Purpose While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues. Design/methodology/approach In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program. Findings In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness. Research limitations/implications At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support. Originality/value This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings.

中文翻译：

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体验评估：为评估和UX专业人员设计创新课程

目的尽管评估和用户体验（UX）已被确定为所有类型图书馆的重点关注领域，但目前几乎没有基础设施可以让学生为担任这些角色做好准备（Applegate，2016； Askew和Theodore-Shusta，2013； Nitecki等（2015年； Oakleaf，2013年； Passonneau和Erickson，2014年）。为了解决这一差距，位于大型公共土地授予机构（LGU）中的美国图书馆协会认可的硕士课程的一个团队与来自大学图书馆和信息机构的从业伙伴合作，开发了一种新的模式，以准备信息专业人员具有评估和UX专业知识。本文旨在讨论这些问题。设计/方法/方法2015年秋季，教职员工从美国博物馆和图书馆服务研究所（Laura Bush 21st Century Librarians）计划中申请了一项资金，以开发正式的评估和图书馆与信息科学（LIS）教育的UX培训计划。该学生群体将对两个领域感兴趣：大学图书馆和专门的信息机构。这两个小组将完成大部分相同的课程工作，获得ALA认可的硕士学位，并有机会参加针对UX和评估的联课活动。但是，每个小组也将遵循特定学科的课程。2016年4月，IMLS为该计划提供了资金。研究结果除了回顾与课程开发最佳实践相关的文献外，作者还描述了该计划的设计过程，包括课程，课外辅导和实习机会，以及为评估该计划的有效性而开发的工具。研究局限性/含义在图书馆从业者和LIS教育者社区正在考虑如何最好地准备在评估和UX方面急需专业知识的专业人员时，UX-A代表了专业准备方面的创新方法。尽管UX-A程序是由赠款资助的，但在没有此类支持的情况下，可以修改和合并其中的几个程序组件。原创性/价值本文讨论了该计划的结构和历史，与开发LIS教育新课程计划有关的问题以及评估和UX专业社区的教育和专业发展需求。