hall website evaluation report final

7/31/2019 Hall Website Evaluation Report FINAL

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Susanna Hall

IST611, Professor Pam Berger

Assignment 2, Task #1

Comprehensive Evaluation Report

April 1, 2011

Title of website: Rye Middle/High School Media Center

URL: http://media-center.ryecityschools.schoolfusion.us

Evaluation Consultant: Susanna Hall, Syracuse University MSLIS student

Contact: [email protected]

Goals/Learning Objectives

Demonstrate the ability to evaluate a technology used in an educational environment.

Report evaluation results and offer constructive suggestions for improvement.

General Description of the Website

The Rye Middle/High School Media Center Web page is housed within the official

website of the Rye City School District in Rye, NY (http://ryeschools.org/). Its purpose is to

inform the students and staff of Rye Middle School and Rye High School about the resources

available at their shared library. It is a single, static page without access to menu bars or sidebars

for navigation. A sans-serif font is used consistently, with some color variation, on a white

background.

The content on this page, from top to bottom, includes:

A small panoramic color photo of the library facility

Address, phone, and hours information

A welcome paragraph with basic collection and facility information
http://ryeschools.org/mailto:[email protected]://ryeschools.org/http://ryeschools.org/mailto:[email protected]:[email protected]://media-center.ryecityschools.schoolfusion.us/http://media-center.ryecityschools.schoolfusion.us/


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An announcement about the AccessMyLibrary iPhone app (in bold orange font with a small

linked icon through which users can download the app)

A Subscription Databases text box with Internal Access and External Access links in red

A Library Links text box with headings in red text: four expandable headings and five non-

expandable links. The five latter links include one-sentence annotations.

To the right of these two text boxes, in a narrow right column, are two final sections:

Library Files contains folders titled High School Research Resources and High

School Summer Reading with Microsoft Word documents inside.

Department Contacts includes three staff names with email & phone contact info, but

no titles

A number of hits counter

Unique features of this page:This Web page is a sub-page (called a Classroom Page or

FusionPage) of the Rye City School District site, which uses a a template created by

SchoolFusion, an educational website content management company. The sites header, main

menu, sidebar, and footer remain static when Classroom/Fusion pages are being viewed on the

site. Many overall design and functionality elements of the site (colors, logos, sidebar location,

navigation, search, help, site map, download speeds, and translation options) are not within the

control of the library staff, so any weaknesses in these areas would best be attended to by the

districts website administrator or SchoolFusion itself.

Brief Description of the Evaluation

The Rye Middle/High School Media Center Web page is being assessed using two

evaluation instruments--The WebMAC Professional (version 2.0) (2004) and Content ValidityScale (1999)--designed by Dr. Ruth V. Small and Dr. Marilyn P. Arnone, professors at Syracuse

Universitys School of Information Studies and Directors at the iSchools Center for Digital

Literacy. Small and Arnones instruments are based on expectancy-value theory and have been

tested and validated with hundreds of users (2008). The authors state, The Website

Motivational Analysis Checklist (WebMAC) instruments evaluate themotivational quality of

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websites. A website with high motivational quality contains those features that motivate

customers to visit, explore, and return to a website. These instruments are intended for use by

educators to evaluate the sites they use in their teaching or for student learning.

The criteria measured by the thirty-two items on the WebMAC are unique in that they

assess web content and design elements that are motivational along a value dimension ofstimulating and meaningful content, as well as elements that determine expectation for

success by being organized and easy to use. Other web evaluation instruments do not

directly attend to the motivational quality of educational websites (for instance, the A&TRT

Website Scorecard designed by Neal and Herzig, 2007). Assessing motivation is essential

because educational websites should be viewed by student and staff users as stimulating and not

simply functional. The WebMAC asserts that if website design and content are not attractive,

eye-catching, pleasing, unique, interesting, and interactive--thus stimulating users to be curiousand explore the site--a website cannot be considered awesome.

The ten items on the Content Validity Scale do not directly measure the motivational

aspects of a website. As an earlier iteration of the WebMAC instrument, eight out of the ten items

on the Content Validity Scale clearly overlap with items on the WebMAC. Therefore, this report

will attend only to the items that are unique to this instrument, namely:

#4:If the website presents concepts or principles in its domain (e.g. science, art), they

are appropriately presented without confusing or missing information.

#6: The content is appropriate for the intended audience.

Evaluators and Methods

The three evaluators were Susanna Hall, MSLIS student, teacher, Boston Public Schools;

Consultant A, College Counseling Coordinator, Boston Public Schools; and Consultant B,

Director of Communications at a Boston nonprofit organization. The evaluators independently

assessed this Web page using the two instruments.

The steps taken to complete the WebMAC instrument are as follows: First, for each of the

thirty-two items listed, the evaluator chooses a number to rate that item in relation to the

website. A 3 means they strongly agree, a 2 means they somewhat agree, a 1 means they

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somewhat disagree, a 0 means they strongly disagree, and NA means that the item is not

applicable to the website. If there are NA items, the evaluator is asked to go back afterwards

and mark each one using a 0-2 number scale that rates whether or not the website could benefit

by including that item. Once the items all have a score, the scores are transferred evenly into four

columns and totaled to get the SMOE scores--the totals that indicate howstimulating,

meaningful, organized, and easy-to-use the site is. These four numbers are then transformed onto

a SMOE graph [my title] that allows the evaluator to see the overall motivational pattern of the

website--is it highly motivating, needs some improvement, or needs much improvement,

and in which areas? The scores are then combined and plotted on a X/Y grid in order to get an

overall motivational quality score for the site. Finally, there are two yes or no questions and

two open-ended questions about the strengths and areas for improvements of the site.

The Content Validity Scale is a much simpler instrument, with no advanced scoring orgraphing functions. It is a simple list of ten items that are to be rated on a scale from 1-5, in a

range of strongly disagree (1) to strongly agree (5).

Evaluator results were sent to Susanna Hall and were added and plotted according to the

directives of the WebMAC instrument. Brief phone conversations between Susanna Hall and

consultants A and B allowed for a discussion of evaluators responses to the yes or no

questions and thoughts about the websites greatest strengths and areas for improvement. The

two unique items on the Content Validity Scale were also discussed.

Synthesis of Overall Findings

The three evaluators of the Rye Middle/High School Media Center Web page reported

remarkably consistent results on both instruments. Before reporting on the item results of the

WebMAC and Content Validity Scale, here are the overall findings from the four questions posed

at the end of the WebMAC instrument:

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There is enough at this website to warrant a return visit.

YES. The evaluators imagined they were staff and student users of the Web page, and

agreed that these users would be likely to return to the page because it is the repository of

the online resources they need access to on a regular basis for academic research: the

library catalog, subscription databases, and other online resources. They may also return

to get contact information for the library and its staff.

I would recommend this website to my colleagues.

NO. The Web page, beyond providing needed content for its intended users, does not

stand out in terms of stimulating or interactive content or design.

What is the greatest strength of this website?

This is a utilitarian Web page with a very clear and consistent informational purpose and

no redundant or unnecessary content. The content and links posted on the page have been

thoughtfully chosen and annotated. Students and staff can easily access their library

catalog, nearly sixty subscription databases, four local library sites, thirteen useful

internet sites, and an online dictionary and Purdue OWL writing resource links. They can

easily find contact information for their library and link to the AccessMyLibrary School

Edition iPhone App.

What needs improvement at this website?

This Web page is not very stimulating, particularly for student users. It contains only one

photograph, does not contain any interactive elements, and the annotations may not be

simply or engagingly written enough for middle school users. The resources effectively

address a wide variety of academic research needs, particularly for older students, but

there is room to grow. For example, there are no resources related to independent readingor writing (i.e. popular reading titles or creative writing links), technology or new media

tools (i.e. Photoshop or social networking tutorials), or copyright. Though middle school

appropriate resources are included (click on Subscription Databases > Internal Access >

Encyclopedias to find leveled encyclopedia links), many resources are likely to be too

advanced for middle school users (i.e. the Purdue Writing Lab).

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WebMAC Professional (version 2.0) Results

The WebMAC instrument evenly divides its thirty-two items into four categories, labelled

S for howstimulatingthe website is, M for how meaningfulthe website is, O for how

organizedthe website is, and E for how easy to use the website is. The numbered scores for

each item are plotted onto a line graph. The results for the Rye Middle/High School MediaCenter Web page are graphed below:

These results show that the Rye Middle/High School Media Center Web page is highly

motivating in the measures of Meaningfulness and Organization and needs some

improvement in the measures of Stimulation and Ease of Use.

Notes on Meaningfulness and Organization: The carefully chosen and annotated research

resources are credible and have the potential to become meaningful and valuable for high school

and adult users. They are current and unbiased. The Web page designers have a solid command

of how to organize content effectively within the link and files boxes provided in the

SchoolFusion page template.

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Notes on Stimulation and Ease of Use: The layout of the site could be more stimulating, as has

already been mentioned. In terms of ease of use, this page received some low scores because it

does not have a help button or a search function. (This is the fault of the SchoolFusion

template--a help element is not included, and the search function does not search group,club, or classroom pages on the site.) Because many of the ease of use elements of this page are

out of the control of the pages creators, the E score here is unfairly skewed. For this reason,

the recommendations and suggestions for improvement below will mainly focus on the

stimulation category.

The WebMAC instrument also requires evaluators to plot their SMOE number scores

on a scatter plot with X and Y axes in order to get an overall motivational quality score. Here,

the S and M numbers are added to create a Value dimension score (31 total) and the O and

E numbers are added to create an Expectation of Success dimension score (36 total). The

averaged results for the Rye Middle/High School Media Center Web page are plotted below

(only the upper right quadrant of the plot is shown):

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These results show that the Rye Middle/High School Media Center Web page is an Awesome

Website in terms of its overall motivational quality. When added and plotted, the pages high

scores in the meaningfulness and organization measures somewhat mitigate its lower scores

on the stimulation and ease of use measures.

Content Validity Scale Results (for two unique items only)

#4:If the website presents concepts or principles in its domain (e.g. science, art), they

are appropriately presented without confusing or missing information.

On average, the evaluators gave this item a neutral score of 3, since this Web page is

not subject-specific in the way that a content teachers page would be, but it does provide

subscription database links that are helpfully organized into content areas.

#6: The content is appropriate for the intended audience.

On average, the evaluators gave this item a 2, which amounts to a somewhat disagree

score. The majority of the content seems to have been chosen to meet the research needs

of high school students and adults. Also, the annotations are accessible to skilled readers,

but will likely be difficult to understand for lower skilled readers and middle school

students.

Recommendations/Suggestions for Improvement

Although it is challenging to design a stimulating and comprehensive library website

within the confines of one static Web page, it can be done, and the Rye Middle/High School

Media Center can get there by getting creative and using the additional FusionPages

functionalities that are available.

Design suggestions to improve stimulation and curiosity:

Currently this Web page uses the links and files functionalities, but it can also use

announcements, discussion topics, a library-specific calendar, blog, wikis, podcasts, slideshows,

streaming video, and CIPA compliant messaging (CIPA is the Childrens Internet Protection Act).

User interactivity and engagement can improve by adding just one of the following tools:

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discussions, a blog (with post comments enabled), a wiki, and/or the ability to instantly message

or chat with a librarian. Visual stimulation and curiosity can be piqued by using a slideshow, a

podcast, or a video link. Perhaps a video tutorial on how to navigate a commonly used database

could be made using free Jing screencasting software. Additionally, the library photo should be

made larger if possible to create a more engaging header for the page. This is a gorgeous

panoramic shot of the library, and it displays a welcoming and well-organized facility, but it is

currently quite small and its details are hard to discern. Finally, adding small photos of the library

staff, with names and job titles in captions, would add to a welcoming atmosphere for the page.

Content suggestions to improve stimulation and curiosity:

Add fun resources that meet additional information needs of student users. Independent

reading links could lead users to book lists with popular titles and genres (Amazon orGoodreads

lists, for example). Students who write poetry or fan-fiction could be directed to sites through

which they can publish their work, and students who create images or music could be directed to

free, web-based image and audio editing tools. Students could learn about respecting copyright

notices on others work and applying Creative Commons licensing to their own creative work.

Suggestions to improve appropriateness of content for middle school users:

Page designers might consider creating a new link box with resources that specifically

target middle school student users; the links could be made more engaging by inserting eye-

catching thumbnail images. More appropriate academic writing links could be added to this box

as well, since the Purdue OWL site is not aimed at a middle school audience. The language and

length of the resource annotations should also be simplified and made more engaging for middle

school users.

Two overall design suggestions:All of the links on this page are located below the fold of the browser (see Figure 1 on

page 11), which means that users are required to scroll down the page before they can access a

resource. Effective Web pages should include the most important and/or frequently used

resources above the fold so that users can see and access them right away. To this end, this

page should be redesigned so that the library catalog and database links are prominently

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displayed at the top of the page. The welcome paragraph could be shortened or moved lower on

the page. It takes up a lot of real estate above the fold, and will mainly be of interest to adult

visitors to the site.

Lastly, in the August-September, 2009 edition of the ALA-published journalLibrary

Technology Reports, David Lee King, a public library branch manager from Kansas, contributed

a seven chapter report filled with excellent recommendations for library website designers, titled

Building the Digital Branch: Guidelines for Transforming Your Library Website (accessible via

the Gale General OneFile database). This report argues that a library website should be a vital,

functional resource for patrons, and its emphasis is on creating a user-friendly website that

includes some of the interactive opportunities provided by Web 2.0 tools. The chapters begin

with the initial needs assessment and design stages and then move on to the creation,

enhancement, and assessment of a library website. The three chapters that are most appropriate

for the Rye Middle/High School Media Center Web page at this time are Chapter 4: Building

the branch, Chapter 5: What to do once your site is built, and Chapter 6: Creating

community at your digital branch. Mr. King is also presenting a online workshop on this topic

through ALA Techsource on June 8, 2011 ($50 to register).

Reflection on the Experience

Evaluating library websites allows us to plan for, reflect upon, and continually create a

robust digital experience for our online users, and the WebMAC instrument is a valuable tool for

this job. Of course, there are other criteria for designing effective and engaging websites, but the

WebMAC gets at some of the most important criteria related to user-friendliness and motivation.

Neal and Herzig (2007) also suggest measuring ADA compliance, the good first impression a

website can create, elements that demonstrate community orientation, and search engine

optimization. As websites move from their initial versions to their revised and enhanced

versions, usability testing is another area that should be researched so that librarians canobserve how users are actually navigating through and using their site.

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FIGURE 1

Above the fold content

as of 3/13/11


as of 3/13/11

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as of 3/13/11

Below the fold content

as of 3/13/11


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References and Resources

King, David Lee. "Building the branch."Library Technology Reports 45.6 (2009): 16+. General

OneFile. Web. 13 Mar. 2011. Retrieved from http://find.galegroup.com/gtx/infomark.do?

&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=ITOF&docId=A207461275&source=g

ale&srcprod=ITOF&userGroupName=massb&version=1.0

King, David Lee. "Creating community at the digital branch."Library Technology Reports 45.6

(2009): 30+. General OneFile. Web. 13 Mar. 2011. Retrieved from http://

find.galegroup.com/gtx/infomark.do?&contentSet=IAC-

Documents&type=retrieve&tabID=T002&prodId=ITOF&docId=A207461277&source=g

ale&srcprod=ITOF&userGroupName=massb&version=1.0King, David Lee. "What to do once your site is built."Library Technology Reports 45.6 (2009):

23+. General OneFile. Web. 13 Mar. 2011. Retrieved from http://find.galegroup.com/gtx/

infomark.do?&contentSet=IAC-

Documents&type=retrieve&tabID=T002&prodId=ITOF&docId=A207461276&source=g

ale&srcprod=ITOF&userGroupName=massb&version=1.0

Neal, D., & Herzig, C. (2007). A&TRT's website scorecard: Evaluate (& improve) your library's

website. Texas Library Journal, 83(2), 56, 58, 60-1. Retrieved from Library Lit & InfFull Text database

Small, R. & Arnone, M. (1999) Content Validity Scale. Retrieved from http://

informationliteracy.org/users_data/8442/IST61111.ContentValidityScale.Fall2006.doc.

Small, R. & Arnone, M. (2008). Website Motivational Analysis Checklist (WebMAC) and

Content Validity Scale. Retrieved from http://digital-literacy.syr.edu/projects/view/59.

Small, R. & Arnone, M. (1999, revised 2004). Website motivational analysis checklist

(WebMAC) Professional (v. 2.0). Retrieved from

mauer.wikispaces.com/file/view/WebMAC+Pro+2.0+with+scoring.doc

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