Agenda item: 10

DRAFT NOT YET APPROVED

Challenges around provision of accessible library services to blind and partially sighted students in HEdiscussion held 24 November 2008, CILIP

Document contents

–Table of proposed strategies and key players

–Appendix 1 – key discussion points

–Appendix 2 – meeting attendees

Table of proposed strategies and key players

Strategy / Actions / Key players / Time frame
  1. Work with publishers to standardise licence agreements and make application process more transparent and efficient
/ Establish guidelines for print impaired licenses, including reference to publishers providing files in an accessible format (i.e. not pdf) / RNIB
TechDis
Publishers / Medium
Publishers contact information held on publisherlookup – new publishers to be approached / TechDis
Publishers / Short
Applications to be made through single gateway (possibly publisherlookup) so that applications can be monitored and volume captured / TechDis
RNIB / Medium
  1. Investigate further involvement of other bodies to improve current DSA funding model -JISC, HEA, HEFCE
/ RNIB
TechDis
JISC
HEA
HEFCE / Long
  1. Provide access to national collections
/ Lobby for digitisation of existing collections and electronic file deposit at British Library / RNIB/STV / Long
Set targets for meeting on-demand requests / HEFCE / Medium
  1. Improve communication between organisations and wider community
/ Set up VI forum for sector on jiscmail / JISC / Short
Provide user education for lecturers and librarians and teacher training courses on providing students with accessible material / HEA
CLAUD
Regional groups / Medium
  1. Establish database of electronic files
/ Explore possibility of JISC repository / RNIB
JISC / Long
Provide information and advice on access technology and DRM / TechDis / Short
Resolve DRM issues / RNIB
HEFCE
TechDis
  1. Reduce duplication of material
/ HE bodies to catalogue transcriptions on OPACs so that it can be shared via COPAC. RNIB to advise on cataloguing / COPAC
RNIB
HE sector / Medium
  1. Improve accessibility of academic databases
/ Advice organisations (E.g. JSTOR) on improving accessibility of their products / RNIB
JISC / Medium

Appendix 1 – key discussion points

  • An academic library has provenance, includes quality, relevant current and historical content for specialist subjects, can be virtual or physical, can be a gateway to resources and does not need to be hosted by an academic institution
  • Undergraduate students – need access to multiple copies of material on reading lists/course packs quickly and locally. This provision can be planned by librarians and lecturers but as well as being “spoon-fed” students should be encouraged to develop study skills and become independent learners and have the same needs as postgraduate students below
  • Postgraduate students – research is unique and original so resources need to be sought from variety of sources – how does VI researcher know what is out there? Library cannot predict which resources need to be made accessible
  • RNIB’s 2009-14 strategy has 3 priorities: preventing sight loss; supporting independent living; creating an inclusive society. RNIB’s strategy is to lobby mainstream society to become more accessible rather than providing all solutions itself
  • Books and information underpin many of the ambitions (employment, education, quality of life) and library and transcription services are included in the “basket” of core services RNIB will continue to offer
  • Additionally Goal 9.3 aims to increase independent access to books & magazines by influencing the supply chain, bookseller, publishers etc – same books, same time, same price
  • Role of RNIB NLS – to support gapsin mainstream provision and the Library Advisory Group has agreed is should be like a public library service and the collection should be selected for the general audience
  • The “Learning & skills library” was based on individual transcription requests and not items selected or kept based on library collection policies. Cassettes being digitised depending on number of requests, quality of original; some are being replaced with up to date editions
  • Publishers often supply PDF files which need retranscription
  • DDA has shifted responsibility for retranscription to each organisation and this has led to duplication of effort
  • Even as publishing becomes digital there will still be a need for retranscription of legacy paper resources
  • DCMS is funding an accessible resources pilot project for KS3/4 children with reading impairments. Participating schools will get electronic files from publishers
  • Google books cannot easily be turned into accessible resources – RNIB working with Google in the UK
  • DRM issues need to be resolved – files could be watermarked or expire after certain date but these would need to be compatible with access technology
  • Organisations need to consider access needs of all reading impaired students such as those with mental health and dyslexia not just visually impaired
  • Students need access to material in national collections – need to be digitised and made accessible
  • Alternative funding models need to be explored with real costs and evidence – should students be given Braille machine to convert etext and save on transcription costs? What are student drop out figures? Transcription costs can vary for specialist material e.g. science, language. Current DSA model to centre on individual, large organisation such as publishers need to share costs
  • Communication needs to be improved between organisations – Unitrans discussion list for best practice and transcription issues has low membership
  • Academic databases should be targeted to become more accessible. RNIB worked with KnowUK to make product accessible, rather than creating separate product – change through mainstream channels.

Appendix 2 – meeting attendees

Carole Pickaver (Chair), Head of Library Services, University of Kent/ Member of National Library Service Advisory Group

Sharon Grennan, Member of National Library Service Advisory Group

Paul Jarman, Disability Support Officer, QueenMaryCollege, University of London

Anna Lawson, Senior Lecturer, University of Leeds, RNIB trustee

Alistair McNaught, Senior Advisor, TechDis

Teresa Pedroso, Disability Librarian, Bodleian Library

Corina Rogerson, Senior SLRU Officer, University of Central Lancashire

Linda Robertson, Assistive Technology Officer, University of Southampton/STV Board member

Tony Rucinski, Director, Learning and Information Services, CardiffUniversity

Helen Brazier, Head of National Library Service, RNIB/STV Co-ordinator

Richard Orme, Head of Accessibility, RNIB

Mandy Thompson, RNIB

Anne Rehahn, National PCET Development Officer, RNIB

Note taker: Wendy Taylor, Librarian Bibliographic Services, RNIB

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