Website Guidelines and Digital Experience

Content may be published on BCTF.ca if:

• it is for an identified audience,
• it has a clear purpose of meeting a need of the identified audience,
• it is the role of the Federation to meet that need and there is not an alternative way to more effectively meet that need, and
• it is accessible, searchable and findable.

Content will not be published on BCTF.ca or may be removed from BCTF.ca if:

• the content is in PDF or other document formats which pose accessibility barriers (exceptions are documents primarily for printing, user uploaded teaching resources, and documents where a PDF file is a record such as governance meeting minutes or decisions, research reports, and signed collective agreements),
• it does not meet accessibility standards, digital experience standards, content standards, or document retention standards,
• there is insufficient evidence the content meets a need of BCTF.ca users, 
• it is inconsistent with the broader views and priorities of the organization, unless the content has been previously approved by table officers of the BCTF,
• it is information of too general a nature,
• it contains out-of-date, inaccurate information or broken links,
• it contains a long list of links,
• it functions as an alternative navigation system or links to deep website content,
• it is a communication from another organization without additional context,
• it an email or memo, or
• it has not been reviewed for accuracy in more than six months.

The website editor oversees the website including the digital experience, website content, web strategy, standards and user interface. The website editor also works with the Director of Communications and the Communications Work group to align BCTF.ca with broader Federation priorities.

• Manages and makes decisions about the digital experience, user interface, content permissions, and global website issues.
• Ensures the website is accessible.
• Assists subject matter experts meet the needs of the organization and members through designing content and user experiences. 
• Designs and approves new website templates, forms, digital tools, and integrations for BCTF.ca.
• Acts as point person for requests for new services and information content, digital tools, forms as well as for requests for changes to these content types.
• Manages website navigation, user interfaces, and categorization.
• Gives approval for for web applications, integrations, tools and forms ready to go to development.
• Makes changes to web content to improve user experience.
• Creates new content to meet user needs.
• Conducts regular audits of content to identify issues with user experience.
• Sets roadmap for updates to BCTF.ca.
• Notifies Information Services of content that requires changes to remain published on BCTF.ca.

Karen Rojem, Information Specialist

Ensures the integrity of the information architecture, metadata and overall website content. Ensures website content is consistent with publication guidelines. Processes requests for news and stories as well as requests for changes related to factual accuracy.

• Posts stories, events, classroom resources content to the website or delegates posting to support staff in Communications and Campaigns Division.
• Reviews uploads made by Support Staff, Communications and Campaigns Division.
• Approves and processes requests for minor changes related to factual accuracy.
• Makes changes to Services and Information content.
• Makes changes to content headlines, descriptions, and meta information to ensure search engine optimization.
• Conducts regular audits of content to identify outdated, redundant, or unused content, or any content which does not meet publication standards.
• Notifies subject matter experts of content which has not been reviewed for over six months.
• Notifies subject matter experts of content that requires changes to remain published on BCTF.ca.
• Maintains document retention standards.
• Acts as content quality controller for requests which have negative impacts on user experience, information architecture, or search engine optimization.

Joanne Enquist, Programmer Analyst

Develops new web applications, tools and services approved by the Website Editor. Works with Information Services to make changes to better meet user needs.

• Creates and publishes pages, and those involving custom integrations.
• Develops website content templates, tools and integrations for BCTF.ca.
• Designs and approves new website templates, forms, digital tools, and integrations for BCTF.ca.
• Makes changes to web content and layout to improve user experience.
• Administers user and group permissions and roles.

Vanessa Terrell, Governance Structure Support

Creates and uploads documents related to the Governance of the Federation.

• Publishes governance documents.

Lesley Harrington, BCTF Library Technician 

Makes decisions to ensure the integrity of the information architecture for classroom resources.

• Processes uploads of classroom resources.
• Manages existing classroom resources.

Support Staff, Communications and Campaigns Division

Primarily publishes bargaining updates, news releases or other requests that are time sensitive. Ensures requests are consistent with publication guidelines in collaboration with Karen Rojem.

• Uploads bargaining updates and news releases.
• Uploads stories to BCTF.ca when delegated by Information Services.
• Creates events on BCTF.ca calendar when delegated by Information Services.

Directors, Assistant Directors, Supervisors

Identify areas where new content would help meet member needs. Contributes specialist knowledge, skills, or insights that strengthen the content and content strategy efforts of the organization. Writes website content. Owns the factual accuracy of content.

• Makes requests for new content to the Website Editor based on unmet member needs.
• Makes requests for changes to content to Website Editor.
• Makes change requests based on factual accuracy.
• Reviews content for accuracy on a regular basis.
• Collaborates with other BCTF staff involved in content production on behalf of committees.

Advisory Committee Members

Works with BCTF staff to identify areas where new content would help meet member needs. Contributes specialist knowledge, skills, or insights that strengthen the content and content strategy efforts of the organization. Suggests content or drafts content in collaboration with BCTF staff such as posters, classroom resources and stories.

• Works with BCTF staff to suggest or draft content such as classroom resources and updates.

Don't let back-end technical issues or processes dictate the front-end member experience. 

Website content should not require users have any background information on BCTF internal processes, vocabulary, acronyms or structures.

Keeping a member experience as effortless as possible always comes first in all of our decisions.

Use titles, headlines, and navigation systems that are clearly defined. Let users know exactly what will happen when they click. 

By doing the hard work to make it clear and defined, users will know where to find content and staff will know where to put content. Link to existing content rather than creating multiple versions of existing information. Do not create competing navigation systems.

BCTF.ca is organized based on subjects rather than personas or content type. Organizing content by "personas," like "For Parents," or by content type, like "Videos" or "Forms," does not give users an indication of what they might find on a page.

Use precise words to define pages, and avoid vague categories like "resources," “FAQs”," “binder," “documents," or “general information."

All members deserve easy-to-use services without barriers. Our website needs to work for everyone, including people who:

• use assistive devices such as text readers, alternative input devices, or screen magnifiers,
• access the internet on a mobile device,
• find it hard to read,
• have trouble processing complex instructions,
• don't use a mouse,
• can't see colour, or
• are in distracting situations.

Information overload is a barrier for members looking for support. The website isn't a repository of documents, it's a place to find answers.

The website consistently speaks to visitors from the perspective of the organization as a whole rather than the perspective of particular divisions, staff, or committees.

Unlike print documents, website articles have a long lifespan.

"New curriculum" may describe a resource today but may not be appropriate after several years. "Bargaining Update #2" may be a good title today, but may confuse users three years in the future. 

Avoid referring to time without specifying date ranges. "Are WCB Changes on the Horizon in 2019?" is a better title than "WCB Changes on the Horizon?". 

Do research, analyze data, talk to users. Understand challenges users face before creating solutions on their behalf. If you don’t know what someone is trying to do, you won’t build the right thing. Have empathy for users. Remember that user needs aren't the same thing as feature requests.

A digital service is something that helps people to do something. Our job is to uncover user needs, and build the digital experience that meets those needs.  More features aren't helpful if they don't solve people's problems. Features that do not solve a problem make services overwhelming and hard to use. 

Making something easy to use is hard - especially when the underlying systems are complex - but that’s what we should be doing. Don’t take “It’s always been that way” for an answer. It’s usually harder work to make things easy, but it’s the right thing to do.

Build nothing new until everything works perfectly. Focus on making the irreducible core fast easy and simple rather than adding features outside of the core function. Build a fork not a spork. 

Accessible design is good design. Everything we build should be as inclusive, legible and as easy to use as possible.  We’re designing for all members, not just the ones who are familiar with our acronyms and internal structures. The people who most need our services are often the people who find them hardest to use. Let’s think about those people from the start. If we have to sacrifice elegance - so be it.

We should share what we’re doing whenever we can. With colleagues, with members, with the world. It means transparency in what you’re working on and why, and ideally includes sharing what you learn from user research and how this is shaping the decisions you make. 

In most cases, we can learn from real world behaviour by looking at how existing services are used. Start with best practices. Let data drive decision-making, not hunches or guesswork. Analytics should be built-in, always on and easy to read. They’re an essential tool.

The best way to build good digital tools is to start small with pilot projects and iterate. Release minimum viable products early, test them with actual users. Iteration reduces risk. It makes failures unlikely and helps us build exactly what members need. 

Don't create tools we do not have the resources to maintain. Think holistically and systemically. When we are looking at one problem, we need to remember how everything fits together. What we do in one area often has impacts on others. Think of the whole journey for a user, not just one part.

It's better to use proven modular systems rather than custom building everything. This helps people get familiar with our services and ensures our solutions are proven.

What is it?

It is the primary place for members to receive information about what is happening at the BCTF. 99% of website content should appear as a news/update, event or teaching resource. If you are wondering how to publish a page it is probably as an update.

Examples

• Funding for Private Schools has increased by 43% according to study by BC Teachers’ Federation
• Advisory committee posting
• Can I refuse unsafe work because of COVID?
• Advice to local presidents
• New Teachers Conference a success

What is the purpose of news/updates

To provide a single place where members can learn what is happening. They are written in an informal style similar to Teacher Magazine articles. If content is to update members, it belongs as a news/update.

What doesn't go in news/update

Stories are not for “evergreen” content expected to be referenced for many years or for archives. News/updates should not contain information that belongs in events or services such as meeting agendas, forms or governance documents. Stories should not consist of emails or memos.

Content standards

• News/updates are the most flexible publication format.
• News/updates should not contain long lists of links, please limit to two or three of the most important.

Who manages story content?

Speak with Karen Rojem for assistance.

What is it?

Events are the single source of all information about an event. 99% of website content should appear as a story, event, or teaching resource. A member should be able to visit the event and find all of the information including agenda, location, and registration information as well as any files shared with participants following the event.

What is the purpose of events

Events are a page where a member can be sure they are finding all of the information about an event. They should be able to visit an event page to find all up to date information without reviewing their emails or other pages on BCTF.ca.

What it is not

Events are not the exclusive area where information about a BCTF event can be mentioned. Staff can publish a story to promote an upcoming conference, however any information about the conference such as agenda or dates must be found in the event.

Content standards

Information about the event, such as agendas, must be on the event page rather than a PDF, DOC attached to the page. Presenter files, including PDF and PPT files can be uploaded to an event page following the event.

Who manages event content

Speak with Karen Rojem for assistance.

What is it?

Classroom resources are a place for resources used in the classroom such as posters, lesson plans, resources.

Examples of Classroom Resources

• Conservation in Action: Amphibians at Risk
• Poster: "That's so gay"
• Acts of Transformation: From war toys to peace art

What is the purpose of the classroom resources format

To have a single place teachers can find resources for the classroom. To have a single place staff, members, and the public can upload teaching resources. 

What it is not

Teaching resources are not a place to put resources like “How to refuse unsafe work” or research or BCTF News such as “New Teachers Conference a success”.

Content standards

• Teaching resources are a flexible publication format.
• Each entry must have a high-quality thumbnail, title and description which accurately describes the resource. Images must be 700x450.
• Resources must be related to the BC curriculum, current, accurate and well-formatted. They must not contain broken links, outdated information, copyrighted material, or references to unavailable resources.
• Resources must have context of how they can be used in the classroom. For example, documents/links consisting only of background information on a topic will not be added. 
• Teaching resources should not contain long lists of links - please limit to two or three of the most important.
• Resources hosted on external links must link directly to the resource, or it must be immediately clear how to access the resource from the link without additional steps such as logging in, or creating an account.
• Resources must not be promotions for e-commerce sites.
• PDFs may appear in this section.
• One resource per entry.

Who manages teaching resources

Anyone can upload content for consideration to the classroom resources section.

Please contact Karen Rojem about concerns with content appearing under teaching resources.

What is it?

Determined by the Aboriginal Education Advisory Committee.

Content standards

• Determined by the Aboriginal Education Advisory Committee.
• The Aboriginal Education page should follow the standards of the BCTF.ca Design System as far as possible except where these standards conflict with Aboriginal Ways of Knowing and Being. 

Who manages the Aboriginal Education Page

This page is managed by Gail Stromquist with the assistance of the web editor.

What is it?

A service is something that helps members to do something with the BCTF. That might be short and straightforward, like updating an address, or it can be long and in multiple parts, like applying for short-term disability. If you have new content to publish it is probably a story rather than a services section page.

What is the purpose of services format?

The purpose of services format is to help members complete a task quickly and easily. It helps members complete tasks performed by the Federation such as applying for Salary Indemnity, as well as tasks many members believe are performed by the Federation such as pension calculation.

What it is not

Service pages are not a place to provide any information outside of completing a task such as describing the value of the service. Service pages describe the service provided rather than the department which provides the service. It is not a place to update people on changes to a service. It is not a place to provide detailed information about a topic. It is not a place to update people on new opportunities like job postings.

Examples of services

• Update your address
• Apply for a grant
• Access the arbitration database

Content standards

• Content on service page should be in a step-by-step format that outlines all the steps to complete the task.
• The first step of a service should allow people to see if they are eligible before proceeding further.
• Solve a single problem. “Renew your Passport” rather than View Passport Instruction manual.
• Service pages should contain the minimum amount information required to accomplish a task. “Apply for a passport” shouldn't contain information about laws that regulate passports or the benefits of having a passport.
• Instructions should be on the page rather than on the application form.
• Graphics, images, and flow charts should not appear on service pages. Simplify the instructions so that they fit into the step-by-step format in text form.
• Content on service pages must be 100% accurate at all times.
• Content on service pages must be evergreen.
• Content must be scannable and easy to use on a mobile device.
• Pages titles must start with a verb rather than a noun. “Update your address” rather than “Membership record form.”
• Pages must describe the service rather than the department that provides the service. “Update your address” rather than “Member records.”
• Information must be conveyed on the webpage rather than a PDF or DOC or PPT attached to a webpage.
• Services are organized by subject rather than persona. “Access services for local administration” rather than “Services for local officers.”
• Must be reviewed every six months by subject matter experts.

Who manages services

These pages are managed as part of the site as a whole by the website editor.

What is it?

Detailed guides and advice are the organizing principle for complex or technical information on BCTF.ca which will be useful for more than one year. Content which may not be relevant for more than one year should be published as an update. 

This format is for pages which contain guidance involving:

• complex or technical advice.
• a specific, task-oriented user need.
• advice that will be relevant for at least one year.

Detailed guides are like booklets which are broken down into 20-30 smaller subtopics so the information can be skimmed and searched. "Grievance Handling" is an example of content which would appear in a detailed guide.

The advice format is for topics where we have some information the topic, but less than needed to make a guide. Advice deals with one topic at a time, for example, "Benefit Eligibility" rather than "Benefits."

What is the purpose of detailed guidance and advice format?

The “detailed guide” format is a series of webpages that allows staff to easily update information as it changes to keep complex information up to date without the sections becoming overwhelming.

What it is not

Detailed guides are not manuals to read from front to back. They are not print documents. They are not for guidance on topics where it is not the role of the Federation to provide guidance such as “How to apply to study at SFU” or “How to manage stress.” They are not user interfaces or lists of links.

Content standards

• Content in detailed guides must be 100% accurate at all times.
• Information published in detailed guides must be guidance rather than files.
• Topics in detailed guides should be sorted alphabetically rather than by subject.
• Information must be conveyed on the webpage rather than a PDF or DOC or PPT attached to a webpage.
• Should not contain contact information, forms or step-by-step instructions.
• This information should not contain documents with rare exceptions such as SIP regulations.
• Services are organized by subject rather than persona. “Access services for local administration” rather than “Services for local officers.”
• Must be reviewed every six months by subject matter experts.

Who manages detailed guidance and advice section?

These pages are managed part of the site as a whole by the website editor.

What is it?

Minutes and decisions of key governance bodies.

What is the purpose of the minutes and decisions section?

To make it easier for members to access certain BCTF governance documents.

What it is not

This section is not the Records Department of the BCTF, the BCTF archives or content server. It is not the official record of the BCTF.  It is not a collection of meeting documents. 

Content standards

• PDF files, PPT files, DOCX files can be stored in this section.
• Dates of minutes and decisions should be set to the last date of the meeting rather than the date the document was uploaded or the date minutes were approved.

Who manages publications, briefs, and governance documents?

These pages are managed by BCTF Governance Support. Please contact Vanessa Terrell for assistance.

What is it?

A shared file drive for committee members and local officers to access the active files required to do their work.

Examples:

• Workshop facilitation files
• Applications received for a committee posting
• Clause pulls

What is the purpose of the shared workspaces?

To provide access to active documents, currently in use, to the authorized workspace users.

What it is not

Workspaces are not a place to communicate updates to members. They are not archives.  They are not a place to put any information that could otherwise appear as an update, teaching resource, publication, service or detailed guidance. It is not the records department of the BCTF. It is not file storage. They cannot duplicate other services found on BCTF.ca such as application forms.

Content standards

• If the information could appear in any other section, it cannot appear in a workspace.
• PDF, DOCX and PPT files may appear in this section.
• Files in workspaces must be active documents currently in use.
• Navigation structure of file systems must be clear.
• Access to workspace folders should be from links on the Services and Information > Workspaces page.

Who manages workspaces?

Files in workspaces are managed by subject matter experts and assigned support staff.

Content standards

New forms, online tools and resources created for BCTF.ca must be accessible to all users, including people with low vision, people with cognitive and learning disabilities, people who use mobile devices and people who use assistive technologies such as screen readers and braille displays. 

Who manages forms, online tools, and digital product?

This is managed as part of the site as a whole by the website editor.

Who manages website navigation, functionality, user interfaces and taxonomy

The user interface is managed as part of the site as a whole by the website editor.

Tagging: What is it for

• Content tags help users explore topics on BCTF.ca.
• Functional tags enable content display across BCTF.ca.

Content authors should provide tags when creating stories, events, classroom resources, governance documents, publications, and briefs. 

Content Standards

• Tagging is based on subject area, not divisions, departments, content type, or committees. Tagging can also include persona-based tagging like local presidents.
• Do not use acronyms unless the acronym is more well known than the non-abbreviated term.
• Do not use special characters other than letters or numbers like + or & or !. LGBT2Q+ should be tagged as LGBT2Q as special characters can cause issues in URLs.
• Time-specific content such as bargaining and Executive Committee information should be tagged with information about the year. e.g. EC2018, Bargaining2018.

Titling: What is it for

The purpose of a title is to help users find and understand content. Titles describe what content is and also describe what content is not. The title should be as precise as possible. If a user can't imagine exactly what will be on a page before they click the link, the title is incorrect. Descriptive titles should be preferred over clever or aspirational titles.

Titling: Content Standards

• Do not use catch-all titles like “Professional development resources” because different users may imagine different content on the page.  
• Do not use persona based titles such as “Information for new teachers” as these titles describe who may be interested in the content on the page, but not what content is contained on the page.
• Do not use titles that describe what content is, but doesn't describe what content is not. A title like "Your Pension" shouldn’t be used to describe a page about behind the scenes administration of the Teachers’ Pension Plan. “The Administration of the Teachers’ Pension Plan” is a better title because it makes it clear the content contains only information about the administration of the Teachers' Pension Plan, but not other information such as pension plan phone numbers.
• Do not use titles that won't make sense three years in the future. “Changes to the pension plan on the horizon" or “What BC's new curriculum means for Teachers,” or "Open letter from Teri Mooring" might describe accurately describe content on the day it is published, but will become unclear over time.
• Do not use joke titles or titles that rely upon insider information, for example "Go away" to describe resources for teachers teaching oversees. 

Who tags articles, names articles, and determines where they go on BCTF.ca?

Information Services. Please contact Karen Rojem for assistance.

Who creates taxonomies, functional tags, and website sections?

This is managed as part of the site as a whole by the website editor.