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LIBRARY WEB SITES
Creating Online Collections and Services

A. Paula Wilson

American Library Association

Chicago 2004
A. Paula Wilson is Adult Services Coordinator at the Maricopa County (Ariz.) Library
District. She previously worked as the manager for virtual library services at the Las
Vegas–Clark County (Nev.) Library District and as reference librarian for the
Providence (R.I.) Public Library, in addition to a variety of library positions ranging
from page, clerk, and marketing assistant to librarian, reference department head, and
manager of web services and collections. She received an MLIS from the University of
Rhode Island and a BA in political science with an emphasis in Latin American stud-
ies from Arizona State University. Wilson has been involved with professional library
associations on both the state and national levels and has published articles in local
newspapers and library bulletins as well as in American Libraries and National
Employment Weekly. Recognized as a leader in her field, Wilson has been quoted in the
Wall Street Journal and in Jobs Rated Almanac. She is the contributing editor of the
“Tech Talk” column in Public Libraries magazine.

While extensive effort has gone into ensuring the reliability of information appearing in this
book, the publisher makes no warranty, express or implied, on the accuracy or reliability of
the information, and does not assume and hereby disclaims any liability to any person for
any loss or damage caused by errors or omissions in this publication.

The paper used in this publication meets the minimum requirements of American National
Standard for Information Sciences—Permanence of Paper for Printed Library Materials,
ANSI Z39.48-1992. ⬁

Library of Congress Cataloging-in-Publication Data

Wilson, A. Paula.
Library Web sites : creating online collections and services / A. Paula Wilson.
p. cm.
Includes bibliographical references and index.
ISBN 0-8389-0872-1
1. Library Web sites. 2. Libraries—Special collections—Electronic information
resources. 3. Electronic reference services (Libraries) 4. Digital libraries. I. Title.
Z674.75.W67W55 2004
025.04—dc22 2003021879

Copyright © 2004 by the American Library Association. All rights reserved except those
which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976.

Printed in the United States of America

08 07 06 05 04 5 4 3 2 1
 For my boys
David, Richard, and Brian
This page intentionally left blank
 Contents
Figures ix
Acknowledgments xi
Preface xiii

ONE Planning Your Web Site 1

Why Planning Is So Important 1
Site Development Process 2
Staffing Model 3
Library Planning Documents 6
Content Inventory 10
Style Guides and Standards 11
Housekeeping and “Other Duties as Required” 16

TWO Information Architecture 21

Site Navigation 22
Usability 29

THREE Internet Marketing: Promoting the Library 36

Branding and the Library Image 36
About the Library 37
Creating Sticky Content 41

FOUR Digital Reference Collections and Services 46

Digital Collections 47
E-mail and Chat Reference Service 48

v
vi Contents

Frequently Asked Reference Questions (FARQs) 52

Knowledge Bases 53
Web-Based Instruction 55
Obituary Indexes 60
Referral Services 61

FIVE Library Catalogs and Portals 63

A Look at the Competition 65
Customizing the Catalog 66
A Matter of Semantics: Labeling for Access 69
Content Enrichment 69
External Web Sites: Implications for the Library
Web Site and Catalog 70
A Case Study 73

SIX Licensed Databases and Electronic Books 75

Research Databases and Electronic Journals 76
Electronic Books 86

SEVEN Reader Services 89

RA Web Sites Today 91
Leisure Reading in Academic Libraries 91
Visibility of RA 92
Links to External Sites 93
Reading Lists 93
Subscription Databases 95
Book Reviews 96
Authors Online: E-mail and Real-Time Chats 96
Responding to Readers 97
Book Discussion Groups 98
RA Web Sites Tomorrow 100

EIGHT Content for Specific Audiences 101

Diversifying Your Web Site 103
Young People 105
 Contents vii

Seniors 109
Language-Related Groups 110
Accessibility: Services to People with Disabilities 113

NINE Library Web Sites: Where Do We Go from Here? 119

Administrative Issues 120
Technology 120
User-Centered Design 121
Full-Text Content 121
Third-Party Vendors 121
E-commerce 122
The Companion Web Pages 122

Appendix A: Editorial Calendar 123

Appendix B: Library Web Manager’s Resource Directory 127
Bibliography 133
Index 141
This page intentionally left blank
 Figures
1.1 Calendar of Events, Minneapolis (Minn.) Public Library 5
1.2 Policies Displayed in About the Library, American University Library
(Washington, D.C.) 7
1.3 Strategic Plan, University of Texas at Austin 7
1.4 Content Inventory Checklist 12

2.1 A Site Map on the Brooklyn (N.Y.) Public Library’s Web Site
(http://www.brooklynpubliclibrary.org/search/sitemap.htm) 25
2.2 Site Index, University of Rhode Island Libraries
(http://www.uri/edu/library/siteindex.html) 26
2.3 File Size and Response Times Based on Internet Connection 30

3.1 Support Your Library, Multnomah County (Ore.) Library 40

3.2 Public Library of Charlotte and Mecklenburg County (N.C.) Reader’s Club 41
3.3 E-mail Newsletter, Public Library of Charlotte and Mecklenburg County (N.C.) 45

4.1 Ask! a Librarian, Yale University Library (Conn.) 49

4.2 QuestionPoint Knowledge Base (OCLC) Question and Answer Detail 54
4.3 Interactive Tutorials, Hennepin County (Minn.) Library 55

5.1 Comparing Brief Records 68

6.1 Databases by Tabs, Chicago (Ill.) Public Library 78

6.2 Resource Integration, King County (Wash.) Library System 82

7.1 BookHive, Public Library of Charlotte and Mecklenburg County (N.C.) 92

ix
x Figures

8.1 Asian Pacific American Heritage Month, Las Vegas–Clark County (Nev.) Library 104
8.2 Kid’s Catalog at the Broward County (Fla.) Library 106
8.3 StoryPlace, Public Library of Charlotte and Mecklenburg County (N.C.) 107
8.4 TeensPoint.org, Central Rappahannock (Va.) Regional Library 108
8.5 The William and Anita Newman Library Virtual Tour, Baruch College (N.Y.) 111
8.6 Biblioteca Publica de Phoenix, Phoenix (Ariz.) Public Library 113
Acknowledgments
A debt of gratitude to Renée Vaillancourt McGrath, consulting editor,
who had enough faith in my ability to ask me to write this book. Renée has pro-
vided much-needed guidance and encouragement along the way. I would also
like to thank Eloise L. Kinney, copy editor, whose attention to detail and accu-
racy has helped make this book more understandable for readers. Yvette Dowling
also took the time to provide me with feedback on several chapters. I thank her
for her valuable comments and insight.
I would also like to extend my appreciation to staff at the Las Vegas–Clark
County Library District. Their forward thinking has challenged me to discover
new ways to serve customers through the Web. Additionally, I would like to
express my gratitude to the library profession, especially those authors listed in
the “Bibliography,” who have conducted research to further the development
of online services, as well as those libraries that have created exemplary sites,
many of which appear in screen shots throughout this book. Books like this are
not written without the help of the many people who implement new services
and allow us to learn from them through discussion or literature. Thanks to
those people for sharing that knowledge.
Finally, I would like to thank my husband, Brian Wilson, who kept me on
track with just one word: focus. Without his support, this book would not exist.

xi
This page intentionally left blank
 Preface
T his book was written for library staff as they embark on creating and upgrad-
ing web sites. It provides information on the delivery of online services and col-
lections using the guiding principles of librarianship and established web stan-
dards to help mold library services for the future. The implementation of
interactive features included in a second- and third-generation web site are
explained in detail, as are current trends and issues regarding the delivery and
placement of such services. This book was written for librarians who, in addi-
tion to public service, are also assigned web site responsibilities. This book also
addresses public service aspects of implementing web services, which may pro-
vide technicians with a broader understanding of library services and how tech-
nology impacts them.
My position as a virtual library manager at the Las Vegas–Clark County
Library District afforded me the time to address in detail many of the issues
included in this book. Creating online services and collections for delivery
through an award-winning web site has been the main focus of my work.* This
has enabled me to work closely with a variety of staff members throughout our
organization. We have learned that web work affects virtually every department
in the library. This book not only represents my experiences, success, and fail-
ures, but it also gathers a great deal of pertinent library literature and represents
the collective knowledge available at this time.

* In 2002, the Las Vegas–Clark County Library District web site, http://www.lvccld.org,
received two awards: Best Large Public Library Web Site, from netConnect (Library Journal)
and Dow Jones, and the From Bricks to Clicks Award, from the Technology Business Alliance
of Nevada.

xiii
xiv Preface

As we look toward the future, we cannot forget lessons learned from the
past. In 1992, I began my first full-time librarian position with the Providence
(R.I.) Public Library. Like most eager new library school graduates, I had many
questions and wanted to learn everything! I was awed by the librarians, not just
by how they could answer any questions put in front of them, but more so by
the methodical way in which they answered and their ability to transfer that
knowledge to me. Years later, while serving patrons remotely through digital
reference, many of those principles still apply. Through the Web we have put
a user-friendly face on the collections and services that librarians have been
offering for hundreds of years. I hope that this book will help to strengthen and
expand that tradition.
Planning Your Web Site
ONE
WHY PLANNING IS SO IMPORTANT
Planning for web site development is critical in building and maintaining a sus-
tainable and scalable web site. The planning process helps managers deter-
mine the goals and priorities of the web site, which ultimately aids the web
designer in the site’s design and structure. Library web sites have enterprise-
wide implications, and managers soon realize that upgrades to the site affect
many staff members in addition to the customers the site serves. For example,
the addition of electronic books (e-books) requires the collection development
department to select the titles, technical services to load the MARC records
into the catalog, the marketing department to create promotional materials, the
information technology department to create authentication for remote use, and
staff and public trainers to educate users. Of course, the selection of an e-books
vendor, format, delivery, and the allocation of funds would have to precede all
of these. Managers must realize that the more staff and departments they rely
on to assist in web site development, the longer the process takes; however,
each one is now a stakeholder in the process.
Written goals and objectives help the web manager determine and secure
the resources necessary to accomplish these goals. Budgetary considerations
include staffing, consulting fees, software, and hardware necessary to create
and maintain the web site. The web site serves as a portal for customers to
access collections and services of the library that must also be budgeted for.
Additionally, marketing materials promoting the web site address and its

1
2 Planning Your Web Site

contents and services should be considered. When all is said and done, the
library’s web site may represent a substantial investment, in both financial and
human resources.
The library web site is not only an entity unto itself with its own goals, but
it can also be an instrumental part of helping other library departments achieve
their goals. This may include supporting the goals of the collection development
department, for example, in increasing the circulation of seldom-used materials
or advertising the multilingual materials recently added to the collection.

SITE DEVELOPMENT PROCESS

Initially, one person in the library is responsible for beginning the site develop-
ment process. This is normally a senior staff member who begins to organize
staff, either through a committee or a point person; however, all libraries must
review the site development process. Lynch and Horton state that a complex
web site generally follows six major stages: site definition and planning, infor-
mation architecture, site design, site construction, site marketing, and tracking,
evaluation, and maintenance (Lynch and Horton 2002).
Site definition and planning include defining the goals and objectives of
the web site. Included are not only content and services called for within the
library’s strategic plan, but also the resources needed to create and maintain
them. The site definition and planning phase identifies staff roles, technology,
and budgetary concerns.
Developing the information architecture of the web site includes creating
an inventory of site content in the form of an outline, table of contents, or site
map. Identify programming needs to support various features of the web site—
such as the inclusion of an events database, virtual tour, or web tutorial—that
may require the skills of a contractor or time allocated from staff within the
library’s technology department. Several prototypes representing alternative
designs should be loosely created. “The key to good prototyping is flexibility
early on; the site prototypes should not be so complex or elaborate that the
team becomes too invested in one design at the expense of exploring better
alternatives” (Lynch and Horton 2002, 8).
Site design includes creating content (texts and graphics), functionality
(forms, surveys, search engine), a navigation bar, and templates. Templates
assist web designers in maintaining consistency; the template is simply a web
page that includes all of the materials that you want on each page within the
site. Once the content for the web pages is produced, it is used to populate the
templates, and the site is ultimately constructed.
 Planning Your Web Site 3

Final editing, proofreading, and testing of the site begin. The web site
address should be printed on all advertisements and marketing material, and a
plan incorporating web marketing strategies should be created. This plan may
include a listing in search engines; however, more importantly, the library
should look to its community partners for reciprocal linking. The last stage of
web site development includes tracking usage, evaluation, and maintenance of
the site. Statistical tracking software will assist in identifying how the site is
used. Web managers should build a process to determine pages that will need
to be regularly updated, create a system for adding new content, and allow time
for usability testing.

STAFFING MODEL
Staff members may be dedicated to the web site (web designer), or part of their
duties may involve the web site (network administrator). In smaller organiza-
tions, there may be only one person in charge of the web site, creating content,
making corrections, and, many times, serving on the public service desk. Staff
involvement in web site responsibilities depends on job position, size of the
organization, and goals of the web site.
Based on budget constraints, skill sets, and the size of the library, a combi-
nation of staffing models may work best. The skills necessary to build and main-
tain a library web site include art and design, programming and functionality,
writing and editing, and management of all of the library’s online activities,
including vendor relations. Libraries have found that web site creation and
maintenance demands the skills of many people in the organization.
A staff member with an enterprise-wide knowledge of the library’s mission
and strategy should manage the library web site. Libraries that have a success-
ful online presence realize that the web site encompasses all aspects of its
organization. Many libraries create a web advisory or web implementation
committee that can direct the work of the web designer. Creating a web page
can be easily done in any of the many web editors available; however, web site
management encompasses not just the marking up of pages, but also the man-
agement of a complex web site. Web managers need to be familiar with web
architecture principles, standards, and issues. They must be good project man-
agers often consulting with staff throughout the organization. Web editorial and
style guidelines must be established to maintain consistency among the various
content creators. Web managers must also use site management and assessment
tools. In addition to web designers and web librarians, staff are typically
assigned certain aspects of web site responsibilities through committees, some
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