digitization activity,” “digitization proposal,” “digitization assignment”) so that a search of “Activity 11” will get all items related to digitization. 3. Create a controlled vocabulary of assignment types (activity, proposal, assignment). 4. Add links to the master item display page. “Aesthetic and minimalist design”: Considering the design of the site, the first question asked if the site used contrasting colors that were easy to view, while the second question asked if each page’s information was concise and relevant to the page topic. The first question received both a ‘yes’ and a ‘no’ response. The site design features bold and bright colors that are visually pleasing and generally easy to read. However, the orange text for the un-clicked hyperlinks can be challenging to read on the white background. The second question also received both a ‘yes’ and a ‘no’ response. The information provided on each page is succinct and pertinent to the topic identified as the page subject. It was also noted that while browsing items in a collection, the “Featured Item” is a randomly selected animal that is not always a part of the collection being viewed. “Help users recognize, diagnose, and recover from errors”: These two questions asked first if the system alerted users to search terms not found and second, if users were given additional search options when terms were not found. The first question received both a ‘yes’ and a ‘no’ response from the evaluators. The system returns a message of “Browse Items (0) total” if the search term is not found, however it was noted that this is not a particularly visible or obvious way of expressing the result to users. The second question also received a ‘yes’ and a ‘no’ response from the two evaluators. Users are provided with options to browse the collections if their term is not available, however the system does not given any additional terms or suggestions. “Help and documentation”: The final two questions asked whether searching tips were provided for new uses and whether a help page was available for further assistance. Both questions received affirmative responses from the evaluators. A “Searching Tips” page is provided to guide new users through the site’s search features. A “Help” page provides basic assistance and information for potential problems, as well as a “Contact Us” feature to report encountered errors or to request assistance. Recommendations for Improvement Based on the test results conducted by the digital library team, we have developed a series of recommended improvements and enhancements for future versions of our digital library site. The primary recommendations relate to the browsing and search features of our site. As we are developing the site to reach a younger target audience who are often easily frustrated, providing simple searching and navigation are two of our biggest concerns.   There are several options for the user to return to the homepage, however none of them are prominent links. This could create a more complicated process of returning ‘home’ if users are not aware of the links. To optimize the user’s comfort and provide the “easy exit” recommended by Nielsen (2005), we recommend including a link to the homepage on the navigation toolbar. While the overall terminology and vocabulary is understandable and clear, we recommend adding a page defining some of the more academic terms used throughout the site, for words such as “assessments” or “introductions.” These terms, while appropriate for the site’s target user level, may not be as well known to some of our users. A page providing relevant terms and definitions will provide a resource for anyone unfamiliar with some of the more academic or course-specific terminology used on the site. The site is easy to browse and provides a variety of features to encourage user discovery. To further enhance this, we recommend adding both a site map and an alphabetized listing of all items contained in the collection. These additions will provide more browsing options as well as another method of site organization for users who may be searching the site in a more linear manner. The theme and color scheme of the current layout are generally adequate in terms of visibility. However when making future improvements, we recommend selecting or configuring a theme with some additional options for text coloration as some of the orange hyperlinks can be challenging to view. The “Featured Item”, which showcases a randomly selected assignment from the collection, is a part of the current Omeka theme applied to the site and therefore does not appear to be customizable. Overall this is a positive feature as it promotes user discovery by highlighting various assignments in the collection. However, we noticed the “Featured Item” appears on pages while browsing the collections. For example, one may see a featured bird on the side after clicking the link to “View the items in Digitization”. As this may be potentially confusing to users, we recommend researching ways to limit the “Featured Item” to only specific pages within the site. The search feature does indicate that zero items are returned if a term is not found, which alerts users that their search was unsuccessful. However, we recommend making it more apparent that no results were found for the search term. The sample page provided by Niel (2009) of a humorous “Page Not Found” with helpful links and tips is an excellent example of how to proceed. Possible solutions include adding “Sorry, we didn’t find anything with that term!” or another similar message to alert users to the problem. In addition to the previous issue, the system does not provide additional searching suggestions or take misspellings into account. We recommend enhancing the search mechanism to provide suggestions or to have increased sensitivity to spelling errors. A possible solution could be to integrate the search suggestion with the “Page Not Found” message. These recommendations for improvement address the critical findings of our usability analysis. We believe the analysis allowed us to recommend some changes that will improve on the identified problem areas and further enhance the successful elements of our digital library. It is our hope that these improvements will create increased usability and a more successful user experience.   References Nielsen, J. (2005). Ten Usability Heuristics. Retrieved from http://www.useit.com/papers/heuristic/heuristic_list.html Neil, T. (2009). 6 Tips for a Great Flex UX: Part 5. Retrieved from http://designingwebinterfaces.com/6- tips-for-a-great-flex-ux-part-5 Reeves, T.C., Apedoe, X., & Woo, Y. (2005). Evaluating digital libraries: A user-friendly guide. University Corporation for Atmospheric Research; National Science Digital Library. Retrieved from http://www.dpc.ucar.edu/projects/evalbook/index.html Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Usability Test Report Sample Subject The topic of the resource usability Description An account of the resource This document is an example of a usability test report for LIS 5472. Creator An entity primarily responsible for making the resource Marcia Mardis Source A related resource from which the described resource is derived LIS 5472 Date A point or period of time associated with an event in the lifecycle of the resource Spring 2018 Contributor An entity responsible for making contributions to the resource Marcia Mardis Rights Information about rights held in and over the resource CCBY Relation A related resource usability proposal week 13 slides usability questionnaire week 12 slides Format The file format, physical medium, or dimensions of the resource file Type The nature or genre of the resource text Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Week 12 Slides Subject The topic of the resource Usability Description An account of the resource These slides provide an introduction to the topic of digital library usability. Creator An entity primarily responsible for making the resource Marcia Mardis Source A related resource from which the described resource is derived LIS 5472 Date A point or period of time associated with an event in the lifecycle of the resource Spring 2018 Contributor An entity responsible for making contributions to the resource Marcia Mardis Rights Information about rights held in and over the resource CCBY Relation A related resource Usability Proposal Assignment Activity 11 Usability Report Assignment Usability Questionnaire Sample Format The file format, physical medium, or dimensions of the resource Text https://lis5472.cci.fsu.edu/sp18/group9/files/original/7877c70341e6b18633402303e94f2632.jpg dc7dd13409b15689a7a776176f2c04ad Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Drawing Physical Dimensions The actual physical size of the original image 8.5 inches X 11 inches Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Teacher Persona Overview Subject The topic of the resource consumer satisfaction, usability Description An account of the resource This drawing depicts the characteristics of teacher customer needs for digital resource management tools. Creator An entity primarily responsible for making the resource Marcia Mardis [created the drawing] Source A related resource from which the described resource is derived Pen on paper [description of original scanned item] Publisher An entity responsible for making the resource available Marcia Mardis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Contributor An entity responsible for making contributions to the resource Marcia Mardis [contributed the resource] Rights Information about rights held in and over the resource CCBY [reuse requires attribution] Identifier An unambiguous reference to the resource within a given context classexdrawing0225201801 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant [not used] Format The file format, physical medium, or dimensions of the resource jpg Language A language of the resource [not used] Type The nature or genre of the resource still image Relation A related resource week 12 slides usability proposal sample usability report sample consumer customer needs pain points persona teacher https://lis5472.cci.fsu.edu/sp18/group9/files/original/6374ca75c5dc627766f53540a1dcdf66.jpg db8bc6d0f7322120150c33acb196a0f5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Physical Object An inanimate, three-dimensional object or substance. Note that digital representations of, or surrogates for, these objects should use Moving Image, Still Image, Text or one of the other types. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hutchinson Island Beach from Apartment 708 Balcony Subject The topic of the resource quilt beach Description An account of the resource This quilt illustrates a view of the beach from the balcony of an oceanfront apartment. Creator An entity primarily responsible for making the resource Maggie Penzien [made the quilt] Publisher An entity responsible for making the resource available Marcia Mardis [optional] Date A point or period of time associated with an event in the lifecycle of the resource 2011 [date quilt was created] 2018 [photo was taken] Format The file format, physical medium, or dimensions of the resource 300 pixels by 400 pixels [dimensions of photo] photo [physical medium of resource] .jpg [file format of resource] Type The nature or genre of the resource physical object Identifier An unambiguous reference to the resource within a given context classexquilt080225201801 [YOU MAY WISH TO INCLUDE THE FILE NAME (WITHOUT W,D, or M and FILE EXTENSION) HERE] Source A related resource from which the described resource is derived Quilt is 38 inches by 28 inches, cotton fabric [description of the item in the photo] Contributor An entity responsible for making contributions to the resource Marcia Mardis [name of person who took the photo] Rights Information about rights held in and over the resource No Rights [photo does not have copyright or CC license] Relation A related resource [not used] Language A language of the resource [Not used] Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant [not used] abstract wall hanging https://lis5472.cci.fsu.edu/sp18/group9/files/original/13d2e2ff3acbe94eb1ac8206bfa56827.jpg 9f74340b8abd0013dcbe4f0f93f0a107 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="480" height="270" src="//www.youtube.com/embed/7LwfCEkMqEw" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen=""></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/7LwfCEkMqEw/default.jpg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Zinn: Chalk Art Brought to Life Description An account of the resource David Zinn is an Ann Arbor artist known for his temporary street art composed entirely of chalk, charcoal and found objects that is entirely improvised on location. Most of these drawings have appeared on sidewalks in Ann Arbor and elsewhere in Michigan, but some have surfaced as far away as subway platforms in Manhattan and construction debris in the Sonoran Desert. Zinn’s chalk work began in 2001 as an excuse to linger outdoors and pursue his inner-child, but has since achieved global notoriety. Date A point or period of time associated with an event in the lifecycle of the resource 2014-12-02T01:36:06.000Z Source A related resource from which the described resource is derived http://youtu.be/7LwfCEkMqEw Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available VideoVision360<br />published via YouTube.com Creator An entity primarily responsible for making the resource VideoVision360 Format The file format, physical medium, or dimensions of the resource video/mp4 Language A language of the resource English Type The nature or genre of the resource MovingImage Identifier An unambiguous reference to the resource within a given context classexvideo02262018 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant duration: 2:59 Ann Arbor artist chalk Chalk Art creativity David Zinn illustrator street art https://lis5472.cci.fsu.edu/sp18/group9/files/original/33e2154215c85b9736670f896c8f6f71.jpg 2877c7fc42a03802022bad975ebed428 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="480" height="270" src="//www.youtube.com/embed/TcaquZeORbE" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen=""></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/TcaquZeORbE/default.jpg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chalk Artist David Zinn at the Ann Arbor Summer Festival #1 Description An account of the resource Art performance, Ann Arbor Summer Festival/Top of The Park Ann Arbor MI. Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-18T12:15:00.000Z Source A related resource from which the described resource is derived http://youtu.be/TcaquZeORbE Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available Dave’s TV Zone<br />published via YouTube.com Ann Ann Arbor (City/Town/Village Ann Arbor Summer Festival (Nonprofit Organization) Arbor Arbor+Michigan+David art+drawing artist+sidewalk+outdoor festival+Sluggo+Flying Festival+Top of Park+Ann Pig+cartoon Summer The Zinn+chalk https://lis5472.cci.fsu.edu/sp18/group9/files/original/03a52284997006a9573f18e28589a076.jpg ad2bdf7644b9303b692734f4c5d55770 Physical Object An inanimate, three-dimensional object or substance. Note that digital representations of, or surrogates for, these objects should use Moving Image, Still Image, Text or one of the other types. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pancake Day Bean Bag Subject The topic of the resource crafts Description An account of the resource Make a pancake with felt. See complete directions at https://www.activityvillage.co.uk/beanbag-pancake-dolls Creator An entity primarily responsible for making the resource Activity Village Source A related resource from which the described resource is derived https://www.activityvillage.co.uk/beanbag-pancake-dolls https://lis5472.cci.fsu.edu/sp18/group9/files/original/095c6bc36ec0d72a3929f19860c3b293.jpg b4dbfabfbd281513a4a91021c06fe932 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Example Collection Subject The topic of the resource Sample items for class examples Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Koko Subject The topic of the resource Mini-dachshund dog Description An account of the resource Our Koko Creator An entity primarily responsible for making the resource Marcia Mardis Date A point or period of time associated with an event in the lifecycle of the resource 2018 Source A related resource from which the described resource is derived iPhone photo Publisher An entity responsible for making the resource available Marcia Mardis Contributor An entity responsible for making contributions to the resource Glenn Rainey Rights Information about rights held in and over the resource No rights Format The file format, physical medium, or dimensions of the resource jpg Type The nature or genre of the resource Still Image Identifier An unambiguous reference to the resource within a given context classexphoto02012018