Abstract

This paper reports on a teaching practice that integrates user experience and technical editing instruction to improve academic library digital content and support students' learning of technical editing as an exercise in user experience. Students, faculty, and academic librarians at California Polytechnic State University, San Luis Obispo (Cal Poly) worked to improve the accessibility and usability of their library's digital interfaces. The paper shares preliminary findings from a study of the teaching practice, exploring how a pedagogical framework for library and technical and professional communication partnerships can be designed, implemented, and evaluated to enhance student learning in technical editing and user experience research and design for social impact. Analysis of a mixed-methods survey resulted in key findings that participants perceived the project to align with their professional goals in technical editing and related fields, enhance their preparation for future academic and professional endeavors, and provide valuable opportunities to practice technical editing skills. Findings suggest that user experience instructional approaches to technical editing, such as the creation of user personas, were particularly notable in supporting students' technical editing skill development. Recommendations for future library and technical editing course partnerships include expanding user experience instruction in technical editing courses, further developing a model for technical editing as user experience, and deepening collaboration between librarians and students.

Disciplines

Library and Information Science

Number of Pages

7

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URL: https://digitalcommons.calpoly.edu/lib_fac/144