A LibGuide is most useful if it is accessible to any user, anywhere, from any device. When considering the below recommendations keep in mind the diversity of LibGuide users as well as how quickly they will be able to find the information they need.

Limit Interruptions

Interruptions stop people with memory or attention impairments from completing their tasks. Interruptions can include sound

• Do not include flashing content.
• If you are including videos or image galleries do not set them to automatically play.

Design for Readability

• Avoid using all caps. Readability is reduced with all caps because all words have a uniform rectangular shape, meaning readers can't identify words by their shape.
• Don't put two spaces after periods.
• Don't underline text. Reserve underlining for links.

Support Scanning and Understanding

• Avoid extended blocks of unbroken text. Use heading and lists to break up content into chunks that are easy to scan. Headings and chunked content allow people to find what they are seeking without requiring them to read through content that is irrelevant.
  • Try to alternate modes: break up explanations with bullets, sub-headings, and other visual cues to group smaller "chunks" of information.
• Write descriptive headings and labels. Clear headings and labels are essential in communicating the structure and relationships of page content and functionality.
• Pay attention to content sequence. Place the most important information toward the top of your LibGuide.
• Consider how your are using and ordering lists. Bulleted lists should not be listed alphabetically but rather by level of importance.
  • It is also desirable to keep lists of resources short – try to list the top five key resources prominently. One may also consider breaking long lists of resources into different boxes based on similar content type.

Plain language benefits all users, including people with cognitive disabilities, low reading literacy, and people who are encountering an unknown topic or language.

• Put information in logical order, with the important details first. “Front-loading” content is helpful for all readers. "Concept maps help you organize your thoughts and explore the relationships in a topic" is easier to understand than "One way you can organize your thoughts and  explore the relationships in a topic is with a concept map.''
• Use familiar language. Fit your language to your audience and context. Provide definitions for unusual words and for abbreviations.
• Clarify resources whose subject area is not clear. For example,  JSTOR, Francis, PAIS, MLA, CIAO should always have brief descriptions added to them to indicate the type of content.

The words we use can make the difference between forging positive connections. Particularly in writing, impact is more important than intent.

Use the Book from the Catalog feature to highlight print resources. 

Keep lists of print resources to a minimum. The best resource may be print, however, long lists of resources inaccessible via the web will frustrate or confuse most users.