WEB DESIGN FOR CHILDREN AND YOUNG ADULT LIBRARIES Ross J. Todd School of Communication, Information and Library Studies Rutgers, the State University of New Jersey 4 Huntington Street NEW BRUNSWICK NJ

R J Todd 2003 DISCUSSION What makes a great web design? UNIVERSAL DESIGN PRINCIPLES

R J Todd 2003 PRINCIPLES OF DESIGN: 1 EQUITABLE USE: The design is useful and marketable to people with diverse abilities. GUIDELINES Provide the same means of use for all users: identical whenever possible; equivalent when not Provide the same means of use for all users: identical whenever possible; equivalent when not Avoid segregating or stigmatizing any users Avoid segregating or stigmatizing any users Provisions for privacy, security and safety should be equally available to all users Provisions for privacy, security and safety should be equally available to all users Make the design appealing to all users Make the design appealing to all users

R J Todd 2003 PRINCIPLES OF DESIGN: 2 FLEXIBILITY IN USE: The design accommodates a wide range of individual preferences and abilities. GUIDELINES Provide choice in methods of use.Provide choice in methods of use. Accommodate right- or left-handed access and use.Accommodate right- or left-handed access and use. Facilitate the user's accuracy and precision.Facilitate the user's accuracy and precision. Provide adaptability to the user's pace.Provide adaptability to the user's pace.

R J Todd 2003 PRINCIPLES OF DESIGN: 3 SIMPLE AND INTUITIVE: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. GUIDELINES Eliminate unnecessary complexity. Eliminate unnecessary complexity. Consistent with user expectations & intuition. Consistent with user expectations & intuition. Accommodate wide range of literacy and language skills. Accommodate wide range of literacy and language skills. Arrange information consistent with its importance. Arrange information consistent with its importance. Provide effective prompting and feedback. Provide effective prompting and feedback.

R J Todd 2003 PRINCIPLES OF DESIGN: 4 PERCEPTIBLE INFORMATION: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. GUIDELINES Use different modes (pictorial, verbal, tactile) for presentation of essential information. Use different modes (pictorial, verbal, tactile) for presentation of essential information. Provide adequate contrast between essential information and its surroundings. Provide adequate contrast between essential information and its surroundings. Maximize "legibility" of essential information. Maximize "legibility" of essential information. Make it easy to give instructions or directions. Make it easy to give instructions or directions. Provide compatibility with a variety of techniques or devices used by people with sensory limitations. Provide compatibility with a variety of techniques or devices used by people with sensory limitations.

R J Todd 2003 PRINCIPLES OF DESIGN: 5 TOLERANCE FOR ERROR: The design minimizes hazards and the adverse consequences of accidental or unintended actions. GUIDELINES Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. Provide warnings of hazards and errors. Provide warnings of hazards and errors. Provide fail safe features. Provide fail safe features.

R J Todd 2003 PRINCIPLES OF DESIGN: 6 LOW PHYSICAL EFFORT: The design can be used efficiently and comfortably and with a minimum of fatigue. GUIDELINES Allow user to maintain a neutral body position. Allow user to maintain a neutral body position. Use reasonable operating forces. Use reasonable operating forces. Minimize repetitive actions. Minimize repetitive actions. Minimize sustained physical effort Minimize sustained physical effort

R J Todd 2003 PRINCIPLES OF DESIGN: 7 SIZE AND SPACE FOR APPPROACH AND USE: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. GUIDELINES Provide a clear line of sight to important elements for any seated or standing user. Provide a clear line of sight to important elements for any seated or standing user. Make reach to all components comfortable for any seated or standing user. Make reach to all components comfortable for any seated or standing user. Accommodate variations in hand and grip size. Accommodate variations in hand and grip size. Provide adequate space for the use of assistive devices or personal assistance. Provide adequate space for the use of assistive devices or personal assistance.

R J Todd 2003 DISCUSSION What are the implications of these principles for the design of web sites for Children and Youth Library Services?

Information Seeking and Use On the WWW

R J Todd 2003 Connecting with Information Failure to utilise Boolean operators Failure to utilise Boolean operators High levels of insecurity and uncertainty High levels of insecurity and uncertainty Lack of understanding of search engines Lack of understanding of search engines Simplistic searches based on guesswork Simplistic searches based on guesswork High expectation of technology to make up for poor searching techniques High expectation of technology to make up for poor searching techniques Limited use of systematic, analytic-based strategies Limited use of systematic, analytic-based strategies

R J Todd 2003 Interacting with Information Range of coping strategies: including accepting errors and delegation Range of coping strategies: including accepting errors and delegation Absence of critical and evaluative skills Absence of critical and evaluative skills Not questioning the accuracy or authority of information Not questioning the accuracy or authority of information Inappropriately favouring visual cues Inappropriately favouring visual cues

R J Todd 2003 Utilising information Information management issues: time, workloads, deadlines Information management issues: time, workloads, deadlines Make use of any somewhat-relevant sites Make use of any somewhat-relevant sites Tendency to plagiarise Tendency to plagiarise Willingness to construct answers on limited information Willingness to construct answers on limited information

R J Todd 2003 DISCUSSION What are the implications of these principles for the design of web sites for Children and Youth Library Services?

Gender Differences and Web Design and Use: Denise Agosto Are there differences in the way that boys and girls approach the choice and use of web sites? Girls tend to be more engaged with web sites that encourage and support girl’s skills and abilities (Confidence) Girls tend to be more engaged with web sites that encourage and support girl’s skills and abilities (Confidence) Girls prefer web sites that encourage exploration and inductive learning (Collaboration) Girls prefer web sites that encourage exploration and inductive learning (Collaboration) Girls prefer websites that have clearly defined target audiences (Personal identification) Girls prefer websites that have clearly defined target audiences (Personal identification) Girls prefer websites that present information in narrative or story form rather than simply listing data in chart, graph or almanac form (Contextuality) Girls prefer websites that present information in narrative or story form rather than simply listing data in chart, graph or almanac form (Contextuality)

Gender Differences and Web Design and Use Girls prefer flexibility of navigational paths; ability to rearrange the physical placement of objects on the screen; encourage extended exploration (Flexibility / motility) Girls prefer flexibility of navigational paths; ability to rearrange the physical placement of objects on the screen; encourage extended exploration (Flexibility / motility) Girls prefer web sites that connect users to other people or some form of interactivity (Social connectivity) Girls prefer web sites that connect users to other people or some form of interactivity (Social connectivity) Girls prefer web sites that represent people as of many diverse racial, ethnic, and gender groups as possible (Inclusion) Girls prefer web sites that represent people as of many diverse racial, ethnic, and gender groups as possible (Inclusion) Girls want to see that when girls and members of other marginalized groups are represented, they are represented in positions of respect and influence (Inclusion) Girls want to see that when girls and members of other marginalized groups are represented, they are represented in positions of respect and influence (Inclusion)

R J Todd 2003 Analysis of Web Sites

Know the law USA: Children’s Online Privacy Protection Act, 1998 Relates to websites directed to children under 13 that collect information Relates to websites directed to children under 13 that collect information Legislative requirements: Legislative requirements: - provide parents notice of information practices - obtain prior, verifiable parental consent for collection, use and disclosure - parents able to request to view / review data collected - parents able to prevent further use of personal data - limit collection of information to only that necessary for activity - establish and maintain reasonable procedures to protect confidentiality, security and integrity of personal data collected