Tag Archives: Accessibility

Wrapping up Day 2 of the Exchange

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We’ve finished Day 2 of the Exchange. Recordings of the presentations, plus the presenters’ slides and a transcription of the presentations are available on the website.  We encourage you to continue the conversation with the presenters by submitting comments and questions to their presentation pages on the website.

Use the Twitter backchannel #ALLExchange to interact with other participants throughout the conference. Day 3 continues on Friday, May 8, at noon EDT. The following summary is provided courtesy of Exchange Working Group member, Laura Baird.

Exchange Day 2: May 6, 2020. Continuity and Sustainability

Poster Sessions

After a brief welcome, the Exchange opened with eighteen virtual posters on a variety of topics. Several presenters reported on projects at their libraries, including restricting student work, professional development, migration, changes in leadership, departmental reorganization, outreach to advisors and automation efforts. Others shared useful tools like Google Colab, or larger lessons about transparency in purchasing, accessibility, usability, communities of practice, and moving course support online. If you missed any of the poster sessions, the full list is  available on the Exchange website.

Recruiting from Retail: University of Chicago Library acquisitions department experience: presented by Susan Martin and colleagues

Susan Martin and her colleagues at the University of Chicago Library shared their experiences recruiting staff from outside the library profession. They used recent staff turnover as an opportunity to examine what staff are currently asked to do and where their work was headed, then recruited for future skill sets. Rather than focusing on library skills, they recruited for strong, experienced managers. They shared their process including retooling job descriptions, reorganizing and prioritizing responsibilities, decoding resumes, refocusing the interviews, and working to spread the job posting more widely. After recruitment, they developed a training plan for library-specific skills and knowledge. The presentation consisted of a panel with perspectives from librarians, supervisors, and staff who had been recruited using their new process. The biggest challenges that new staff shared were seeing how a role fit into the larger infrastructure, and transitioning mindsets to contribute to develop a body of knowledge for future generations.

Disabled People Use the Internet! Building and Maintaining Inclusive Library Spaces Online: presented by Laura March and Amelia Gibson

To maintain inclusive online library spaces, Laura March and Dr. Amelia Gibson shared institutional and technological strategies. For any online space or programming, consider offering multiple formats including visual, text, and audio to improve the experience for everyone. Gibson advised that libraries plan for a realistic division of labor and consider resources they need, who manages them, who is allowed to represent the library online, and who has the training to do so. She argued that accessibility isn’t the job of one person, but is everyone’s. Inclusion isn’t something that can be done one time, and is an ongoing process.

Marsh then shared technologies to help improve accessibility. Social media has some built in tools but other platforms require third party software. She recommended adding alternative text, organizing web content in a hierarchical structure, using responsive layouts, using progressive enhancements, and using automated accessibility checkers to evaluate your work.

Documenting Library Work: Lessons We Can Learn from Technical Writers: presented by Emily Nimsakont

Emily Nimsakont shared technical writing practices that can help librarians to improve their documentation of library work. She addressed what it means to be a technical writer, defined what’s meant by a technical document, and discussed how technical writing can help with the process of documenting library work. She shared the basic steps to technical writing: plan, structure, write, review, and publish. For each step, she reviewed tools, tips, and useful activities. The presentation included a technical writing activity. She encouraged libraries to make the process of documentation easier and to create consensus so that everyone supports the documentation process. The documentation process can be flexible, and adjusted to fit the situation.

Participants were encouraged to say what practices needed to be documented and why. They also provided feedback on tools and resources that they had found helpful.

Lightning Rounds

The lightning rounds went fast, at under 10 minutes each, but were packed with content.

In Changing Your Library’s Caustic Culture with Kindness and Coffee, Joyce Garczynski shared her Shining Star Program, which acknowledges staff achievement by awarding staff nominees (and their nominators) with a chance to win gift cards. She credited this $120 program with improving moral and communication.

In Metadata Futures, UI, and Discovery Creativity, Jesse Lambertson mused on metadata futures as a collaborative, iteration concept, designed by people. As he stated, “Metadata enables access. Access requires description. You cannot have access without description.”

In ORCID US Community: Libraries Leading the Way for Interoperability in Research & Scholarly Communication Workflows, Sheila Rabun described ORCHID as a free, unique, persistent identifier and reviews case studies of ORCHID use.

In Sustaining Virtual Members in Professional Associations, Rhonda Marker examined whether in person experiences can truly be translated to virtual experiences for professional associations.

In Collaborative Web Content Management Strategies, Brittany Richardson discussed her stewardship of the library website using annual web audits with departments.

Disabled People Use the Internet! Building and Maintaining Inclusive Library Spaces Online

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Session Description

Online library services often exclude people with disabilities. Purposeful design and use of digital resources (including websites, databases, and social media) can improve inclusion. This session includes some basic technical considerations as well as institutional actions that can be taken to create more inclusive online spaces. Participants are encouraged to share their own accessibility-related concerns, questions, and comments.

While there are clear ethical and legal arguments for ensuring that all library services are equitable, there are many reasons why libraries should be particularly concerned with creating more inclusive online spaces for people with disabilities now. Young people with disabilities have higher rates of internet use than their elders and are more likely to be exposed to technology in educational spaces. Moreover, a library’s digital presence is key to advertising in-person events and sharing information regarding the accessibility of its physical space.

Along with institutional and website accessibility considerations, this presentation will also provide up-to-date guidance on ensuring libraries’ social media presence takes advantage of inclusive practices on social media. Social media connects institutions with community members who may never enter a library building but may attend events virtually. This includes activities such as online story-times, author read-alongs, and virtual book club meetings. Additionally, there are many disability activists and self-advocates active on social media who engage in conversations related to disabilities. Connecting the library to these conversations can educate library staff on community members’ experiences and needs as well as foster mutual engagement.

This presentation is designed for both current librarian practitioners and future librarians interested in accessible technology or tasked with developing inclusive practices for their institutions. Advanced technological knowledge is not required, although a willingness to test out digital tools will be encouraged during the session.

Presenter(s)

Laura March, PhD Student & Research Assistant, UNC-Chapel Hill

Laura March
Laura March is a PhD student and research assistant at the School of Information and Library Science at the University of North Carolina at Chapel Hill. She has over ten years of experience designing accessible online environments and teaching virtually. Her research interests are the intersections of technology, education, and creativity. Prior to beginning doctoral studies, Laura worked at the Carolina Office for Online Learning, American University’s Center for Teaching, Research & Learning, and the Pennsylvania State University’s Education Technology Services, Institute for Arts & Humanities, and Palmer Museum of Art. She received an MS in Art Education and an MEd in Instructional Systems from the Pennsylvania State University.

Dr. Amelia Gibson, Assistant Professor, UNC-Chapel Hill: School of Information and Library Science

Dr. Amelia Gibson
Amelia Gibson is an Assistant Professor at the School of Information and Library Science at the University of North Carolina at Chapel Hill. Her primary research interests focus on the ways that information and data are used by and against marginalized communities, with a focus on health and wellness in communities of color (particularly among women and girls) and among disabled people. Her work explores the ways we understand and replicate systemic information poverty, marginalization, and equity in local communities and on the internet. She is the director of the Community Equity, Data and Information Lab at Chapel Hill. Dr. Gibson is a UNC Thorp Community Engaged scholar and a fellow with the UNC Center for Media Law and Policy, the Parr Center for Ethics and Frank Porter Graham Child Development Institute. She is the recipient of an IMLS Early Career Award and UNC Junior Faculty Development Award. She holds a Ph.D. and MLIS from Florida State University, and a BA from Dartmouth College.