DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE
FACULTY OF EDUCATION
ABU ZARIA


COURSE CODE: LIBS 882
COURSE TITLE: WEB DESIGN AND MANAGEMENT



DESIGNING YOUR WEBSITE FOR INSTRUCTIONAL
AND
COMPLETENESS: FIRST STEP



REG.NO
MIM/EDUC/5145/2009-2010


BY
ABDULLAHI BILKISU MAHADI



LECTURER
DR.EZRA SHILOBA GBAJE



THE WEBSITE FOR INSTRUCTONAL AND COMPLETENESS: FIRST STEP.

IINTRODUCTION
The Information age has a lot of facilities on the worldwide web as Instructional materials therefore Instructional Designers and Educators needs new Design Models to be able to live up o the expectations of the millions of Internet Users on the worldwide web.
Dick, Carey, and Carey (2001) states that the web is a combination of a variety of other Instructional media from Computer based Instructions (CBI) to interactive multimedia to deliver Information in plain text.
The Design of a model enable Instructional Designers to ensure Instructional websites with the necessary elements to support learning and its objectives, including a delivery medium an Instructional websites with the necessary element to ensure Instructional websites with the necessary elements to support medium and an Instructional medium (paper) that is the website present Information, offer interaction and anywhere on the web.
WEBSITE FOR INSTRUCTONAL AND COMPLETENESS: FIRST STEP.
The Goal and Objectives of website
The websites should be able to take into considerations the overall goals and objectives for the Instructional system and websites, as well as list the major objectives to reach the goals, by using the lists of all details objectives written during analysis be it in list or in clusters for any specific unit of with a minimum of two to six Objectives.
Table
The Table is presented on the web in many ways as text and graphics on the Web pages. Interactions is needed in the able on the web from the various interactions between within the materials itself by way of quizzes, simulations. Connections from the web pages, to other parts of the web, which provide more Information, and also more Interactions.
Information Presentations
The web present Information to users of the websites in the form of text,data,images of all kinds from graphics to photographs,Illustrations,Images,sound and video and so on through links o other web sites which is designed, organize and described other Information and Interaction that will further the goals of the websites.
Interactions on the web
The Designer should be able to provide active learning and Interaction with the Information, Instructor and other Students users, its necessary to decide the kinds of interactions that will help attain the goals and objectives of the website which are varies and many (Liaw and Huang 2000)
THE MODEL
Organizational Structure
INSTRUCTIONAL OBJECTIVES INFORMATION INTERACTION CONNECTIONS
Design an organizational Structure
Provide reference to Books, inside and outside,online lecture on Organizational Structure
The lecture will help users go through the pages and also provide a self assessment at the end Link to other articles, about Organizational Structure on other websites


SUMMARY
The model produce most ensure that Instructional Websites and WebPages should be based on the Users characteristics like how users read and process text on the web pages or the Computer in general, there sense of navigation through the web.(Anderson 1980)
CONCLUSION
Websites are for users therefore designer give glizt, substance, meaningfull interactions while some of the design webs are meaningless, full of nude videos and indiscriminate links, and yet the web is supposed to give designers of the web a way and guide to design instructional websites that will serve users Information needs.
REFERENCE
Ezra Shiloba Gbaje (2010).Effective website design Skills Compiled, ABU Zaria,
Department of Library and Information Science.

summary of Discontinuous Change in University Web Sitessssss: The Relative Importance of Reasons for Change

INTRODUCTION:

We make a distinction between discontinuous changes and incremental ones, such as those
that occur with normal maintenance of Web sites. Discontinuous changes to sites involve more
than mere alterations in appearance, such as changes in the number, nature, and organization of
pages that constitute a site.
The most obvious of these, if not the most important, is that we are all university employees and
have an interest in how they, as a population of organizations, work. Universities are important
organizational forms, having existed for many years and being likely to continue to exist for
many years to come. Understanding why universities make discontinuous changes to their Web
sites seemed to us to be a worthwhile goal.Van de Ven and Poole (1995) provide a comprehensive typology of change models. Their four
categories are:
 Teleological theories (goal oriented) – Change occurs for rational reasons. People have
goals in mind for their organization and seek change to try to meet those goals. Theories
of this type would explain Web site change in terms of better accomplishing the organization’s
objectives.
 Dialectical theories (conflict) – Change occurs in a process of competition between ideas
or for resources to accomplish different objectives. Theories of this type would explain
Web site change in terms of changes in the organization’s political landscape.
 Life cycle theories – Change is seen as a normal progression through phases, analogous
to the well-known marketing model of brands having a life cycle. The brand is established
(birth), enters a youthful phase when the product is seen as fresh and young, matures
into a well-known product, and then dies when the brand is old and stodgy. Theories
of this type would explain Web site change in terms of desire to refresh an aging
brand image.
We believe that these four types of explanation for discontinuous change represent a thorough
coverage of the reasons that we were able to find in the literature and in correspondence with
other researchers.
1. Rational Change: When Web sites are changed to increase effectiveness or efficiency.
Change is required for the organization to accomplish its stated goals. The focus of the
change is on the work to be done, the task to be accomplished, and the objectives to be
met. Objectives may be internal, focused on efficiency and internal processes, or external,
focused on better customer relations. The manager seeking rational goal change will set
objectives and establish clear expectations for change outcomes.
2. Political Change: When Web sites are changed to reflect a new regime. A new executive
officer or technology officer required the Web site to change as a way to show his/her influence,
the “new broom sweeping clean,” or to clear out images and mechanisms from
the previous regime. It was not a requirement that the site work better or adhere to better accepted
design principles, just that it be different from the previous site. Users should
see that the new site is clearly connected to the new blood in the organization.
3. Marketing Change: When Web sites are changed to freshen up the organization’s brand
image. Web site design for an organization is a reflection of the organization itself and its
“brand”. All brands need occasional refreshing. This brand freshness will keep the brand
in the consumer’s eye and keep the look contemporary. Without routine brand image
change a once-novel look will become old and dated, leading to a consumer perception of
staleness and stolidity. A changing organization needs a changing brand image.
4. Institutional Change: When Web sites are changed to improve fit with peers. The organization
sees itself as being part of an ‘organization field,’ a collection of similar organizations.
These other organizations are the focal organization’s reference group. When
enough of the reference group changes in a given direction, or even one key referent
changes, then the focal organization changes in the same way to maintain a match with
the other. The organization changes to keep its membership in the group, so that others
can see it as falling in the same group of organizations.
Dawson and Buchanan (2005) argue that technological change occurs as part of complex political
processes that are not well described in terms of simple, linear event sequences. They suggest that
multiple, competing narratives are necessary to capture the reality of such processes and the contexts
in which they occur. According to Dawson & Buchanan, when corporate descriptions of
change processes are produced, they tend to present the firm in a positive light, sanitize the story
concerning the change, and describe how the change occurred in a neat fashion. Because change
can be the result of power struggles, from their perspective, to understand it requires multiple interpretations
of events focusing on the exercise of power over time—before, during, and after
change occurs.the most compelling reasons for
Web site change are rational ones--those that involve increasing effectiveness or efficiency.
Changes required for the organization to accomplish its stated goals may be the ones that will be
viewed as normal, perhaps leading to perceptions of the change being reasonable. When the focus
of the change is on the work to be done, the task to be accomplished, and the objectives to be met,
the motive for the change might be more easily understood and familiar. Speculatively, rational
reasons for Web site change may be the preferred ones to use in arguing for the approval of Web
projects, especially if the argument occurs in a typical university context.

Conclusively, arguments for Web site changes that are based on institutional or political reasons may be
viewed as more unusual. While this does not mean that such arguments are inappropriate or
unlikely to succeed, they may be more likely to stand out, which could mean that they will be
more closely scrutinized by decision makers. Whether this would mean that proposals with such
justifications would be rejected by decision makers more frequently than those justified by rational
or marketing arguments is not clear. This research suggests the need for additional study,
although it does not allow a definitive answer to such questions
SUMMARY BY:

Is-haq Ibrahim MIM/EDUC/3720/2009-2010

Garba Muhammed MIM/EDUC/5083/2009-2010

Ibe Iyabode A. MIM/EDUC/9716/2009-2010

Saidu Mujitaba Baure MIM/EDUC/3603/2009-2010

SUMMARY OF THE ARTICLE “THE ACADEMIC LIBRARY AS A GATEWAY TO THE INTERNET: an analysis of the extent and nature of search engine access from academic library home pages.” BY CAROL A. WRIGHT

BY:
OZIOKO, STANLEY C. MIM/EDUC/6670/2009 – 2010
UMAR, AHMED MIM/EDUC/5686/2009 – 2010
SANI ONEKUTU JOB MIM/EDUC/7531/2009-2010
AHMDU BELLO MIM/EDUC/0365/2009 - 2010
HASSAN SALIHU MIM/EDUC/3495/2009 - 2010

Librarians often see the library as the primary gateway to information for the University community. In the presentation of collection and services on library home pages, libraries often provide inadequate paths to resources, and other navigational tools. A library webpage is the most common vehicle for the delivery of instructions and information; yet, library web pages often fail to serve as a campus gateway to external resources. Academic librarians assert their role in support of their institutions by developing comprehensive instruction programmes that integrate the internet with licensed library resources.
The study was aimed at determining the manner in which academic research libraries present links to their web sites to search engines and guides to using internet. In the literature review, it was observed that recent studies had indicated that undergraduates regarded internet as a primary information resource and that reliance on the internet was increasing. For instance, the report of the Pew Internet Project found that students use the internet more than the library while searching for information. The OCLC White Paper on Habits of College Students also reported that students’ first choice among web resources were search engines and course specific web sites.
Studies also show that students appear to value convenience and delivery speed more than quality of information. Because of easy access to the web, undergraduates don’t use library collections as much as they use the internet and in the absence of quality information search tools on the surface, this may imperil the quality of learning. Faculty is usually skeptical of the reliability of the information obtained from the web by students, and their ability to evaluate them. Although students consider themselves able to use internet information technology, they are unable to meet the expectations of their faculty experts.
On the usability of library websites, many studies have reported difficulties users experience in navigating academic library websites. Some of the challenges include: an obvious need for clearer, simpler terminology to facilitate navigation and decision making; use of library jargon; interpretation of menu labels, understanding the content of categories and knowing when to start; inadequate structuring of websites to respond to information tasks; inability to extrapolate from the list which tool / service is best suited to help them; unclear labels such as resources, databases, research which obfuscate the content of the library website.
Libraries are increasingly using the web to direct users to resources beyond their own licensed collections, but there is a striking and disturbing inconsistency among libraries in the presentation of these internet searching resources. Libraries that don’t offer high quality internet search engine links, user guides, and instructions lose a great opportunity to attract students and to position themselves as the primary gateway for information. Academic libraries can significantly enhance access to internet searching resources by focusing attention on the vocabulary, web-page design and content.
Academic libraries consider that part of their mission is to serve as the gateway to information in their institution. A well designed presentation of internet searching content is an opportunity to help clear blurred user impression of library resources versus internet resources. Librarians should demonstrate that they are positioning themselves to meet the challenges of the new information environment.

Information Literacy as a Catalyst for Educational Change. A Background Paper

Information Literacy as a Catalyst for Educational Change. A Background Paper
Bruce, Christine S. (2004) In: "Lifelong Learning: Whose responsibility and what is your contribution?", the 3rd International Lifelong Learning Conference, 13-16 June 2004, Yeppoon, Queensland.
By
Musa Salih Muhammad MIMEDUC/7995/2009-10
Salisu Ramat Umar MIM/EDUC/9113/2009-10
Zakari Andrew MIM/EDUC/6517/2009-10

Introduction:
Information literacy is a natural extension of the concept of literacy in our information society, and information literacy education is the catalyst required to transform the information society of today into the learning society of tomorrow. Across the world, educators in primary, secondary, tertiary and professional education contexts have been developing strategies and policies for designing learning opportunities that will enable learners to take advantage of the information and communication infrastructures available to them. This paper, a reprint (with permission) of Bruce's paper in the proceedings of the UNESCO Information Literacy Meeting of Experts, provides a background discussion of information literacy as a catalyst for educational change.

Christine Bruce makes reference to how in Australia library schools try and expose IL to students in their courses and that once qualified they are encouraged to do the Graduate Certificate in Learning and Teaching. As Bruce says:
“There is no point in teaching IL if you are not experiencing it in your own learning…Being a librarian is not just about librarianship, it’s also about being a teacher, a manager, a whole range of different things – you have to see yourself as an educator and a librarian.”
“Research suggests that, although UK information departments regard information skills training as important, the extent to which these skills are specifically embedded within course curricula is inconsistent. And partnerships between faculty and academic library staff, providing a co-ordinated approach to learner support, are not as widespread as one would hope.
Bruce’s three main approaches
Bruce identified three main approaches characterizing IL.
Behaviourist model
“Information literacy is defined in terms of attributes and skills that can be learned and measured objectively.”
Constructivist model
“The individual is seen as constructing his/her own representation of what is being learned, and where the emphasis is on the development of critical thinking and problem-solving competences.”
Relational model
“The relational model frames information literacy into seven different ways of experiencing information use through the learner’s active and reflective engagement with the relevant information practices. This therefore approach focuses on the user’s interpretation, or conception, of the various stages of information literacy.
• Information technology (IT) conception, which associates information literacy with the use of IT to gather and communicate information.
• Information sources conception, in which information literacy is perceived as the knowledge of sources and the ability to access these directly, or indirectly via an intermediary.
• Information processing conception. Information literacy here is seen as ‘executing a process’ (Bruce, 1997: in which a new situation is tackled through the use of an appropriate strategy to find and use information. The nature of the process varies according to the participant who is engaging in this process.
• Information control conception. Information literacy here is associated with the effective control and manipulation of information through the use of mechanical devices, memory or IT.
• Knowledge construction conception, in which information literacy is perceived as ‘building a personal knowledge base in a new area of interest’ (Bruce, 1997 Bruce stresses that this differs from the storage of information, because it involves the application of critical analysis of the information read.
• Knowledge extension conception, which envisages the application of knowledge and personal perspectives that lead to new insights.
• Wisdom conception, which is associated with the wise and ethical use of information considered in a wider historical or cultural context, such as historical or cultural perspectives. In addition, the information here undergoes ‘a process of reflection which is part of the experience of effective information use’ (Bruce, 1997)
Clear strategy of collaboration between faculty, library and administrative staff to ensure flexible provision Embedded approach (ACRL, 2000; Bundy, 2004) Top-down & Bottom-up (Lantz et al, Stubbings et al)Learning and teaching institutional strategies
Critical and reflective pedagogy (Lantz et al, Whitworth, Hepworth et al) Learning and teaching provision by staff Learning outcomes (Stubbings et al) Prevention of plagiarism

Designing Your Web Site for Instructional Effectiveness and Completeness: First Step

By Aaron Williams(MIM/EDU/2294/2009-2010)

Introduction

The World wide web has evolve over the years with increasing and relevant capabilities that if efficiently exploited and if the non standardized proliferation of web site can be tackle will become a remarkable means of presenting instructional materials that will enhance both learning and teaching methods to the benefits of stakeholders

Because most of the instructional materials on the web are setup my individuals that do not have good training as instructional designers; they end up with web sites with random and complex hyper links and have reduces the capabilities of the world wide web that ought to have exploited for enhanced, improved and efficient delivery to mere reproduction of the instructional materials that would have been simply and inexpensive on papers.

The web should be use as a true instructional medium by exploiting the possibilities that come with it and the unique capabilities that will distinguish it from other medium and justify the use of it over others.
Websites designers by exploiting the capabilities of the WWW can enhance learning and teaching by breaking down the information into small chunk and make more explanations available.

The Model

The model adapted in the designing of an instructional material on the web should be in such a way that it doesn’t over work the working memory of the user and cluster can be use to break down the overall objectives and directly relate an objective to the part of information that seek to achieve that objective.

Information Presentation

Presentation of instructional materials on the web can be enhanced by combine use of text, sound, maps, pictures, audio, video, animations etc using this tool improve learning and comprehension rate which has given the web base instruction medium an edge over other means.

With the intended usage of the capabilities of the web some certain consideration should be considered like keeping the web page as short as possible, independent of other pages as possible and with one or two points. The navigation like should also be in sequence and orderly among others.

Interaction on the Web
This is to give active learners an opportunity to interact with the instructional materials which are in form of exploration of the course content, submits quizzes, online test, Tutorials, Case studies, Assignments and discussion forum.

Comment: Designing Your Web Site for Instructional Effectiveness and Completeness: First Step
The document emphasized and argues for the need in the standardization of instructional materials published on the web where both the designers and content providers will be adequately trained and vet before he/she can be allow to publish important information such as instructional and learning tools. This will ensure that information obtained from the various website can be reliable and use to trained future professionals that will be entrust with responsibilities of nation building.