Working with graduate students online? Want to gain new ideas, share your innovations, and vent your frustrations? Join the Distance Learning Section Discussion Group’s Spring Forum! We’ll start with an experienced keynote speaker, Johanna Tunon (see bio below), who will talk about trends and changes in services to graduate students. We’ll then have four breakout sessions – 15 minute moderated chat discussions – where we’ll introduce a topic and then invite YOU to ask questions, talk about what you’re doing, and brainstorm how to better serve our graduate students. Can’t come for the whole thing? Join us for the parts that you can…or just for what interests you!
Johanna Tunon is the retired Director of Distance and Instructional Library Services at Nova Southeastern University in south Florida. She now teaches MLIS classes at San Jose State University and other graduate classes at the University of Maryland University College. Johanna has served as the chair of the Distance Learning Section and the Florida chapter of ACRL and won the Routledge Distance Learning Conference Sponsorship Award in 2014. Most recently, her chapter entitled “Reference and Intermediation Services” was published in the second edition of Information Services Today: An Introduction.
Compiled and annotated by Lindley Homol, Stephanie Weiss, and Denyse Rodrigues
Happy spring/early summer! It is the time of year many of us work on projects that take a bit more time and thought than typically available during the fall and winter terms. To inspire your work, we offer you a selection of articles on the accessibility of library tutorials, library websites, learning environments, and accessibility conversion processes for library collections.
Clossen, A., & Proces, P. (2017). Rating the accessibility of library tutorials from leading research universities. Portal: Libraries and the Academy, 17(4), 803–823. Retrieved from https://muse.jhu.edu/article/672185
The authors selected a random sample of public-facing library tutorial materials from 71 public universities with the Carnegie Classification “Highest Research Activity” or R1. They describe the state of accessibility of these materials and identify common pitfalls in library-related accessible design. The team classified the materials into two categories – videos and web-based tutorials (continuous play vs. click-through) – and assessed them using a rubric focused on usability from the perspective of a disabled person. The team manually evaluated videos for five elements – type, captions, screen-audio coordination, link context, and length. With the help of two tools, AInspector and Functional Accessibility Evaluator, they evaluated web-based tutorials for six elements – headings, alternative text for images, skip-to-content links, tables, text chunking, and findability. Although guides such as Springhare’s LibGuides and similar in-house creations were excluded, the authors suggest that such reviews would be welcome additions to the literature.