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Web Content Style Guide

Anyone writing content for the web, social media, marketing and other public-facing materials (emails, signage) at UAlbany Libraries may use this guide.

Website or LibGuide?

Content Platform Decision Guide

Student feedback from Fall 2024 highlighted that our website can feel content-heavy, dense, confusing, and overwhelming. We aim to reduce cognitive load on our website and where content goes between our main website (Drupal) and LibGuides can help. 

Main Website (Drupal) Best For:

  • Core service descriptions (ex. Circulation and borrowing)
  • Department/unit information (ex. Info Literacy)
  • Main contact points
  • Basic how-to-get-started information
  • High-level process overviews
  • Service catalogs
  • Key policies
  • Primary navigation to resources

LibGuides Are Best For:

  • Step-by-step tutorials
  • Detailed instructions
  • Resource collections and lists
  • Subject-specific guidance
  • Frequently updated content
  • In-depth tools and resources
  • Training materials
  • Specialized workflows

Key Differences to Consider:

  • Permanence: Website content should be stable and foundational (think of our Policy Library). LibGuides are ideal for content requiring frequent updates.
  • Depth: The website provides strategic overviews. LibGuides deliver detailed, practical guidance.
  • Navigation: The website focuses on service discovery and access points. LibGuides support extended learning and detailed processes.
  • Audience: The website serves all users seeking general library information. LibGuides target users needing in-depth support for specific tasks.

Ask Yourself:

  • Does this content need frequent updates?
  • Is it detailed instructional material?
  • Does it contain many links to external resources?
  • Is it specific to a particular subject or process?

If you answered "yes" to these questions, consider creating a LibGuide rather than adding to the website.

Writing for the Web

Basics

Write for all readers. Some people will read every word you write. Others will just skim. Help everyone read better by grouping related ideas together and using descriptive headers and subheaders.

Focus your message. Create a hierarchy of information. Lead with the main point or the most important content, in sentences, paragraphs, sections, and pages. Place the essential information at the top of the page.

Be concise. Keep your sentences short and clear.  Avoid unnecessary modifiers. Cut the fluff.

Be specific. Avoid vague language.

Be consistent. Stick to the style points outlined in this guide.

Voice & tone

All writing should use a consistent tone that is friendly, conversational, and direct. Avoid overly formal and academic language.

Use the active voice. Avoid passive voice. Words like “was” and “by” may indicate that you’re writing in a passive voice.

Bad: Video chat rooms can be reserved by students.
Good: Reserve a video chat room for your interview.

Bad: Copies of the libraries' newsletter can be found on the About page.
Good: You can find copies of our newsletter on the About page.

Use “we” and “you” when referring to the Libraries and your audience respectively.

  • We can help you find relevant resources.
  • Use the Library Search to start your research.
  • Please silence your phones in Quiet Zones.
  • Leave books in book return bins for us to track and shelve.
  • Submit your requests to the scholarly communications team.
  • New Website Navigation Based on Your Input

Write for your readers


Keep in mind that there is no typical UAlbany Libraries’ patron. The Library community represents many users with varying research skill levels. Please keep this in mind when you are writing content for the website. Some, but not all, could fall under one or more of the following categories:

  • Undergraduate students

  • Graduate students

  • Alumni

  • Faculty

  • Staff 

  • Visiting scholars

  • Community members

  • People with advanced research skills/People with no research experience

  • People with advanced web skills/People with no web experience

  • Some people might have extensive research skills but little web experience, or vice versa

  • Users with visual, hearing, motor, or cognitive impairments