NTNU Academic Writing - developed with UX


  • Anne Lillevoll Lorange NTNU University Library




In spring 2017, the University Library of the Norwegian University of Science and Technology (NTNU) launched VIKO, the redesigned tool for fostering information literacy and academic writing skills.

The digital and technological development as well as new requirements for information literacy and academic writing skills have made it necessary to revise this tool.

A working group at NTNU University Library developed and carried out an electronic survey to map specific needs of students, teachers, and researchers. We involved our users in developing our information literacy tool in order to give them a more useful user experience. We asked the following questions: Is information about academic writing something you need? Where do you go to find information about this? What kind of content do you desire? The answers suggested that “Yes!” this was something both students and teachers wanted. They were eager to get all the information they needed in their studies in one place.

Results of this survey and additional depth interviews with students and staff have been the starting point for both the updated content and the new graphical design of VIKO. To accommodate the wish of having all information in one place, all content is now placed on the University Intranet together with all other information relevant for the students. A page listing relevant topics helps students navigate in the content relating to academic writing.

The content of the redesigned tool is structured into four topics: defining a research topic, finding sources, structuring your text, and using and citing sources. We know that people have different ways of learning, so offering content for different learning styles like visual learning, auditory learning, and read/write learning will contribute to improving the learning outcomes.



How to Cite

Lorange, A. L. (2019). NTNU Academic Writing - developed with UX. Nordic Journal of Information Literacy in Higher Education, 11(1). https://doi.org/10.15845/noril.v11i1.2766