User-Centered Design and the LIS Curriculum: Reflections on the UX Program at Pratt Institute

User-Centered Design and the
LIS Curriculum:
Reﬂections on the User Experience
Program at Pratt Institute
Craig M. MacDonald, Ph.D.
Assistant Professor
School of Information & Library Science
Pratt Institute

User-Centered Design (UCD) is:
“a structured product development
methodology that involves users throughout all
stages of Web site development, in order to
create a Web site that meets users' needs. This
approach considers an organization's business
objectives and the user's needs, limitations, and
preferences.”
User-Centered Design and the LIS Curriculum | ALISE 2014 | Craig M. MacDonald
2
Source:
usability.gov

Three Principles of UCD
1.  Early focus on users and tasks
–  Start with a thorough understanding of your
users and what they want/need to do
2.  Evaluation
–  Regularly evaluate the design using established
methods
3.  Iteration
–  Continuously update the design based on
evaluation results and/or user feedback
3
Source:
Gould,
J.
D.,
&
Lewis,
C.
(1985).
Designing
for
Usability:
Key
Principles
and
What
Designers
Think.
Communica)ons

of
the
ACM,
28(3),
300-‐311.

The UCD Process
4
Source:
Rogers,
Y.,
Sharp,
H.,
&
Preece,
J.
(2011).
InteracTon
Design:
Beyond
Human-‐Computer
InteracTon
(3rd
Ed.).

Chichester,
UK:
John
Wiley
&
Sons,
Inc.

Is UCD important for LIS?
In a 2012 survey of LIS graduates from UT-Austin
and FSU, it was reported that:
–  93% of respondents agreed or strongly agreed that
“The concepts I learned in my usability/UCD course
have helped me on the job.”
–  94% of respondents were likely or very likely to
regularly “use the general theories and principles I
learned in my usability/UCD course.”
–  But, only 20% of respondents reported being hired
explicitly to do usability/UCD work.
5
Source:
Bias,
R.,
Marty,
P.,
and
Douglas,
I.
(2012).
Usability/User-‐Centered
Design
in
the
iSchools:
jusTfying
a
teaching

philosophy.
Journal
of
EducaTon
for
Library
and
InformaTon
Science,
53(4),
274-‐89.

Why is UCD important for LIS?
Because:
1) Users don’t adjust their behaviors or
expectations when using a library or archive
website.
– Our digital tools will be judged the same way as
Twitter, Facebook, Google, Amazon, etc.
2) Focusing on the user is always important,
whether you’re building a tool or developing a
new service.
6

From UCD to User Experience (UX)
With historical roots in HCI, UCD is the
foundation of the UX profession.
Usability is still a core principle, but a focus on
“experience” broadens the scope of UCD.
– It goes beyond task-based user performance (i.e.,
usability) to the emotional aspects of interacting
with digital tools through multiple devices and in
dynamic contexts.
7
Source:
Law,
E.
L.
C.,
Roto,
V.,
Hassenzahl,
M.,
Vermeeren,
A.
P.,
&
Kort,
J.
(2009).
Understanding,
scoping
and
deﬁning
user

experience:
a
survey
approach.
In
Proceedings
of
the
SIGCHI
Conference
on
Human
Factors
in
CompuTng
Systems
(pp.

719-‐728).
ACM.

Educating UX Professionals
The proliferation of digital technologies has
opened up a myriad of opportunities for trained
UX professionals.
Which, in turn, has created several challenges
for UX education.
– Students need to not just be familiar with a
multitude of methods, but also provide evidence
that they’ve used the methods successfully (and
can effectively communicate the results).
8
Source:
Churchill,
E.
F.,
Bowser,
A.,
&
Preece,
J.
(2013).
Teaching
and
Learning
Human-‐Computer
InteracTon:
Past,
Present,

and
Future.
ACM
InteracTons,
20(2),
44-‐53.

The UX Program at Pratt
General premise:
– Since LIS professionals possess expertise in
information organization, retrieval, use, etc., they
can be valuable contributors to UX projects.
Thus, an LIS-based educational program should:
– Build on established LIS competencies
– Cover a range of design/evaluation methods
– Offer opportunities for practical experience
– Help students connect with industry professionals
9

0. UX Program: Foundation
Program-level student learning outcomes:
1.  Research
•  Students carry-out research, apply critical thinking, and use research
methods effectively to assess information environments and issues.
2.  Communication
•  Communicate effectively across digital media and produce
professional writing.
3.  Technology
•  Use digital tools and technology effectively and apply technical skills
in meaningful ways to investigate, analyze, and present information.
4.  User-Centered Focus
•  Apply and represent user-centered perspectives and demonstrate
knowledge of diverse of user communities
5.  LIS Practice
•  Produce professional-level work, advance and contribute to the LIS
field, reflect ethical and legal practices, and keep pace with current
trends.
10

Research
Use qualitative
and quantitative
research methods
Communication
Create and
convey content
through social/
digital media
Technology
Use digital tools
effectively and in
meaningful ways
User-Centered
Focus
Understand user
needs and
perspectives
LIS Practice
Work within the
framework of the
profession
0. Pratt SILS MSLIS Program-Level Student Learning Outcomes

1. 12-credit Concentration
Two required core courses:
– LIS-643: Information Architecture & Interaction
Design (design methods)
– LIS-644: Usability Theory & Practice (evaluation
methods)
Two electives:
– Advanced Topics: Human Info Behavior, Research
Methods, Info Visualization, Topics in UX
– Contexts/Technologies: Digital Humanities, Digital
Libraries, Programming for Cultural Heritage,
Digital Content Management, Web Production
12

Research
Use qualitative
and quantitative
research methods
Communication
Create and
convey content
through social/
digital media
Technology
Use digital tools
effectively and in
meaningful ways
User-Centered
Focus
Understand user
needs and
perspectives
LIS Practice
Work within the
framework of the
profession
1. 12-credit UX Concentration
LIS-643
Information Architecture & Interaction
Design
Design Methods
LIS-644
Usability Theory & Practice
Evaluation Methods
Advanced Topics
Research Methods
Info Visualization
Human Info Behavior
Topics in UX
Contexts/Technologies
Digital Humanities
Digital Libraries
Cultural Heritage
Programming
Content Management

2a. Student Interest Group
The Pratt UX/IA group was launched in March 2013 and
became an officially designated student group in September
2013.
–  Led by an elected 4-member executive committee (2 co-chairs,
secretary, community manager)
Activities:
–  Hold monthly meetings around a specific topic, with occasional
guest speakers (UX portfolios, freelancing, mobile UX, library
UX, etc.)
–  Offer technology tutorials (Axure, Omnigraffle)
–  Coordinate trips to local UX events (2013 UX Awards)
–  Organize UX site visits (Bloomberg, Google)
–  Maintain a website with helpful UX resources (ux.prattsils.org)
–  Maintain a dedicated UX e-mail discussion list
14

Research
Use qualitative
and quantitative
research methods
Communication
Create and
convey content
through social/
digital media
Technology
Use digital tools
effectively and in
meaningful ways
User-Centered
Focus
Understand user
needs and
perspectives
LIS Practice
Work within the
framework of the
profession
LIS-643
Design
Design Methods
LIS-644
Evaluation Methods
Advanced Topics
Research Methods
Info Visualization
Human Info Behavior
Topics in UX
Digital Humanities
Digital Libraries
Cultural Heritage
Programming
Content Management
2a. UX Student Interest Group
Events
Guest Speakers
Helpful Resources
Tutorials
Tours/Site Visits

2b. Consulting Group
Give students opportunities to apply skills learned
in their coursework to real world projects.
So far, completed six projects with 19 different
students:
–  Brooklyn Visual Heritage UX Evaluation (7 students)
–  Linked Jazz 52nd Street UX Evaluation (6 students)
–  Pratt CCPS Usability Study (8 students)
–  NYU Card Sorting Study (3 students)
–  CUNY Academic Commons Usability Evaluation (2
students)
–  Social Gifting UX Design (6 students)
16

Research
Use qualitative
and quantitative
research methods
Communication
Create and
convey content
through social/
digital media
Technology
Use digital tools
effectively and in
meaningful ways
User-Centered
Focus
Understand user
needs and
perspectives
LIS Practice
Work within the
framework of the
profession
LIS-643
Design
Design Methods
LIS-644
Evaluation Methods
Advanced Topics
Research Methods
Info Visualization
Human Info Behavior
Topics in UX
Digital Humanities
Digital Libraries
Cultural Heritage
Programming
Content Management
2a. UX Student Interest Group
Events
Guest Speakers
Helpful Resources
Tutorials
Tours/Site Visits
Projects with external clients
2b. UX Consulting Group

Recent developments
So far, about 25 students have indicated that they are
pursuing the UX concentration, but I expect that number
to grow this semester.
Some other recent developments include:
–  NYU Libraries UX Practicum
•  6 Pratt students doing a 100-hour internship with Nadaleen
Tempelman-Kluit, Head of new UX Department at NYU Libraries
•  Students assigned specific roles: 1 information architect, 2
interaction designers, 3 usability researchers
–  First Paid UX Consulting Job
•  3 students working with a start-up music discovery service.
–  Pratt UX/IA Speaker Series
•  First speaker: Abby Covert, incoming president of the IA Institute
18

Lessons Learned in Year 1
Institutional, Practical, and Pedagogical

Administrative Support
A critical factor in the early success of the
program was gaining support from members of
the Pratt administration.
SILS Dean Tula Giannini was not just supportive
– she actively encouraged its development.
– She facilitated 2 of the UX consulting projects,
one of which was requested directly from Provost
20
Institutional

Faculty Support
Getting faculty support and buy-in was also
critical.
I received many helpful comments and
suggestions on early drafts of the concentration,
including some great conversations about which
courses would be appropriate electives.
21
Institutional

Student Demand
When I came to Pratt in Fall 2012, I didn’t come
with the intention of developing a UX program.
But, we soon realized many students were
interested in learning how to do UX, and asking
questions about what courses they should take
if they wanted to go into the field.
The program developed organically from there,
but it never would have happened without that
initial student demand.
22
Institutional

Leveraging Current Courses
All of the concentration courses were already
offered at Pratt.
The concentration allowed us to formalize their
relationship and help students select a pathway
through the program.
– I substantially re-developed the two core courses,
but there was pre-existing demand for the topics.
– Selecting the elective courses was relatively
straightforward, as SILS already had a built-in
emphasis on research, communication, and user
needs.
23
Practical

Infrastructure
There is no dedicated usability lab at Pratt, but we
have a number of technology-enabled classrooms.
Once the UX program was formalized, it helped
facilitate getting free (or discounted) licenses for
many popular UX software tools:
–  Axure RP (prototyping) *FREE
–  Balsamiq (wireframing) *FREE
–  Optimal Sort (card sorting) *DISCOUNT
–  Morae (usability testing) *DISCOUNT
–  UserZoom (remote usability testing) *FREE
24
Practical

Student Engagement
While there was pre-existing interest in UX-related
courses, engaging students outside of the classroom has
helped grow the program and generate student interest.
The first idea was to offer students an opportunity to
work on an extra-curricular UX evaluation project.
–  There was immediate interest, as 7 students volunteered
for the first project.
The second idea was to have an informal UX meet-up
every month to get students interested and engaged
with each other and the UX community.
–  About 20 students showed up to the first meeting, and it
eventually grew into the Pratt UX/IA student group.
25
Practical

Student Engagement (2)
Building connections with alumni has strengthened
the program.
A few recent SILS alumni who had just gotten UX
jobs offered to come back and share their
experience with current students, which further
solidified student engagement with the program.
Alumni still attend Pratt UX/IA meetings and
events, and two alumni even volunteered to offer
workshops for current students on using popular
UX tools.
26
Practical

Balance Theory & Practice
Balancing theory and practice is important, but also
quite difficult to do.
Once the UX concentration was launched, it
clarified the role of the two core courses.
–  The core courses only needed to expose students to
different design/evaluation methods; students could
apply these methods in other courses (or through
internships or extra-curricular projects).
Aligning the courses this way helped to strike the
right balance between theory and practice, and
removed the need for “real world experience” to
be integrated into the course.
27
Pedagogical

Interactive In-Class Exercises
As an educational topic, UX lends itself well to
interactive in-class activities designed to help
students apply course content in engaging
ways.
I’ve developed (and borrowed) several activities
of this nature, including:
– Rapid Fire User Research
– Collaborative Sketching
– Icon Exercise (for understanding cognition)
– Team-based Heuristic Evaluation
28
Pedagogical

Portfolio-building Projects
It is now expected that prospective UX
professionals have an online portfolio showcasing
their UX experience.
At SILS, we now require all students to submit an e-
Portfolio consisting of course projects that
demonstrate the five student learning outcomes.
The courses are therefore designed around
individual and group deliverables that can be
added to students’ UX portfolios.
–  Plus, the design course now requires students to
submit a summative “design story” tying together all
of their deliverables into a single package, which can
be added to their SILS e-Portfolio.
29
Pedagogical

Focus on the UX Profession
Our experience so far has re-enforced the need to
ground the program in professional practice.
–  We named it “UX” rather than “Human-Computer
Interaction” because UX was more recognizable
Starting this semester, the courses and projects
were re-organized around different UX jobs.
–  information architects, interaction designers, usability
researchers, etc.
Rather than trying to create a “UX Unicorn,” we
instead help students to focus on specific UX roles
and their associated goals and responsibilities.
30
Pedagogical

Future and Next Steps
The UX program is still less than a year old, so
much remains to be learned.
Moving forward, we plan to:
–  Convert the concentration into an Advanced
Certificate; would be first offered by an LIS program
–  Develop and formalize relationships with industry
professionals to maintain a strong connection to UX
practice
–  Explore additional partnerships for UX-related
internships
–  Develop a dedicated usability/UX lab
–  Assess the program’s impact on placing students in
professional UX positions
31

Thank You
Questions or comments?
Craig M. MacDonald, Ph.D.
E-mail: cmacdona@pratt.edu
Twitter: @CraigMMacDonald
Web: www.craigmacdonald.com
Contact

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