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LGAS Training Materials for a Peer Review Team

This guide will walk the peer reviewer trainees through filling out the Qualtrics LGAS assessment form to assess Libguides based on the 32 LGAS standards.

Module 3 Introduction

Module 3 focuses on Section 3, Guide Design & Layout. For cognitive load purposes, each standard in Section 3 of the LGAS rubric is presented in the tabbed boxes below. Be sure to click on each tab to watch the standards associated with Section 3 of the rubric, Guide Design & Layout.

LGAS peer reviewers

Image: Canva

Please note that the LGAS form shown is a screenshot of the tool you will be using. If you are a UNF librarian or staff member, please contact your LGAS Peer Review Coordinator for the active link.

Each module will include a series of LGAS standards, a video for each standard describing a pass-and-fail scenario, positive feedback examples, a screenshot of the UNF online LGAS form that you will use when you review a library guide, as well as the standard's annotation--which provides clarity for whether to mark the standard as "Met" or "Not Met."

Module 3: Guide Design & Layout

Watch the Standard 11 Video:

Moukhliss, S. (n. d.). Standard 11. Canvas Studio.

 

11. A logical, consistent and uncluttered layout is established. The guide is easy to navigate (consistent color scheme and icon layout, related content organized together). 

LGAS Review Form Standard 11

Annotation for Standard 11

Standard 11: This standard may be institutionally driven. First, check with your SpringShare administrator whether you have a Campus Guide on best practices for building library guides. If not, consider building one. Here is a working example:

Logical

Look for:

  • the most important information at the top of the page
  • chunking of like-information 
  • Breaking up of long lists with subheadings

Consistent

Look for:

  • the guide being representative of your institution's vetted library guide template
  • subject guides to include the following tabs: a, b, & c (list your institution's examples here)
  • course guides to include the following tabs: d, e, & f (list your institution's examples here)
  • evidence for following the rule: When linking to other library resources using the navigation tabs choose "Open redirect URL in new window?" 
  • Springshare's default font size in Sans-Serif font

Uncluttered

Look for:

  • the number of main tabs/pages below 10 so navigation is not overwhelming
  • no duplication of content. For example, use mapped pages/boxes or redirects
  • side navigation that is not longer than content
  • Bulleted lists over dense paragraphs 
  • minimal employment of decorative images

Ease of Navigation

Look for:

  • a consistent color scheme
  • a consistent icon layout
  • evidence that related content is organized together

Watch the Standard 12 video:

Moukhliss, S. (n. d.) Standard 12. Canvas Studio.

 

12. Large blocks of information are divided into manageable sections with ample white space around and between the blocks. 

Standard 12 of the LGAS Assessment form

Annotation for Standard 12

Library guide authors can show ample white space by organizing like-content under headings or by separating content by adding a new box to their guide's page. Also, a library guide author may build content with the tabbed box to successfully maintain white space for readability purposes.

Watch the Standard 13 video:

Moukhliss, S. (n. d.). Standard 13. Canvas Studio.

 

13. There is enough contrast between text and background for the content to be easily viewed. 

Standard 13 of the LGAS Assessment form

Annotation for Standard 13

Color contrast can be measured by using an accessibility tool such as WebAIM (https://webaim.org/resources/contrastchecker/). This website will provide you with the score of "pass" or "fail" score for color contrast.

Additional Resources

Watch this video on how to effectively use WebAIM for evaluating standards on accessibility:

 

Oneill, L. (n. d.). Analyzing accessibility using WebAIM's WAVE tool. YouTube. https://youtu.be/T1UoZZ45beQ?si=bc2SdMB6lVum5mVA

 

 

 

Watch the Standard 14 video:

Moukhliss, S. (n. d.) Standard 14. Canvas Studio.

 

14. The guide is free of grammatical and spelling errors.

Standard 14 of the LGAS Assessment form

Annotation for Standard 14

Guide may be checked for grammatical issues in a variety of ways: a knowledgeable editor, Microsoft Spellcheck, Grammarly, etc.). Reviewers will use what is available at their institution when evaluating the guide for grammatical and spelling issues. 

Watch the Standard 15 video:

Moukhliss, S. (n. d.) Standard 15. Canvas Studio.

 

15. Text is formatted with titles, headings, and other styles to enhance readability and improve the structure of the document. 

Standard 15 of the LGAS Assessment form

Annotation for Standard 15

Peer reviewers may choose to request a copy of the guide from the peer review coordinator (with editorial privileges) to check for formatting issues, or they may enter their browser's command to inspect web elements in their preferred browser. Additionally, they may use WebAIM or their university's preferred accessibility tool to inspect the guide for errors. 

Additional Resources

Watch the video to learn more about screen readers.

UCSF (n. d.). Screen reader demo for digital accessibility. YouTube. https://youtu.be/dEbl5jvLKGQ?si=-Iba49Q4x5TBKVQd

 

Watch this video to learn more about assessing headings in WAVE (WebAIM):

PopeTech. (2022). Check heading accessibility using WAVE tool. YouTube. https://www.youtube.com/watch?v=W_jb3D63-7s

 

To learn more about how to open source code and view HTML coding to check for headings, visit Neil Patel's "How to Read Website Source Code" page. 

In conclusion, you have multiple options for evaluating headings. Pick the best strategies that work for you.

Watch the Standard 16 video:

Moukhliss, S. (n. d.). Standard 16. Canvas Studio.

 

16. Flashing and blinking text are avoided. 

Standard 16 of the LGAS Assessment form

Annotation for Standard 16

Check each page to ensure there are no blinking or flashing text. 

 

Additional Resources

Case Western Reserve University provides a good explanation for not using flashing text.

Watch Standard 17 video:

Moukhliss, S. (n. d.). Standard 17. Canvas Studio.

 

17. Sans-serif font with a standard size of at least 12 pt. is used. 

Standard 17 of the LGAS Assessment form

Annotation for Standard 17

Peer reviewers may consider requesting a copy of a guide from the peer review coordinator to be able to open the guide in the editing mode to highlight text and ensure that Sans-Serif font is used. If the library guide author uses the default text then it is Sans-Serif font. 

Watch the Standard 18 video:

Moukhliss, S. (n. d.). Standard 18. Canvas Studio.

 

18. Information is displayed in a linear format instead of a table.

Standard 18 of the LGAS Assessment form

Annotation for Standard 18

Check that information is presented linearly rather than in table format (unless both peer reviewers and/or the peer review coordinator reach consensus that a table presentation is the sole conveyance for the material presented.). 

Watch the Standard 19 video:

Moukhliss, S. (n. d.) Standard 19. Canvas Studio.

 

19. Tables are accompanied by a title and summary description.

Standard 19 of the LGAS Assessment form

Annotation for Standard 19

Check for a title presented at the top of the table and summary information either below the title or below the table. 

Watch the Standard 20 video:

Moukhliss, S. (n. d.). Standard 20. Canvas Studio.

 

20. Table header rows and columns are assigned.

Standard 20 of the LGAS Assessment form

Annotation for Standard 20

Peer reviewers may request editorial access to a copy of the guide to check for appropriate assigned rows and columns to any given table. Otherwise, they may choose to enter their browser's command to inspect web elements in their preferred browser. Additionally, they may use WebAIM or their university's preferred accessibility tool to inspect the guide for errors.