Lessons From a UX Librarian

Me ready to conduct usability testing in the library lobby, 2019

As I’m beginning my new role with Ad Hoc after 19 years at the University of Arizona Libraries, I recently published this article in Medium: What I’ve Learned as a UX Librarian: 19 lessons over 19 years at an academic library.

Here’s the abbreviated list:

  1. Decision making needs to be clear
  2. Leadership needs to be on board
  3. UX can influence culture and should inform strategy
  4. Students should be on our teams
  5. UX requires research, design, and content
  6. Content strategy is critical
  7. Web writing matters
  8. Usability testing pays off
  9. Internal-facing UX is good, too
  10. We need allies and champions
  11. Assessment and UX work should be aligned
  12. Marketing and UX should collaborate
  13. We should make it fun
  14. We need to work with the implementers
  15. Research can be lightweight
  16. We should democratize UX (to a point)
  17. Patience is key
  18. We need to adapt and iterate
  19. We should prioritize what matters most

I’d love to hear from others what resonates and what I might have missed, either in comments here or on the Medium post!

Vanna from Wheel of Fortune in front of complete puzzle reading: I had a good run
Timely Wheel of Fortune puzzle, May 2022

Tips for Making Better Forms

icon of a form

Forms are prevalent across the web, yet so many are poorly designed. They can quickly become a source of frustration.

Last year, Ann Shivers-McNair and I bonded over our passion for form content and design. So we developed a presentation on making better forms for people, presented at edUi last October.

Forms have been on my mind a lot recently, and I thought it would be useful to unpack the presentation into some of the key principles and considerations for easy reference. And I’ve added and slightly revised a couple based on other things I’m learning. So here goes.

3 key principles

Simplicity. Avoid the complicated and unnecessary.

  • Avoid instructions on how to fill out the form
  • Make sure every field serves a purpose
  • Get rid of any unnecessary fields (e.g. phone number, fax number, birthdate)
  • Never require a field if you don’t really need it

Inclusivity. Create forms for everyone.

  • Avoid jargon
  • Avoid legalese
  • Write like you talk
  • Be inclusive in your options

Readability. Use logical sequencing and follow conventions.

  • Be succinct
  • Place field labels above the field
  • Left justify, rag right
  • Allow for lots of white space
  • Use sentence case

Small but mighty considerations

Form names. Make it clear what you’re doing.

  • Start with a precise action verb (e.g. “Apply,” “Request”)
  • Use an action verb in the link to the form, too (e.g. “RSVP for event”)
  • Avoid too many nouns in a row

Optional vs. required fields. Make them intuitive to recognize. (Be aware these conventions are a moving target and may depend upon audience).

  • Most fields should be required
  • Indicate which fields are optional by saying optional
  • Be consistent in how you indicate required vs. optional fields
  • Asterisks are a common convention to mean “required”

Name fields. Make them inclusive.

  • Don’t limit character length (or if you must limit, make that limit 70 characters for full name or 50 characters for first name or last name)
  • Don’t force first-letter capitalization (e.g. charley)
  • Don’t prevent capitalization of a second name or within a name (e.g. Bonnie Jean; McClelland)
  • Allow hyphens in names (e.g. Sykes-Casavant)
  • Use one “Full name” field over separate “First name” and “Last name” field, unless it’s really necessary

Gender fields. Make them inclusive.

  • Avoid binary gender selectors
  • Allow write-in responses
  • Make it optional (when possible)

Selectors. Give clear options.

  • Pick a thoughtful default that’s either the most common answer or the first in a logical sequence
  • Put the most common options at the top, and for longer lists, use alphabetical sequencing
  • Use the right selector for the information you are soliciting (e.g. dropdowns, radio buttons, check boxes)

Question scope. Ask one question at a time.

  • Don’t combine multiple questions into one
  • Isolate the pieces of information you are asking for
  • Use logic to order questions that follow from previous information

Contextual help. Provide helpful hints at the appropriate time. (Be aware these conventions are a moving target and may depend on audience).

  • Use field labels to describe the field, and place them above the field
  • Use help text to provide an explanation or further information
  • Maybe use placeholder text to suggest the type of content you expect
  • Be cautious with placeholder text, and don’t use it as a substitute for field labels or help text

Feedback messages. Provide informative messages at the right time.

  • Make it clear when there are errors
  • Make it clear what any errors are
  • Don’t stress users out with error messages before it’s necessary
  • In confirmation messages, make it clear what the user just did and what to expect next

The slidedeck

Here’s the slidedeck that these tips were based on. It includes a few more details and a whole bunch of examples.

Hope you find this helpful! Please share comments on other things I should add.

Wrapping up the Library Juice Academy UX Certificate

Earlier this year, I helped organize the UX Certificate program for Library Juice Academy. It’s 6 courses, completely online, with each course lasting 4 weeks. I’d previously been teaching the Do-It-Yourself Usability Testing, which was super fun & interesting, so I was happy to add a couple more, and also bring in some colleagues from elsewhere to contribute.

I was lucky to get others on board to help with the curriculum and the teaching:

It’s great to see so many familiar faces in these classes – students taking the entire program. I also see some new faces in each course, which is also fun. We have a mix of students from academic, community college, and public libraries as well as some who are working towards their MLS or who are just seeking some continuing education.

We have in the final month of teaching right now, wrapping it up with Content Strategy for the Web. I am possibly most excited about this course, because content strategy has been on my mind for a long time and I want to share the love. I published an article earlier this year, Developing a Content Strategy for an Academic Library Website, and am currently right in the middle of a search for a one-year Web Content Strategist for our library. I’ve been de facto content strategist, but if we could have someone whose whole job is dedicated to this type of work, that would be awesome. I think we could so some really innovate stuff with our site. And we have some great candidates, which is really exciting. This position has been funded for 12 months, but I am thinking we might be able to justify having a permanent line in this role, depending how the year goes and what we accomplish. We shall see!

Too Many Cooks in the Web Kitchen?

I just came back from edUi 2012. What a great conference – engaging speakers, relevant topics, and lots of opportunities for networking. I hadn’t been before, but would love to go again.

I presented a talk, “Too Many Cooks in the Web Kitchen? A Successful Case of Herding Cats to Improve the User Experience.”


It was standing room only, which proved to me this is an issue near and dear to many of us working on websites for educational institutions. We do have a lot of stakeholders to deal with and a lot of responsible parties. I hope that what I’ve learned will be helpful for others, but I also want others to tell me where they have been successful. I am really happy that I was able to make a lot of connections and collect a lot of business cards – content strategy is a murky area so the more people to talk to (and vent to!) the better.

You can see more information on my talk, including the abstract and audience comments, at Speakerrate.