The design of systems, including digital libraries, is often inspired by what technology makes possible. In user-centered design, design emphasizes users, their tasks and needs. The majority of current digital libraries are not designed for children. For digital libraries to be popular with children, they need to be fun and easy-to-use. This paper…

This paper presents an academic World Wide Web authoring tool called AutoHTML. This tool, a work in progress, is designed to allow the novice user the ability to construct high level Web pages with a consistent look and feel. The system works with a standard Web browser without the addition of component plug-ins. Additional HTML meta-tags are…

Describes the scope, objectives, and status of a study of user responses to public online catalogs conducted in 1982 with Council on Library Resources (CLR) funding. The framework for evaluating the user-catalog interface, data collection, and questionnaire content are discussed, and a copy of the survey questionnaire is appended. (Author/JL)

To test the belief that good designers are the best judges of architectural design, 27 architecture students rated 15 architectural designs by other students. Instructors' ratings were criteria. As predicted, good student designers were not more accurate than poor student designers; average students were most accurate. (Author/SJL)

To identify an easy and effective method by which the classroom teacher can expand student art preferences, this study examined three suggested approaches: habituation; art criticism (Feldman-Mittler Methodology); and art production (studio activities). Combinations of these approaches were studied in interaction with students' grade level. (SJL)

Examines the status of postoccupancy evaluation, which is the study of the effectiveness of designed environments for their human users. Issues addressed include generality, breadth of focus, applicability, sponsorship, methodology, and future directions. (WB)

Explains how to create slide shows via computer using common software programs such as ClarisWorks. Highlights include identifying the audience, organizing the information, becoming familiar with technical specifications of the equipment, the use of text, style consistency, the use of graphics, and the use of color. (LRW)

A review of college and university library home pages concluded that many higher education home pages are badly designed, difficult to navigate, and a poor reflection on the institution. The most common shortcoming was the tendency to create too many links or overly large graphics. An appendix lists points to consider when constructing a home…

Describes the efforts of School Works, a not-for-profit company in the United Kingdom which has developed a secondary school design process that enables communities to create unique school buildings that cater to their own particular needs. Discusses its work with Kingsdale Secondary School in south London. (EV)

Describes the four-step process of designing a library systems office at the University of Illinois at Urbana-Champaign (UIUC): (1) Collect Data: Why Create a Systems Office; (2) Organize and Present Preliminary Data: Educate and Involve Stakeholders; (3) Identify Actions: Write a Plan; and (4) Implement. Addresses the major problems encountered,…

Discusses the basic technical concepts of using graphics in World Wide Web pages, including: color depth and dithering, dots-per-inch, image size, file types, Graphics Interchange Formats (GIFs), Joint Photographic Experts Group (JPEG), format, and software recommendations. (AEF)

An interactive multimedia tutorial system that focuses on the "why" aspect of user interface design is described. The system contains a design exercise, three experts for guidance, and a user group that comments on the usability of the design. Testing results indicate that learners consider more possible solutions to design issues. (Author/AEF)

Describes the process of developing a web page for a history department and/or for the particular courses offered at the university. Asserts that the content should drive the design of the page, information should be chosen that is important to the students, and the content must be easily accessible to them. (CMK)

Discusses online resources that focus on what not to do in Web page design. "Don'ts" include: making any of the top 10 mistakes identified by Nielsen, qualifying for a "muddie" award for bad Web sites, forgetting to listen to users, and forgetting accessibility. A sidebar lists the Web site addresses for the nine resources…