Abstract
In 2015, the University of Bolton successfully implemented Summon. However, it became clear that a further barrier to access and use of resources was how information about the links to resources was presented. Too many entry points and a lack of clarity relating to accessing material meant that some students were not finding the information needed to complete their assignments. The principle objective was to improve access, but it also led to a deeper understanding of user behaviour surrounding use of academic material at the University of Bolton, whose student body has a diverse demographic.
This paper looks at how significant changes to the web presence of subject-specific information has evolved at the University of Bolton, and what analyses of the usage of these pages can tell us about our students’ information retrieval and research behaviour. By appraising the approach to resource access points we can ensure that students’ experiences match expectations: quick, easy access to information that does not depend on significant prior experience or even knowledge: students can put energy into finding and using resources, rather than trying to figure out how to access them at the start of this process. Furthermore, using LibGuides has allowed us to radically change our information for researchers, which in turn is allowing us to underpin Bolton’s mission statement as being a “Teaching Intensive, Research Informed” institution.
The results of this research will be used to inform future developments, including improved methods of engagement with academic staff to ensure that this type of learning environment best suits of the needs of students. It will be demonstrated that small institutions can have incredibly complex information needs, which have presented many challenges.