LibGuiding the way: how improved signposting can develop our understanding of student interaction with library electronic resources

Following the successful implementation of the library’s cross-searching web-based service Discover@Bolton, it became clear that a further barrier to access and use of resources was the way in which information about and 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. To resolve the issue, software was purchased and implemented over a period of three months to coincide with the start of the new academic year. The principle objective was simply to improve access, but it has to lead to a far deeper understanding of user behaviour surrounding use of academic material. This paper looks at the way in which 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 student 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. 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