Renovations, Remote Meetings, and the Promise of an Accessible Workplace

Alderman Library at the University of Virginia is starting its first major renovation since new stacks were added onto the back of the building in the 1960s. This renovation necessitates that the building be closed until 2023, which right now seems like a very long time…But already I’m noting a silver lining for the Library staff, and it all has to do with inclusivity during staff meetings.

Most of the Alderman staff moved in late 2019 to outposts on Old Ivy Road and up 29N to the University Research Park; a few others are cozied into other libraries (Clemons, Brown, Harrison Small) or embedded in Kerchof and Zehmer Hall. We had our first Library-wide staff meeting on January 14, 2020, an event that occurs monthly, in the Harrison/Small auditorium. There were maybe 75 present of our staff of 225. Many others attended remotely through Zoom, a streaming video conferencing platform. Remote attendees individually participated from their desks or collectively from conference rooms. More than passive observers, the remote participants were able to submit questions and comments via an integrated Zoom chat tool.

To facilitate a smooth inaugural remote staff meeting there were a few rules: always use a microphone, whether presenting from the podium or asking a question from the audience. No one was allowed to say “I have a loud voice and don’t need a mic.” Remote participants were asked to mute their microphones so Zoom wouldn’t pick up any distracting throat-clearing or ringing phones. Presenters were asked to repeat questions into the podium microphone (until it was confirmed that the audience microphones were, in fact, broadcasting audio to the remote posts). One person in the auditorium watched the chat screen and relayed technical issues and questions from afar. All were asked to be clear to whom they were addressing questions, since there would not always be a visual cue such as making eye contact with the person at the podium.

The meeting went pretty well for a first effort, in part because a little awareness and patience goes a long way. The people in the auditorium understood that they really needed to use the microphones so the remote people could hear everything. In order to be sure every comment was heard things were repeated, sometimes more than once, but that assured that everyone could fully participate whether they were in Harrison/Small or miles away. That was the goal: to be sure everyone was included.

The silver lining I see is this: in taking this step we actually made staff meetings a little more accessible. We just made life a little easier not only for staff who are hard of hearing, but also for anyone with an ear infection or sitting near a noisy air handling unit. These are conditions, whether permanent or temporary or situational, that might affect one’s ability to hear, and we are all susceptible.

That’s the thing about accessibility: we all need, or will need, this consideration at one time or another. There is no “normal” condition, only the human condition, which means constant growth and change. A broken arm may hinder you only until it heals, or you may need help opening a door only because you are holding a bag of groceries. No matter the reason, if you can hit that panel with your elbow to automatically open a door, the room is more accessible to all. And when we’ve improved accessibility for all, we are more inclusive.

There is a new UVA initiative called Inclusive Excellence that promotes the “active, intentional, ongoing process to build community well-being and belonging.” When we take time to assure that others can hear everything that is said at a staff meeting, we are being more inclusive. The Library is now one step closer to having an accessible and inclusive workplace for all.

Read more about accessibility

Research Results: Focus Group with Graduate Students


  • Gather feedback from graduate student population on overhauled online catalog tool in development
  • Explore overall impressions of the design, utility, and clarity of the new interface
  • Obtain high-level guidance on how to approach future design/development
  • Expose areas of design/development consideration we may not have explored or that may elaborate on user stories
  • Identify potential usability issues and/or ideas we should explore in upcoming testing
  • Surface and discuss design/branding questions and ideas


  • Focus group with 6 UVA graduate students on October 25, 2019
  • Set ground rules:
    • We want you to do the talking
    • No right/wrong
    • All answers are confidential (but we are recording and transcribing for a limited number of project participants)
  • What we’re interested in: Reactions to this work-in-progress
    • Look-and-feel
    • Organization of info
    • Functionality
    • Presentation/understandability of results
    • Ideas for improvement: Generating ideas and figuring out mental models. Answers the question: “How would that solve a problem for you?”
    • Paper for sketching, jotting notes, plus white board and markers provided

online catalog tool in development


  • Provide more information sooner (full screen display of records; provide more details on records)
    • Want to get to info in fewer clicks; don’t add unnecessary steps
    • Prefer list display of search results to see more at once
  • Groupings, “see all”, availability, filters/facets/values all caused initial confusion but were learnable to grads
  • Very much liked that it was possible to search multiple sources at once and find things they weren’t looking for
    • Also want WorldCat, special collections, digital humanities, Google Scholar pools
  • Grads would use customization if available to set default search options (sources, filters) and display views
    • Really like bookmarks that extend over sessions (unlike current catalog’s ‘starring’ option)
  • Important to be able to limit by date, language, availability before searching
  • Subject headings should be hyperlinks to aid research
  • Missed having facets on basic search
  • Comment: “This looks like a blog”
  • Biggest problem with VIRGO currently is the search algorithm that produces results that are not always relevant (books and articles)

Research Results: Guerrilla Testing with Learning Resources

By Dave Griles

Purpose and Method

The Learning Resources webpage is new and in production. It serves as a gateway to research and teaching resources for students and faculty, so our purpose was to confirm that the design, terminology, and navigation made sense. Students, primarily undergraduate, were recruited at Clemons Library on October 1, 2019 and asked to review the website. Each user session lasted from four to ten minutes.

Summary of Results

Overall, the page performed well for the four testers, with most tasks readily accomplished by testers without additional prompting. However, testers did seem to expect to find citation engines and databases under the Research Basics category. Tester suggestions for improving the page centered on more specificity in category descriptions and including more information in the sidebar.

Questions Learning Resources

  1. What is this page for? What can you do here?
    • Testers identified that this was a place for searching for library resources.
    • Testers characterized the page varyingly as “FAQish” to an “abstract tool for research planning.”
    • One noted the instructional content.
  2. How would you find out about the ACRL Sandbox? [If they search:] How can you find it another way?
    • Testers primarily used A-Z list.
    • Testers found search box when asked about alternative methods to find target.
    • One tester attempted search from category view, which resulted in no apparent results.
    • Researchers noted page default of category view was inconsistently applied, sometimes leading the testers to start with A-Z list.
  3. What does the down-arrow mean?
    • While all testers identified that the down arrow would provide more information, there were differences in the nuances:
      • “all the links”
      • “more specific resources”
      • “more about items”
      • “drop down menu”.
  1. What would you expect to find under Research Basics?
    • Two testers expected to find databases, with one indicating “Citation Machine”
    • One tester expected easier resources, ones with a daily need to access
    • One tester did not know what to expect, identifying it as a very broad category
  2. What would you expect to find under Beyond the Basics?
    • Testers provided a wide array of responses
      • “More about research processes”
      • “More researching methods and other resources”
      • “More in-depth and using resources”
      • “Tools for research planning”
  1. What would you expect to find under Using the UVA Library?
    • Testers provided a wide array of responses, with two focusing on using the library
      • “How to use the UVA Library”
      • “Using the Library, rooms in the Library, about the Library”
    • Two testers focused on finding resources:
      • Find books and articles
      • Virgo and room reservations
  1. What would you expect to find under Teaching Resources?
    • Two testers responded that this area was for faculty or faculty/staff use and how to teach.
    • Third tester responded “resources for class”
    • This question was not presented to the fourth tester
  2. Which of these categories are useful to you? Is there anything missing?
    • Research Basics: 2
    • Beyond the Basics: 0
    • Using the UVA Library: 3
    • Teaching Resources: 1
  3. How would you make this page easier to use?
    • Categories are vague, need to click deeper to know what is in it
    • Do not know what you can find in the page. Would like info in a sidebar.
    • Confused as to why recalling a book is in Research Basics


  • Confirm search box works in either category or A-Z views
  • Page should by default open in category view
  • Description of Research Basics category should emphasize that these are videos and tutorials about using different types of resources, not the resources themselves
  • Consider reordering the content with Using the UVA Library as first category

Research Results: Intranet Testing with Library Staff

UX-4517, Gather feedback from advisory group and staff about proposed Confluence Information Architecture

Purpose: Assess usability and clarity of staff website migrated from wordpress to confluence (Wiki)

Stakeholders: Library staff
Testing dates: 6/14/19
Participants: 6 Library staff

Methodology: library staff were recruited to spend 10 minutes reviewing a new interface and arrangement of intranet content and asked to perform tasks designed to assess usability and clarity of key areas.

Objectives were to assess first impressions and to obtain feedback about what is missing or confusing with the new organization of content, and to determine what improvements are needed. Major categories of information were informed by analytics and other data. Tasks were to find organizational information; contact Library Staff Council; update one’s own directory information; receive reimbursement for work-related travel; and subscribe to a library listserv.

screenshot of new interface

Intranet as tested with library staff on 6/14/19


  • Top of the page needs something visually interesting.
  • The term “workflow,” used in the first task, confused some people which may have reduced successful completion.
  • Add an alpha list of departments with a “More…” link to complete list.
  • “Our Organization” was either overlooked or not fully understood. Clarify with more links or teaser info about what’s in this area.
  • “Space Shortcuts” should be relabeled as “Forms,” but the wiki software won’t allow. Need to make it clearer that these are all forms.
  • Add Library Staff Council link on main page for higher visibility.
  • “Listserv” is not a universally-understood term, so add names of listservs for identification: “Library listservs: Libtalk, Lib-reftalk, Libstaff…”
  • The purpose and function of the left menu caused some confusion but proved to be learnable.
  • Add a “Communication” category to include info about signing up for listservs and linking to committee and project meeting minutes to answer the question: “What is this group/project up to?”
  • With the creation of a “Communication” category the “Working at the Library” category could more closely map to Human Resources and professional development-related items to narrow focus.
  • Highlight the search bar to make more visually prominent.
  • Review all Quick Links and group similar links together.
  • Link to Confluence Help under Get Help.


What are your first impressions of this page?
You need to look up a detail about a workflow posted in Scholarly Resources & Content Strategy. Where would you start?
You’ve just moved to a new office. Where can you put in a request to update your directory listing?
You want to sign up for some work-related training. How much will the Library pay for?
You’d like to bring up an issue to Library Staff Council. How would you do so?
You’ve realized you’re missing too much good information by not being subscribed to How do you sign on?
What’s missing? What’s confusing?
What would you suggest to improve this page?

Research Results: Special Collections Request System (Aeon)

UX-4614, Perform Usability Testing on Special Collections Request System (Aeon)

Purpose: Assess usability and clarity of request process and dashboard
Stakeholders: Special Collections Library users and staff
Testing dates: 4/24/19-4/29/19
Participants: 1 non-UVA user (from Monticello); 1 UVA staff; 2 UVA graduate students; 1 UVA undergraduate student

Methodology: Participants were recruited from postcards in the Special Collections Reading Room, direct contact with researchers, online web banner, and by solicitation of our existing research queue. A targeted recruitment web form was created: Each participant was to have experience with either online or in-person Special Collections services and collections. A queue of UVA and non-UVA researchers was developed and solicited. Two very similar protocols were developed for UVA (Netbadge) and non-UVA users to account for minor differences in registration and logging in.

Summary of Findings

  • No participants had any significant problem with either registration procedure.
  • All participants sometimes struggled to complete tasks, but most felt confident of their ability to navigate and complete tasks after having gone through it once. On a scale of 1-5 where 1 was very easy and 5 is very difficult, the average rating of ease in completing tasks was 2.
  • One participant, who rated her ease a 3, had more trouble navigating and more confusion when completing tasks.
  • A few buttons and messages should be changed for clarity and to avoid confusion: “Anytime that the language can be particularly precise about what a button means is more helpful.” When editing a request 2 participants expressed concern that they might be duplicating requests rather than simply modifying them. They wanted to see a button that said Modify Request” rather than “Submit Request”.
  • Participants needed more cues as to where they were in the process to avoid confusion and mistakes (“I thought I ordered it, but apparently I didn’t”). More visual cues would also reduce memory load: “I just did it but it’s already vanished from my brain how it was that I did that.” Some participants expressed that they sometimes felt “caught in a loop”: “’You currently have 2 active requests from your available limit of 5.’ So why then can I not seem to request them? Here, you’ve two active requests, but then it’s saying, to submit your request, please select the request, indicate the date and click Submit Information…I seem to be in a circle here.”
  • Participants wanted confirmation of what happens next in the request process.
  • Participants were unclear about the differences between the various Request options on the left menu. Some questioned why Reproduction was separate from Requests since they were all things that could be requested.
  • All participants were confused by the location and function of the search bar. None understood that the search was for requests (some thought Virgo).
  • All participants understood what fields were required in the forms, and when asked, most could identify the “red star” or “red asterisk” as meaning that the field was required. Error messages were clear when a mistake was made in filling out the registration form.
  • The “Save for Later” function was understood (eventually) by 4 participants, but 2 struggled at first to understand what they were saving and then why they wouldn’t want to immediately submit their requests.
  • Participants were confused or annoyed by the two modal screens when requesting from Virgo: “This page is unnecessary. Because I just did that. I had the same information on the– this screen is unnecessary.” A similar complaint about what seemed like unnecessary steps when requesting from Archives at UVA: “I definitely felt like when I was looking at Poe records [in Archives at UVA] trying to figure out how to request it I kind of got into a loop there, clicking on Request, then it would take me back to the record, then back to the request thing.”
  • Final comments include:
    • “Pretty straightforward…pretty intuitive.”
    • “It’s just not a great user interface. It’s an easy process. It’s pretty straightforward. It’s just a lot of form-filling.”
    • “[Archives at UVA] was a little bit confusing, wasn’t sure how to get where I needed to go, lots of text in a form that was a little bit hard to decipher because it was in big paragraphs… but was pretty easy to eventually figure out and navigate.”


  • No button or link should open in a new tab or window. This is a usability best practice that allows visually-impaired researchers to remain oriented and able to navigate backwards. Read more about the experience for visually-impaired and keyboard-only researchers at and At minimum, request buttons that open in a new tab or window should have a tooltip (and corresponding hidden labels for screenreaders) that indicates that action. At this writing Virgo has a tooltip on the actionable request button but Archives at UVA does not.
  • Logoff and Main Menu buttons should be clickable everywhere, not just on the text. This is a usability best practice.
  • Add a visual cue on every entry in the Outstanding Requests table that the line is clickable. All text in the row should be a visible hyperlink and the cursor should turn to a pointing finger on hover. (Alternatively, put an Edit button alongside each entry.) This is a usability best practice.
  • The Outstanding Requests table should communicate effectively to researchers. Headings “Status” and “Order Status” aren’t significantly different to the researcher and should be changed to something more meaningful. “Awaiting User Review” should be changed to “Unfinished Request” or similar to emphasize to the researcher that they need to take action. Entries should be distinguishable from each other, therefore need more data displayed. One participant suggested “a timestamp or details about the request (in-person or digital). That would be helpful.”
  • The “Clone to Copy” button was not understood as the place to clone a record for a duplication request. 4 participants eventually found the button through trial and error (“Edit? No. Cancel? No. Clone? No. Clone to Copy? Okay.”) and were able to complete the task. I recommend changing the button name to something more meaningful to researchers, but I don’t have a good suggestion. Would either “Request a PDF/JPG” or “Request a Duplication” work in this context?
  • When coming into the system from Virgo the request form is prepopulated but participants still expressed confusion about where they were in the request process: “The title is misleading. If I’m actually in the process of making a request, then remind me I’m in the process.” Rather than “New Book and Printed Material Request” or “New Manuscript/Archives Request” use the same text as when coming into the system from Archives at UVA, as edited in this screenshot:

screenshot with corrections made to improve clarity

This change will help orient the researcher that they are in the middle of the process and will prompt them to do the next step to complete the request or save for later.

  • After selecting a date and submitting a request this screen appears as in this screenshot:

screenshot displaying conflicting language

There is a conflict between “Your request is almost complete” and “You do not currently have any requests in review,” and the messages in the blue bars were not consistently seen. I recommend replacing everything in the gray box with a heading, “Your request is complete” and text below that indicates next steps: “Your materials will be available to you on [scheduled date] in the Special Collections Reading Room. Please request them at the desk. This information will also be emailed to you.” Include a link to hours and a map to parking and building location. If possible, send all this information in an email to the researcher and include the TN number and other identifying information. Multiple participants voiced concern about what happens next in the request process, and it is best practice to clearly communicate success and next steps when forms are filled out.

  • Add placeholder text in the search bar, “Search Your Requests” and add a corresponding hidden label for screenreaders.
  • Add tooltips (and corresponding hidden labels for screenreaders) to all links on the left menu to communicate and clarify purpose of each (“As a first-time user I don’t see a difference between some of these [links], and I would just mash the button to figure out what I want.”)
  • Add links to Hours and Planning a Visit in the left menu. Only 1 participant looked for Hours in the FAQ but commented, “I can’t believe I had to do all of that for hours.” The other 4 participants went to the Library home page or to Google to find the answer.
  • After changes are made and the system has been live for a few months we should run usability tests again, which will give us a chance to fine-tune language and confirm fixes. I also need to finish looking at the Request System from an accessibility perspective to confirm full access to all researchers.

Protocol for UVA (Netbadge) users



1 There is a signed copy of the book, Tough Guys Don’t Dance, in Special Collections. How would you look at it?

How would you describe the process this far in your own words?
If you were to click on the Request button, what do you think would happen next?
Is there anything unclear about this process so far?

  • Evaluate clarity of multiple request buttons
  • Evaluate effectiveness of dynamic shading
  • Listen for how much of the first and second request screens are read
  • Evaluate clarity of instructions modals:
  • do they understand where the book will be delivered;
  • do they acknowledge that they’ll choose a pick up date next;
  • do they understand they’re being taken into another system
  • Assess clarity of request process in participant’s own words
2 You need to read an article in the journal, Epoch, but it could be in 2001 or 2002 so you’ll need to see both. What do you do next?
  • Evaluate clarity of multiple request buttons
  • Evaluate visibility of “Please select ONE item to request” and tooltip, “Select only a single item to continue”.
  • Evaluate UVA new user registration process
3 Complete the request so you can see the journal later today.

How do you know you’ve got all the data you need
How do you know you’ve successfully submitted the request

  • Assess clarity of submission process from Aeon dashboard
  • Determine if * is understood to represent required fields
  • Evaluate clarity of date picker
4 How can you check to see today’s hours for Special Collections?
  • Assess visibility and clarity of FAQ
5 You’ve decided to wait until tomorrow to see the journal. Can you make that change?
  • Evaluate clarity of selecting request (TN#?) to edit request
  • Note if they instead use Outstanding Requests or other option on left menu
6 Is it possible to get a copy of the Epoch article instead?
  • Evaluate clarity of steps to have a copy made
  • Evaluate understanding of file types
7 Take a few moments to look at the dashboard. What are your impressions of this page?
What are some of the specific things you can do on this page?
  • Assess general impressions
  • Assess clarity of different request functions
8 Now we’re going to go into a new system for searching for unique Special Collections materials including unpublished manuscripts, university records, visual materials such as films and photographs, audio recordings, digital material, and more. This time I’m going to have you go through the request process as a non-UVA researcher, which has a different login procedure.

Please give me your first impressions of the page at

  • Evaluate Archives at UVA record for clarity and completeness
  • Evaluate process for non-UVA researchers
9 You’d like to take notes on an item in the Poe papers collection. If you are a non-UVA researcher, what do you do next?
  • Evaluate visibility of request button and clarity of request button text
  • Evaluate visibility of First Time Users link
  • Evaluate First Time Users registration process
10 Go back to Virgo and begin the request process for Tough Guys Don’t Dance as a non-UVA researcher. Once you are in the Special Collections Request System, can you save your work without submitting?
  • Evaluate clarity of Save for later option.
  • Discover improvements to recommend.
  • Evaluate clarity of Awaiting User Review
  • Evaluate clarity of Unsubmitted vs. Outstanding Requests
11 Do you have the option to submit more than one request at once?
12 Is there anything confusing about this request process?
Is there anything missing from this page?
What would make this request process easier?
  • Last comments about request process and Aeon dashboard
13 On a scale of 1 to 5, where 1 is very easy and 5 is very hard, how would you rate your ease in completing these tasks?
  • Gauge overall experience with request process

Research Results: Library Web Information Architecture

UX-4276, User research on proposed IA structure

Purpose: Assess usability and clarity of proposed public website reorganization
Library users and staff
Testing dates:
15 graduate and 27 undergraduate students (all uva)

Full results:

Methodology: Enrolled UVA graduate and undergraduate students were solicited by email from our research queue to take a ten minute test for which they received a $10 deposit to their Cavalier Advantage card. An online tree test tool by Optimal Workshop was employed to help determine the efficacy of the proposed information structure. Based on previous testing and analytics, we created a simple hierarchy of four top categories, each of which had between two and five subcategories (see Tree Structure). Participants were asked to complete 12 tasks designed to assess how closely the information structure matched their mental models (see Full Test Results, Analysis tab). The tree test results indicate how many participants found the correct path on their first try, how many found on their second or third try, and how many failed to find the correct path; as well as how fast the participant completed the task. For an overview of how to analyze tree test results, visit Atlassian’s Tree Testing for Websites.

Summary of Findings

  • Across all 12 tasks, 79% of participants ended up at the expected answer and 77% of answers were chosen without backtracking. Even without visual cues, navigation, and menus, participants are finding the correct answer four out of five times.
  • Seven out of 12 tasks had a high rate of success (between 81% and 95% participants got to the correct answer) and completing each task took an average of 5.29 seconds.
  • All 15 graduate students ended up at the expected answer on 5 tasks.
  • Half of the participants first clicked on ABOUT and most immediately found and correctly selected Plan a Visit. Another quarter of the participants looked first under USING THE LIBRARY but all found their way to ABOUT/Plan a Visit (task 3).
  • Participants were able to correlate the terms “library study areas” and “reserve a study space” with Library Spaces (tasks 1 and 7).
  • Participants were able to correlate the phrase “find a book” with Search, Borrow, Request (task 4).
  • Participants seemed to have no trouble identifying “Special Collections” as a library and locating it under Libraries & Collections (task 8); although possibly using the term “collections” in the task was a false identifier.
  • Five out of 15 graduate students incorrectly selected TEACHING & PUBLICATION SUPPORT/Teaching Support to look for course reserves (task 9).
  • Five participants incorrectly selected Accessibility Services as the location for getting help with an off-grounds access problem. 26 participants went directly to GETTING HELP/Ask a Librarian (task 10).
  • Five tasks from the previous tree test in 2017 were largely duplicated in this latest test. In each case, the results improved. See 2017 test results.

Deeper dive: task #2: “A librarian visited your Economics class last week to talk about doing research. Where can you find his name?”

pie chart showing percentages of task success and failure and time taken to complete

Participants looked in all four categories for the answer, and only eight got there. 20 participants selected ABOUT/Staff Directory, which is logical if a name is known (and probably indicates a poorly-worded task). We intend to link the subject specialist listing with the staff directory and usability testing will determine if this helps in getting students to subject experts. The remaining 8 participants selected GETTING HELP/Ask a Librarian, and it is not necessarily a bad thing that students opt to ask for online help when they don’t know an answer.


  • The overall high rate of success indicates a strong IA that aligns with the mental model of students.
  • Plan a Visit should remain under ABOUT.
  • Library Spaces and Search, Borrow, Request seem to work well under USING THE LIBRARY. Usability testing with a wireframe or prototype will help confirm.
  • Whether or not Special Collections can be found under Libraries & Collections is inconclusive and would benefit from further testing.
  • Teaching Support resonated with some participants as a logical location for course reserves, so consider adding a search for course reserves there.
  • Add further description to Accessibility Services to define it more clearly.
  • The plan to link the subject specialist directory with the staff directory will improve people searching.

Tree structure as tested

Hierarchical structure of proposed website represented as a multi-level list of headings

Tasks and answers

1 Where would you find library study areas?
(USING THE LIBRARY –> Library Spaces)
2 A librarian visited your Economics class last week to talk about doing research. Where can you find his name?
(GETTING HELP –> Subject Specialists)
3 Your parents are visiting and want to see the Berlin wall installation outside Alderman. Where can they find directions to nearby parking?
(ABOUT –> Plan a Visit)
4 Find a copy of the book, Invisible Man by Ralph Ellison.
(USING THE LIBRARY –> Search, Borrow, Request)
5 Which libraries have color printers?
(USING THE LIBRARY –> Equipment & Technology)
6 Where would you find submission instructions for an open source journal published at UVA?
(TEACHING & PUBLICATION SUPPORT –> Writing & Publication Resources)
7 Reserve a study room.
(USING THE LIBRARY –> Library Spaces)
8 Find out why Special Collections is named for Albert and Shirley Small.
(ABOUT –> Libraries & Collections)
9 Find course materials on reserve for one of your classes.
(USING THE LIBRARY –> Search, Borrow, Request)
10 You’re searching in a journal article database and get an error message instead of the article you need. What do you do next?
(GETTING HELP –> Ask a Librarian)
11 What is the email address for the guy in charge of all the libraries?
(ABOUT –> Staff Directory)
12 Ask the Library to purchase a book.
(USING THE LIBRARY –> Search, Borrow, Request)

Research Results: Usability testing on new design for DH@UVa site

UX-4102, User Testing for DH@UVa


  • Assess understanding and clarity of DH certificate requirements
  • Assess understanding and clarity of DH certificate application process
  • Assess clarity of what counts as an elective course and MoU
  • Assess clarity and utility of menu headings, filters and nodes, About DH@UVa
  • Assess understanding of Activate Your Profile
  • Assess clarity of who/how to contact for help
  • Explore initial likes/dislikes related to site organization and design

Stakeholders: DH@UVa site owners

Dev site:

Testing date: November 26 – november 30, 2018

Participants: 5 UVA graduate students from English (2), Art, Anthropology, and Slavic departments

Methodology: usability testing with one participant, one facilitator, and one note taker in a quiet space. participants were solicited from DH@uva mailing list. they used a laptop and were asked to complete tasks on a newly-revised website to determine the usability of the site. the facilitator and note taker listened for comments and opinions, and noted behaviors.

Strong Findings

  • None of the 5 participants had trouble finding and enumerating the steps to apply for the DH certificate. Most navigated by the DH Certificate link in the menu. One participant was briefly confused by the More about the graduate certificate in digital humanities section above the DH certificate requirements This participant also commented, “I think there is a mismatch between what I would expect from a digital certificate and the application process, which is so traditional. Why do I need words, why do I need a statement, when I’m applying to do something visual? What about art students?”
    • Recommendations: Remove More about the graduate certificate in digital humanities section to focus attention on enumerated steps. Alternative: work this section into About DH@UVa with visible links to requirements and application process. Reduce text blocks with diagrams or other images that can convey information in a non-textual way.
  • All participants could find and convey the DH certificate requirements as well as how to get an elective course approved; and each demonstrated basic understanding of the MoU.
    • Recommendation: None
  • 4/5 expressed the need to clarify the relationship between DH@UVa and IATH, Scholars Lab, and SHANTI in order to clarify the purpose of the DH@UVa website. One participant was still unclear at the end of the test: “I guess I’m also not 100% sure what DH@UVa is as compared to the Scholars Lab as compared to individual projects. Again, why am I going to this website?” From another participant: “I am really interested all digital stuff, but I am not sure what each center or office does…they all overlap, also Data Services. I don’t know who to contact. I have no idea how they’re different from DH.” This participant didn’t want to “have to read everything and figure out the differences.” A third participant: “What’s the difference between the three [pointing to the links in footer]? Are they sponsors? Needs to be made more clear.” This same participant wanted to see Makerspaces included. The one participant who did not express confusion about the centers or the purpose of the website found it to be “clear, organized, and inviting. Judging from what I see here I’d want to do this myself because it seems like a very organized program.”
    • Recommendations: Add new intro text, Welcome to DH@UVa or similar, above the fold on the home page stating clear purpose of the website and concise descriptions of how related centers intersect with DH. Retest to determine if there is an improvement or if further changes are needed.
  • 4/5 found the DH@UVa Network area at least somewhat unclear and that it appeared “awkward,” “scattered,” “crowded,” and “feels like 50 things are competing for my attention.” Some expressed that there isn’t enough information to provide context, for instance in the People filter: “I’m wondering why these people are here. There should be something about who they are, not just their names and picture.” One participant wanted more filters to narrow down results further by subject and geographic location. 3/5 wanted the nodes pages to have a more obvious organization, calling the current order “random” and indicating that “alphabetical is what I expected to find.” Participants wanted a different structure on the nodes page (“Not tiles, but the full title, followed by the first few lines of text”) and one commented: “This is good, but it needs a description to explain what we are looking at.” 3/5 expressed a need for a robust and visible search function on this page.
    • Recommendations: Add context by including tooltips for each node button. Add description to each card. Reformat nodes pages in a grid with full titles and abstracts to facilitate scanning and evaluating content without having to click on every Learn More Consider duplicating the search box near the heading of the page for optimum visibility.
  • All participants had no trouble figuring out where to go for help, but all had some familiarity with DH@UVa. Most knew Rennie and mentioned her by name. A related note: all 5 participants expected to find who administers DH@UVa on the About DH@UVa page under People (see #2 under Protocol below). 2 participants expressed that they expected to find the primary DH@UVa contact at the top of the People page, and the other 3 felt they had completed the task when they clicked on the People link and saw the headings for the Executive Board and Steering Committee. Only 1 participant eventually scrolled to the bottom of the page and located the DH@UVA Curriculum Development Team
    • Recommendations: Best practice would be to have a Contact link on the menu for optimum visibility. Move DH@UVA Curriculum Development Team section to the top of the People page.

Other Findings

  • 3/5 participants expressed some uncertainty about what to expect when clicking on the Activate Your Profile Answers ranged from “to save things I’m interested in” to “receive information, subscribe to a newsletter, make your profile available to others to network with.” Best practice tells us that it would help provide context to have one sentence explaining why you’d want to activate your profile before clicking on the button.
    • Recommendation: Add a brief description below Activate Your Profile to outline the benefits of creating a DH profile.
  • Resources is currently a bit of a catch-all: “To me it’s a miscellaneous list.” DH Organizations and Projects could easily be its own menu heading. 2/5 participants wanted to see organizations and projects from outside UVA. A listing of upcoming events are commonly found on a website’s top level page, so having a link to Events Calendar in the menu is unnecessary. One participant recommends: “Make sure this [Resources] page functions as a toolkit to people who end up doing the certificate. Sort of a gateway to skills you’d use in the certificate program.”
    • Recommendation: Remove Events Calendar from menu. Refocus Resources by pulling out DH Organizations and Projects and adding the heading to the menu. Consider creating a page for new DH scholars and put Jumpstart your DH project and Links for the new DH scholar there, and link to Apply for the DH Certificate.


1 [Start:]
This is a site under development.
What is your initial impression of this web page?
  • Assess initial impressions
  • Assess clarity and utility of menu headings
2 (task) You are unfamiliar with Digital Humanities and want to know who administers it at UVA. Where do you start?
  • Assess clarity of  About DH@UVa
3 [Scroll down and point to 1.) DH@UVA Network and 2.) View all nodes button]
What happens here?
  • Assess understanding of filters and nodes
4 [Point to Activate your profile button]
What would you expect to happen when you click on this button?
When would you click on it?
  • Assess understanding of Activate your profile button
  • Assess understanding of a profile
  • Does Log in help to define Activate your profile
5 (task) Find out about the DH projects that others have done.
  • Assess location of Projects under Resources
6 Describe, in your own words, the requirements of the DH certificate.
  • Assess understanding and clarity of the DH certificate requirements
7 (task) You think that a particular course in your home department of History might count toward a DH certificate. How can you determine if it does?
  • Assess clarity of what counts as an elective course
  • Assess ability to navigate to course information
8 Describe, in your own words, the steps to receive permission for a non-DH course to count toward the DH certificate.
  • Assess clarity of the first steps taken to get a non-DH course to count as an elective
9 You’ve received verbal approval for an elective course from your instructor and the DH administrator. What’s your next step?
  • Assess ability to navigate to Memorandum of Understanding (MoU)
  • Assess clarity of the MoU requirement
  • Probe for understanding of MoU
10 Describe, in your own words, the steps to apply for the DH Certificate.
  • Assess clarity of the steps to take to sign up for the DH Certificate
  • Ensure that the numbered steps are included in the process before clicking on the application link
11 (task) You have a question about the application. How do you get help?
  • Assess clarity of who/how to contact if further information
    is needed
12 What are three adjectives you’d use to describe the process to apply for a DH certificate?
  • Gain insight into process to learn about and apply for DH certificate
13 What is missing on this website?
What is confusing on this website?
  • Assess understanding and utility of page
  • Gain insights into what is missing or confusing
14 How would you make this website easier to use?
  • Final comments

Research Results: Improve Content on Graduate Student Services page

UX-2985, Improve Content on Graduate Student Services page


  • Evaluate category headings for clarity, accuracy, completeness
  • Confirm understanding of breadcrumb navigation
  • Assess if CTA (call to action) areas work as expected
  • Explore likes/dislikes about descriptions, icons, boxes, design, wording
  • Gain insights with version preferences

Stakeholders: UVA graduate students

Testing date: 9/26/18-9/28/18

Participants: 4 UVA graduate students (East Asian Studies; Anthropology; Classics; Public Policy)

Methodology: usability testing with one participant and one facilitator in a quiet space. participants are representative users. they use a laptop and are asked to complete tasks on a new website to determine the usability of the site. the facilitator listens for comments and opinions, and notes behaviors. Two versions of prototypes were shown to assess preferences.


  • Without a description the participants had some trouble correctly and fully defining what they would find under Publications: “Publications is the only one I’m unsure about. Does that mean I’m looking for publications?” Two participants expected “resources to help me publish my own works in various places” and “links for how to get published”. Even after reading the description and seeing the options under Publications, one commented: “I would expect to see more about how to research different publications. I’d expect it to be LESS dissertation-focused. So that strikes me as odd.” Another commented after reading the description: “That helps me understand that I’m the one doing the publishing.”
    • Recommendation: Change category to Publishing, which is more suggestive of the activity of creating scholarly content; and retest.
  • Two participants struggled to correctly interpret Instruction until they read the description and saw the options there. The other two participants defined the category as offering “helping with teaching” and “networks of graduate teaching assistants,” and both mentioned that they expected to find a link to the Center for Teaching Excellence (not a Library service).
    • Recommendations: Add a link to UVA Center for Teaching Excellence under Move Scholars Lab and RMC links to Consultation. Additionally, reorder categories so that Consultation and Instruction are next to each other.
  • All four participants preferred the prototype with descriptions (version 2):
    • “The second layout is more intuitive.”
    • “I feel like the emphasis on helping comes through more on [version 2]. You’ve got specifically ‘these resources can help’ under Publication, under Instruction you’ve got ‘the library can help’ That sort of language really sets up the library as a space you can come when you need help.”
    • “I like the graphics! And I like the discrete division. It’s visually appealing. And I like the descriptions underneath (the icons)… What is really helpful is it provides an explanation, and I don’t have to do the guesswork…I really do like these explanations. While the first version is graphically simplistic, and I do like simplicity, I also think that some of these [icons] are ambiguous, and the other version saves me time of knowing where to go and what to click on.”
    • Words used to describe version 2 include “clear,” “clean,” “descriptive,” “effective,” and “helpful.”
    • Recommendation: Use version 2 with descriptions.
  • Two participants would use a link to the subject guides if one were provided on this page.
  • Although being shown a mostly non-working prototype, participants seemed to correctly interpret the CTA links.
    • Recommendation:
  • All four correctly interpreted how to use the breadcrumbs.
    • Recommendation:
  • When asked to project what it might be like to use version 2 on tablet or mobile, two participants said they were unlikely to use the website on a device. Another participant commented, “I have a lot more tolerance for scrolling when it’s a smaller screen. I know that they can’t put [in] all the information.”
    • Recommendation: None at this time.

top of first prototype web page for graduate student services

Version 1 prototype

screen capture of top of second prototype web page for graduate student services

Version 2 prototype


1 [Show version 1]
What is your initial impression of this top portion of the web page?
  • Evaluate initial impression
  • Evaluate clarity and utility of category headings
  • Listen for comments about icons, How Can We Help, descriptions…
2 [Point to breadcrumb navigation]
What are these? What happens here?
  • Assess understanding of breadcrumb navigation
3 What would you expect to find under Request?
(if they repeat the word ‘request’ without further definition:)
Describe in your own words.
  • Evaluate clarity of Request category
  • Probe for terms other than ‘request’
4 What would you expect to find under Consultation?
(if they repeat the word ‘consultation’ without further definition:)
Describe in your own words.
  • Evaluate clarity of Consultation category
  • Probe for terms other than ‘consultation’
5 What would you expect to find under Publication?
(if they repeat the word ‘publication’ without further definition:)
Describe in your own words.
  • Evaluate clarity of Publication category
  • Probe for terms other than ‘publication’
6 What would you expect to find under Instruction?
(if they repeat the word ‘instruction’ without further definition:)
Describe in your own words.
  • Evaluate clarity of Instruction category
  • Probe for terms other than ‘instruction’
7 What would you expect to find under Spaces?
(if they repeat the word ‘spaces’ without further definition:)
Describe in your own words.
  • Evaluate clarity of Spaces category
  • Probe for terms other than ‘spaces’
8 Are these categories useful to you?
Is there anything missing that you haven’t already mentioned to me?
  • Assess if the category headings are complete and accurate
  • Probe for other heading terminology
9 (task) You want to set up a time for your undergraduate students to learn about doing research in Special Collections. Where would you start?
  • Does tester use Instruction heading to complete the task, or do they browse/scan the page
  • Do call-to-action features (CTAs) work as expected
10 (task) You require a book for your research that the UVA Library doesn’t have. Where would you start?
  • Does tester use Request heading to complete the task, or do they browse/scan the page
  • Do CTAs work as expected
  • Familiar with ILL? If not do they find the service under Requests
11 (task) You have questions about how to submit your thesis. Where would you start?
  • Does tester use Publication heading to complete the task, or do they browse/scan the page
  • Do CTAs work as expected
12 Let’s look at another version of the same page.
[Show version 2]

What is your impression of version 2? Feel free to click back and forth.
  • Explore likes/dislikes about descriptions, icons, boxes, design, wording
  • Gain insights into preferences
13 What are three adjectives you’d use to describe this page?
  • Assess usability and opinions
14 Which version do you prefer, and why? (if not already indicated)
What is missing?
What is confusing?
  • Assess understanding and utility of page
  • Gain insights into preferences
15 How would you make this page easier to use?
  • Final comments

Research Results: Library staff directory redesign

UX-3822, Redesign staff profile page template

Purpose: Assess usability and clarity of redesigned staff directory with profile pages

Stakeholders: users and staff

Testing date: 8/31/18

Participants: 5 UVA undergraduates

Methodology: “Guerrilla” testing, in which UX staff, some in tyrannosaurus Rex costume, invite students entering Clemons Library to spend 10 minutes of their time to improve a library web page. Coffee and danishes offered to all passers-by.


  • Participants didn’t initially know what or who Library Subject Specialists were, but were able to grasp the concept (“for doing research, to see someone to talk to”) after spending a few moments looking at the page.
    • Structure of the Librarian Subject Specialist page is clear and effective. All could grasp that the organization was by school, then by department.
screenshot of Librarian Subject Specialist view

fig. 1, Librarian Subject Specialist view

  • However, the concept of a “library department” was confusing to participants. When shown the Department tab participants said the page was “unexpected” and that it wouldn’t be useful to them
    • Recommendation: Consider tooltips or another method to give additional description and context for Librarian Subject Specialist and Department tabs
  • The Profile pages were easily grasped and appreciated but not carefully read. Comments included:
    • “Ask Me About” should be higher up because it’s most important
    • Gender pronouns are “inclusive”
    • “What’ ORCID id?”
    • Page is “useful” and “helpful”
    • Recommendation: Put bulleted information at the top of the right column to improve ability to skim
    • Recommendation: Limit Bio and other text blocks to reduce visual clutter and increase white space

      screenshot of a library staff profile page

      fig. 2, profile page

  • Participant suggestions to make the staff directory easier to use echo the recommendation above to give additional description and context with tooltips:
    • “Need a description for Department tab”
    • “Too many tabs, too many options”
    • “Need to understand when to use Subject Specialist or Department”


1 [Go to Staff Directory “Show All” view]
What can you do here?
Assess understanding of how and why to use the library staff directory.
2 What do you think you’ll see if you click on Image View?
[show Image View]
What are your impressions of this page?
Assess understanding of Image View.
Gather impressions.
3 What do you think you’ll see if you click on Librarian Subject Specialist?
[show Librarian Subject Specialist]
What can you tell me about how this page is organized?
Would you use it?
Assess understanding of Librarian Subject Specialist.
Gather impressions.
4 What do you think you’ll see if you click on Department?
[show Department]
What can you tell me about how this page is organized?
Would you use it?
Assess understanding of Department.
Gather impressions.
5 [Go to Profile page]
What are your impressions of this page?
What’s useful?
What’s missing?
Gather impressions of Profile page.
6 How can we make this staff directory easier to use? Evaluate overall ease in using the staff directory.

Research Results: Testing Robertson Media Center and equipment checkout webpages

UX-3833, Guerrilla test Robertson Media Center pages and equipment request process

Purpose: Assess usability and clarity of new RMc pages and equipment checkout pages

Stakeholders: users and staff

Testing date: 8/31/18

Participants: 5 UVA students

Methodology: “Guerrilla” testing, in which UX staff, some in tyrannosaurus Rex costume, invite students entering Clemons Library to spend 10 minutes of their time to improve a library web page. Coffee and danishes offered to all passers-by.

RMC site:

LibCal RMC equipment site:

Project phase one deliverables were to create a landing page and second-level pages. Based on the content, design, and architecture, users are to be able to understand the following:

  • Who the space is for (students, faculty, community members)
  • What services and equipment/spaces are available to whom and how to obtain them
  • This is a place for making, learning, and teaching

The protocol was developed to elicit responses to assess if the goals were met, and to test the response to wording for equipment check out that does not require reserving in advance.


  • After perusing the content and images of the landing page, participants were asked what the space is for, and to describe the space using three adjectives. Their answers reflect a space for making and creating, equipment to use and check out, and help when needed.
    • Four out of five testers described the space as “high-tech” or “technological.” The specific terms “creative,” “useful,” “3-D,” “VR,” “studio,” “check-out,” and “advanced media” suggest that the participants see a space for using and exploring new technologies.
    • Participants used the terms “knowledgeable,” “helpful,” and “supportive,” and phrases such as “people to help,” “assists students,” “help you with stuff,” “classroom,” “tutorial,” “tech support,” and “equipment troubleshooting,” all of which convey help, learning, and teaching.
    • One participant offered that “faces and names [under heading, ‘Who We Are’] makes people more approachable.”
    • Other terms reflect favorably on the environment: “modern,” “variety,” “expansive,” “fresh,” “eclectic.”
  • Four out of five participants correctly identified UVA students and faculty as the audience focus for the RMC. One participant thought RMC might be limited to “STEM or media studies majors.” Two participants also mentioned access by “the public” and “anybody outside UVA” but that they wouldn’t be primary users.
  • No discernible problems with participants correctly interpreting the meaning of terms “No Reservations” or “First come, first served.” Similarly, the RMC equipment page heading, “Walk-up Equipment,” seems to provide enough context to be correctly understood. However, several participants expressed that they also assumed they’d be able to use equipment without training, or that there would be no lengthy check out procedure, or that there would be no need to sign out equipment at all. We recommend avoiding idioms and colloquialisms that may lead to confusion and misunderstanding, particularly for non-native English speakers. To ensure clarity we recommend using plain language phrasing, either “No reservations required” or “No reservations needed,” to be used consistently throughout the RMC and equipment request sites. Additionally, because “Walk-up Equipment” is easily misinterpreted, we recommend changing “Walk-up Equipment” to “No reservations equipment” or similar. Also please review the categories under that heading (for instance, video equipment and cameras must be reserved so instead belong under the heading, “Reservable equipment). Instead of “Browse the equipment collection” button use text more actionable like “Check out equipment” or “Use Equipment.”
  • After having reviewed the RMC landing and second-level pages, participants largely correctly identified who the space is for and what goes on there. Participants were then shown the Equipment page and asked: “If you wanted to use a camera, what would you do next?” Three participants initially thought they would have to go to the RMC desk to check out a camera, and one participant wondered if he needed to use equipment in-house. Four out of five had to be directed to click on “Browse the Equipment Collection” to make a reservation online. Three saw the text, “Training & Reservation Required” and another thought they should search online for a tutorial. All participants saw the links for “Availability” and “More details” but two participants were still unclear what to do next. Most participants clicked on “More details” but didn’t read any of the text. They all saw the calendar and figured out the process of selecting a date by clicking on a green box and logging in via Netbadge. One participant expressed confusion about the difference between red and grey boxes on the calendar, and the use of the term “padding.”
    • Recommendations for all LibCal equipment items, based on above results: Hide “Availability” since reservations can be made under “More details.” Change “More details” to a button, “Use this equipment” that users will see as an actionable thing. Review content and messaging about requirements and training on item pages to reduce amount of text. Highlight the Instructions tab (which no test participant clicked on). Describe specifications of equipment separately from the process to train and check out. Use short, declarative bulleted lists rather than prose to improve clarity and make text more skimmable.


  Question Rationale
1 [Have tester examine the RMC page at]
Based on the contents of this page, what is the Robertson Media Center?
What is this space for?
2 Who can use it? Why do you think that? Who is this space for?
3 What are three adjectives you would use to describe this space? What does the page evoke (friendly, techie, diverse, inclusive, bright…)?
4 [Direct attention to /equipment and to “Walk-up Equipment”]
What does this mean to you?
Probe: How would you describe it in your own words?
(on-demand, walk-up, something else?)
Does walk-up or on-demand resonate? If not, what does resonate?
5 If you wanted to use a camera, what would you do next? Assess understanding of how to get training and how to reserve
Do they see/read “Training & Res Req”?
Go to Equipment
Go to Browse the equipment collection
View More Details or Availability
6 [Go to Location = Brown or Music]
Based on the contents of this page, what can you do here?
[Focus on Dry Erase Markers or Microphone and descriptions]
What can you do here?
How would you describe it in your own words?
Do they see “No Reservations” or Do they see “First Come…”
Do they understand it
Do they click on Availability
Are they confused?
7 How would you rate your ease in using this page, where 1 is very difficult and 5 is very easy? Evaluate overall ease in using the LibCal equipment page.