a library environment for everyone: universal design and libraries
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A library environment for everyone: Universal design and libraries
Andrea Miller-‐Nesbi/ & Tanja Beck – McGill University Evidence Based Library and Informa4on Prac4ce Annual Conference July 16th, 2013
hCp://Gaederfia.se/2012/07/31/library-‐of-‐secrets/
Outline
• Context
• Methods
• Results
• Future work
• Ques4ons
Canadian context
4
6
8
10
2000 2002 2004 2006 2008 2010 2012 2014
%
year
Percentage of undergraduate students who self-‐iden4fy as having a disability
(Canadian University Survey Consor4um, 2011)
McGill context
• 2 campuses • 11 faculBes • 11 schools • 12 branch libraries • 1, 636 faculty • 37, 835 students • 1, 311 students registered with the Office for Students with DisabiliBes
OSD registered students
Organic impairment
15%
Pervasive develop. disorder
1%
Motor impairment
11%
Visual impairment 2%
Mul4ple impairments
17%
Learning disability 13%
ACen4on Deficit Disorder 13%
Hearing impairment 1%
Mental health disorder 27%
OSD registered students
Organic impairment
15%
Pervasive develop. disorder
1%
Motor impairment
11%
Visual impairment 2%
Mul4ple impairments
17%
Learning disability 13%
ACen4on Deficit Disorder 13%
Hearing impairment 1%
Mental health disorder 27%
hCp://www.montrealgazeCe.com/health/Accessible+learning+students+with+disabili4es/7778105/story.html
Universal design
“The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
(Connell, B., et al., 1997)
“Signpost” symbol by The Noun Project taken from the Noun Project collec4on (blog.thenounproject.com/)
7 Principles of Universal Design
1. Equitable use 2. Flexibility in use 3. Simple and intui4ve use 4. Percep4ble informa4on 5. Tolerance for error 6. Low physical effort 7. Size and space
(Connell, B., et al., 1997)
Methods
1. Assessment of branch libraries
2. User survey
Assessment of branches AT’s up to date AT’s in accessible area Spirit scanner Print enlarger
Birks N/A N/A No No
EducaBon Yes Yes, but no privacy Yes, but inaccessible loca4on
No
• Entrance/stacks clear of obstruc4ons
• Wheelchair accessible
• High contrast direc4onal signs
• Descrip4on of study areas
• Adjustable ligh4ng
• Adjustable worksta4ons
• Computer monitor size
• Availability of headphones
• Availability of adap4ve technologies
• Accurate floor plans
• Accessibility of teaching room
• Spirit scanner and print enlarger
• Accurate floor plans
• Existence of a Policy
(Burgstahler, S., 2012)
Online Guide
Online guide
Methods
1. Assessment of branch libraries
2. User survey
hCp://4tutes.webs.com/images/do_paid_surveys_for_cash.jpg
User survey - Design
• Designed survey with the assistance of the manager of student assessment
• 10 ques4ons, mix of mul4ple choice, 5 point Likert scale and open comment
• Link to online survey sent by email in late September 2012
• Sent 3 email reminders over the course of 1 month
• No incen4ve offered
hCp://4tutes.webs.com/images/do_paid_surveys_for_cash.jpg
User survey - Population
• Survey sent to all second year and above OSD registered students (N=918)
• Response rate was 11% (n=101)
• Distribu4on of respondents by level of study and faculty was representa4ve of OSD registered students
hCp://www.clker.com/cliparts/M/X/E/o/Y/8/popula4on.svg
User survey - Population
79%
21%
Undergraduate
Graduate
Level of Study
User survey - Population
44%
19%
11%
6%
5%
4%
3%
3%
2%
1%
1%
Arts
Science
Agricultural & Environmental Sciences
Law
Con4nuing Educa4on
Engineering
Arts & Science
Educa4on
Management
Medicine
Music
Faculty
Reasons for favorite library Library materials housed
Convenient locaBon
Study environment
FaciliBes Technology
Birks reading room 17% 100%
Educa4on Library 17% 33% 83% 17% 17%
Geographic Informa4on Centre 50% 50% 25% 25%
Humani4es and Social Sciences Library 41% 72% 47% 25% 3%
Islamic Studies Library 33% 100%
Law Library 25% 58% 67%
Life Sciences Library 25% 100%
MacDonald Campus Library 29% 57% 71%
Music Library 29% 43% 100% 29%
Math and Sta4s4cs Library 100%
Library of Science and Engineering 64% 91% 9%
Experience with Library webpage
66%
44%
35%
32%
34%
56%
65%
68%
Finding specific informa4on for students with disabili4es
Ease of naviga4on
Finding informa4on for research
Finding informa4on about a library
Poor/Fair Good/Excellent
Library workshops
9%
3%
38%
34%
25%
34%
63%
50%
72%
53%
Are easy to understand
Include varied delivery formats (groups discussion, visual presenta4on, etc.)
Make resources available before or arer the session(s)
Are offered in comfortable and easily-‐accessible loca4ons
Strongly disagree / disagree Neutral Agree/Strongly agree
Library improvements – Top 10
1. Improvement of privacy-‐related study space features (66%)
2. Adjustable chairs (49%) 3. Areas for group study for up to 4
students (46%) 4. Adjustable ligh4ng (44%) 5. Adjustable or variable height desks
(35%)
Library improvements – Top 10
6. Ease of use of the library website (34%)
7. Improvement of floor plans (33%)
8. Larger computer monitors (20%)
9. Availability of accessible worksta4ons with adap4ve sorware (18%)
10. Areas for group study for groups of 10 or more (11%)
Select comments
“As a blind student, I find the library website difficult to navigate. It’s confusing when trying to search for specific 4tles/informa4on online”
“…the libraries feel very impersonal and it is difficult for OSD students to get the most out of their studying”
“Any accessibility features…could also be men4oned during workshops / info sessions for all students to hear”
“…a couple of worksta4ons in each area could be designated and ler in large print mode”
“Walking to the libraries is not very accessible…too many stairs or
have to go around the library to
access”
Recommendations
1. Branch recommenda4ons
2. Website recommenda4ons
3. Recommenda4ons for staff
4. System-‐wide recommenda4ons
Branch recommendations
• Humani4es and Social Sciences Library • Provide elevator access to Cybertheque • Soundproof group study rooms
• Schulich Library of Science and Engineering • Have adapted worksta4ons on all floors • Include loca4on of adapted worksta4ons in floor plan
• Macdonald campus Library • Install automa4c door to accessible washroom • Have 21 inch computer monitors
Website recommendations and recommendations for staff
• Website • Improve informa4on for students with disabili4es on website • Update all floor plans highligh4ng adapted worksta4ons, different
study areas, etc. • Conduct website usability tes4ng with OSD registered students
• Staff • Create basic and advanced close-‐cap4oned online tutorials • Become familiar with adap4ve sorwares • Provide consulta4ons via Skype
System-wide recommendations
• Create set of standard prac4ces regarding service to people with disabili4es
• Provide regular training for staff
• Create list of resources for students with disabili4es
• Inves4gate accessibility features of licensed products
Future work
• Create short videos highligh4ng the accessibility features of each branch
• Conduct regular accessibility assessments
• Conduct focus groups to determine further gaps
• Solicit staff input
• Increase collabora4on between library, disability, and informa4on technology services
Acknowledgements
Special thanks to Maximilian Feinsot for his help with the assessment of branches and work on the survey. Thanks also to Lina Di Genova for her help with survey design, distribu4on and data collec4on.
Questions? Comments?
hCp://blogs.cbu.ca/wp-‐content/uploads/2010/12/MC900438842.jpg
Andrea Miller-‐Nesbi/ Tanja Beck Life Sciences Library Office for Students with Disabili4es andrea.miller-‐nesbiC@mcgill.ca tanja.beck@mcgill.ca (514) 398-‐1663 (514) 398-‐6009 hCp://www.slideshare.net/andreaemn
References American Library Associa4on -‐ Associa4on of Specialized and Coopera4ve Library Agencies. Library services for people with disabili4es policy. Retrieved from
hCp://www.ala.org/ascla/asclaissues/libraryservices
Ball, Simon. (2012). Libraries in a digital age access. London: Henry Stewart Talks.
Burgstahler, Sheryl. (2012). Equal access: Universal design of libraries -‐ A checklist for making libraries welcoming, accessible, and usable. DO-‐IT. University of Washington. Retrieved from hCp://www.washington.edu/doit/Brochures/Academics/equal_access_lib.html
Canadian University Survey Consor4um. (2011). CUSC 2011 undergraduate university student survey: master report. Retrieved from hCp://www.cusc-‐ccreu.ca/publica4ons.htm
Case, Mary, & al., et. (2012). Report of the ARL joint task force on services to patrons with print disabili4es.
Center for Applied Special Technology. (2012). About UDL Retrieved May 2, 2012, 2012, from hCp://www.cast.org/udl/index.html
Chodock, T., & Dolinger, E. (2009). Applying Universal Design to Informa4on Literacy: Teaching Students Who Learn Differently at Landmark College. [Feature Ar4cle]. Reference & User Services Quarterly, 49(1), 24-‐32.
Connell, B., R., Jones, M., et al. (1997). The principles of universal design. Retrieved June 1st, 2011, from hCp://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/udprinciplestext.htm
Jager-‐Lorus, Danielle De, & Fox, ErneCa. (2012). Universal Design the Library and Assis4ve Adap4ve Technologies. Paper presented at the Library technology conference, Macalester College, St. Paul, Minnesota. hCp://digitalcommons.macalester.edu/libtech_conf/2012/sessions/88/
Roberts, Elizabeth Ann, & Smith, Richard J. (2010). Crash course in library services to people with disabili4es. Santa Barbara, Calif.: Libraries Unlimited.
Seidman, Karen. (January 5th, 2013). Accessible learning for students with disabili4es: McGill University takes the lead implemen4ng Universal Design, The GazeOe. Retrieved from hCp://www.montrealgazeCe.com/health/Accessible+learning+students+with+disabili4es/7778105/story.html
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