# Documentation for MSTU 5003 Project Simple Lesson

For this project, I chose to use the framework of navigating library stacks. The main goals of the page would be to:
1. Understand the Library of Congress classification in it's basic form
2. Be familiar with the design of library shelving
3. Gain skill in library shelf navigation

The way I broke this down was to start broad and move to more refined testing of their skills. Figuring out how to present the information was by far my most difficult challenge here, and I struggled immensely with creating a vision for it.

Partially because of this, I had to continually remind myself to focus on the framework, on the design, and not the content, as I can really get bogged down in choosing the wording.

---
# Outline

After some planning, I decided on an order for the information I wanted my students to learn:
1. Understanding what a classification system is
1. Understanding the basic structure of an LCC call number
1. Knowing how to read an LCC call number
1. Finding a book on a shelf
2. Understanding serendipity (subject)
3. Reading the end of the stacks

The learning targets I chose were **attitude** (I want them to believe they have the capabilities to understand this), **explanations** (I want them to see how understanding the structure of the library will help them with their research), and **contextualize** (I want them to see how classifications and tables are something they already understand).

# Why interaction?
Call number classification is complex for most students, and is a huge barrier to library navigation. Especially in an age of textbook cost, it’s vital for students to be able to understand how to navigate our stacks. With school libraries having dwindled over the past few decades, few students enter college knowing how to use a library, read a call number, and find the books they need

Explaining call number classification, showing a static picture, tends to result in blank looks. Going to the stacks themselves can be intimidating or for some, not all that possible especially within a classroom setting. By having an interactive approach, I want students to be able to have a chance to practice navigation and have it be presented in a way that makes sense with their current frame of reference

# Testing
To know my students understand the information, I built multiple testing factors, and also left a space to make a meeting with me if they felt they didn't.

# Citations
These articles were helpful for me in thinking about how to achieve my goals
* Hahn, J. (2012). Mobile augmented reality applications for library services. *New Library World*. https://doi.org/10.1108/03074801211273902
* Hahn, J., & Zitron, L. (2011). How first-year students navigate the stacks. *Reference & User Services Quarterly*, 51(1), 28–35. https://doi.org/10.5860/rusq.51n1.28
* Kinsley, K. M., Schoonover, D., & Spitler, J. (2016). GoPro as an ethnographic tool: A wayfinding study in an academic library. *Journal of Access Services*, 13(1), 7–23. https://doi.org/10.1080/15367967.2016.1154465
* Schoonover, D., & Kinsley, K. M. (2014). Stories from the stacks: Students lost in the labyrinth. *Journal of Access Services*, 11(3), 175–188. https://doi.org/10.1080/15367967.2014.914426
* Stempler, A. F. (2013). Navigating circular library stacks: A case study on signage. *Reference Services Review*. https://doi.org/10.1108/RSR-02-2013-0006