@article {3212, title = {Accessibility of digital special collections using screen readers}, journal = {Library Hi Tech}, volume = {30}, year = {2012}, note = {

The research examined 69 US academic library web sites in 2011 to test whether textual materials from their digitized special collections were readable with screen reader technology. The results indicated that 29 out of 69 (42\%) of the digitized special collections items were readable by screen-reader technology whereas 40 (58\%) were not readable.

}, pages = {457-471}, abstract = {

Purpose \– The purpose of this paper is to discover whether digitized materials from special collections libraries can be accessed using screen reader technology. Design/methodology/approach \– The researchers looked at 69 US academic library web sites from the ARL in 2011 to determine whether textual materials sampled from their digitized special collections were readable with screen reader technology. Findings \– The researchers found that 42 percent of the sampled digital collection items are screen-readable, while 58 percent are not readable. Research limitations/implications \– Screen readers are not evaluated against one another for effectiveness with digital collections. Library web site pathways to digital special collections were not evaluated with screen readers. Originality/value \– This is the first study to examine the accessibility of digitized special collections materials to persons using a screen reader.

}, keywords = {academic libraries, Accessibility, assistive technology, digitization, disabilities, library}, issn = {0737-8831}, doi = {10.1108/07378831211266609}, url = {http://dx.doi.org/10.1108/07378831211266609}, author = {Southwell, Kristina L and Slater, Jacquelyn and Dave Comeaux and Schmetzke, Axel} } @article {2905, title = {Improving Screencast Accessibility for People With Disabilities: Guidelines and Techniques}, journal = {Internet Reference Services Quarterly}, volume = {16}, year = {2011}, note = {

This article provided concrete suggestions on how to make screencast videos accessible and usable for people with disabilities. Furthermore, the author also introduced how to test for such accessibility, which should be able to serve as guidelines for future practice to create more user-friendly screencast videos.

}, pages = {129-144}, abstract = {

Screencast video tutorials are increasingly popular in libraries but may present access problems for people with disabilities unless specific accessibility features are added during screencast creation. This article reviews existing standards for accessible Web-based multimedia and gives guidelines and tips on how to create accessible screencasts based on these standards.

}, keywords = {Accessibility, disabilities, multimedia}, isbn = {1087530115404749}, doi = {10.1080/10875301.2011.602304}, author = {Oud, Joanne} } @article {3052, title = {Online Databases and the Research Experience for University Students with Print Disabilities}, journal = {Library Hi Tech}, volume = {29}, year = {2011}, note = {This study examined print disabled university students{\textquoteright} searching experience in three online databases with screen-reading software.}, pages = {149-160}, abstract = {Purpose: The purpose of this paper is to present findings of a study which examined the searching experience of university students with a print disability and their use of screen reading software to navigate three proprietary databases. Design/methodology/approach: Participants completed a series of tasks in three different online databases using their screen-reading software. Screen-recording software provided video and audio documentation of the process. Survey data were collected pre- and post-study as well as after each database search session. Findings: The paper provides insights on the information-seeking behavior of students with print disabilities as well as the barriers encountered while navigating online databases using screen-reading software. Research limitations/implications: The study focuses only on a small sample of university students with print disabilities and therefore lacks a control group of non-print-disabled students against which the results could be measured. Practical implications: Database vendors are aware of the barriers their databases pose for users of screen readers. It is in the best interest of vendors to assist libraries in promoting the accessible features that already exist in their databases. Libraries can assist students by providing database instruction tailored to users of screen readers and by assisting database vendors in usability feedback and in marketing options. Originality/value: Participants consisted of students with learning, visual and mobility disabilities and who were native users of screen-reading software. There is a lack of research on the intersection of databases design and its impacts on the information literacy skills of students with print disabilities. This paper provides some insights on the first step in the information-seeking process (gathering information) by students with a print disability and the barriers encountered. {\textcopyright}2011 Emerald Group Publishing Limited.}, keywords = {academic libraries, blind, Canada, databases, disabilities, dyslexia}, issn = {07378831}, doi = {10.1108/07378831111116976}, author = {Kelly Dermody and Norda Majekodunmi} } @article {3151, title = {What we know about dyslexia and Web accessibility: A research review}, journal = {Universal Access in the Information Society}, volume = {9}, year = {2010}, note = {This paper is a literature review of the research conducted for testing dyslexia accessibility. The research showed that there existed a number of guidelines for designing websites of dyslexic-accessible interfaces, but the research was relatively few. There{\textquoteright}s evidence that improving accessibility for dyslexia people will also benefit general population as a whole. More research about dyslexia was encouraged to be done.}, pages = {147-152}, abstract = {Compared to the online interaction behavior of other users, little is known about the difficulties dyslexic Web users encounter online. This paper reviews existing literature at the intersection of dyslexia and accessibility research to determine what useful knowledge exists regarding this important and relatively large group of users. This review uncovers that, although there are few published usability tests with dyslexic users, there is a considerable body of knowledge on dyslexia as well as many design guidelines for authoring dyslexic-accessible interfaces. Through a comparison of existing accessibility guidelines for dyslexic and non-dyslexic users and discussion of the plain language movement, it is argued that dyslexic-accessible practices may redress difficulties encountered by all Internet users. This conclusion suggests that usability testing yielding a clearer profile of the dyslexic user would further inform the practice of universal design, but also that enough knowledge is already available to allow doing more to increase accessibility for dyslexic Internet users.}, keywords = {Accessibility, cognitive disability, disabilities, dyslexia, Interface design, universal design, usability}, issn = {1615-5289}, doi = {10.1007/s10209-009-0160-5}, author = {Jacob E. McCarthy and Swierenga, Sarah J.} } @article {3081, title = {Homepage not enough when evaluating web site accessibility}, journal = {Internet Research}, volume = {19}, year = {2009}, note = {This article poins out tha the homepage of a website a far less enough to represent the accessibility of a website. It is the first study of its kind.}, pages = {78-87}, abstract = {The purpose of this paper is to determine if the homepage of a web site is representative of the whole site with respect to accessibility. The paper presents an intraclass correlation (ICC) between homepage web accessibility barrier (WAB) scores and the WAB scores of web site levels 1 through 3 for 33 popular web sites. The paper finds that the homepage is not sufficient to detect the accessibility of the web site. ICC of the homepage and average of levels 1-3 is 0.250 (p=0.062) and ICC of levels 1, 2, and 3 is 0.784 (p < 0.0001). Evaluating the homepage and first-level pages gives more accurate results of entire site accessibility. This is first study correlating homepage accessibility with web site accessibility.}, keywords = {disabilities, homepage accessibility, usability, worldwide web}, doi = {10.1108/10662240910927830}, author = {Stephanie Hackett and Parmanto, Bambang} } @article {3121, title = {Issues with Older Workers and Employees with Disabilities}, journal = {Journal of Access Services}, volume = {6}, year = {2009}, note = {This article briefly introduced issues or factors that library managers needed to consider when they employed employees with disabilities or older employees.}, pages = {153-157}, abstract = {Among issues that library managers need to consider is work suitability involving older or impaired workers or employees with disabilities. This can involve factors needing consideration when hiring or retaining these workers. Disabilities or impairments can range from visual or auditory, to physical or mental, to learning or age-related. They can be due to repetitive motion injuries, lessening physical agility, or other types of birth or injury issues. As the workforce ages, workers may continue employment past previous retirement ages or may even seek to begin a new career in the library field. [ABSTRACT FROM AUTHOR] Copyright of Journal of Access Services is the property of Haworth Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder{\textquoteright}s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)}, keywords = {aging, disabilities, disability, Employment , library, older adults, Older worker, Work suitability}, issn = {15367967}, doi = {10.1080/15367960802247908}, url = {10.1080/15367960802247908\nhttp://ezproxy.lib.umb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true\&db=aph\&AN=36592160\&site=ehost-live}, author = {Laurie Kinsinger} } @article {3197, title = {The Effects of Implementing Web Accessibility Standards on the Success of Secondary Adolescents}, journal = {Journal of Educational Multimedia and Hypermedia}, volume = {17}, year = {2008}, note = {

This study engaged 60 students from a secondary school to test the navigational effectiveness of web sites. They were provided with either an accessible web site or an nonaccessible one. Participants included abled and unabled adolescents. Results indicated that improving web accessibility may increase the response accuracy for all types of students.

}, pages = {387-411}, abstract = {

Web accessibility has become a paramount concern in providing equal access to audiences of all abilities. Unless web accessibility is supported and employed, the internet does not deliver worldwide access as it was intended. This study engaged 60 students in a secondary school setting in order to identify the navigational effectiveness and response accuracy of web sites constructed to adhere to federal guidelines relating to web accessibility. The goal of the study was to determine the effects of following or not following these guidelines in the creation of instructional, web-based learning modules for adolescents. Two separate informative web sites were created for adolescents with and without disabilities; one accessible and one non-accessible. The purpose was to evaluate the accuracy of response and time for each participant. Results of the study showed that all students who used the accessible web site scored higher on accuracy of response than those who used the non-accessible site. The results of this study indicate that web sites created using universal design guidelines that adhere to federal recommendations for web accessibility may assist all types of students in improving the accuracy of response when using information from a web site. (Contains 3 tables and 2 figures.)

}, keywords = {Design Requirements, disabilities, education, Federal Regulation, Guidelines, High Schools, internet, law, learning disabilities, standards, Teenagers , Web sites}, issn = {1943-5916(Electronic); 1055-8896(Print)}, url = {http://www.tdnet.com/upna/resolver/default.asp??genre=article\&issn=10558896\&volume=17\&issue=3\&title=Journal+of+Educational+Multimedia+and+Hypermedia\&spage=387\&date=2008-07-01\&atitle=The+Effects+of+Implementing+Web+Accessibility+Standards+on+the+Success+of}, author = {Savi, Christine Opitz and Savenye, Wilhelmina and Rowland, Cynthia} } @article {2828, title = {Disability awareness training for library staff: evaluating an online module}, journal = {Library Review}, volume = {56}, year = {2007}, note = {This article introduced an online project for libririans in University of Dundee with respect to disability awareness training. Results indicated that through the training the awareness had been raised, however, more topics on dyslexia and others could be incorporated. Future practice would continue working on improving the project and extend it to other university libraries.}, pages = {707-715}, abstract = {The purpose of this article is to explore the views of library staff on the effectiveness of an online training module in disability awareness and to evaluate the appropriateness of this method of delivery for staff development in an academic library.}, keywords = {disabilities, human resource development, learning methods}, isbn = {0024253081}, doi = {10.1108/00242530710818036}, author = {Margaret E. S. Forrest} } @article {3040, title = {Web accessibility at university libraries and library schools}, journal = {Library Hi Tech}, volume = {25}, year = {2007}, note = {This study focused on the web site accessibility for people with print disabilities in all 56 ALA-accredited library schools and their libraries. The web pages were evaluated by Bobby 3.1.1. Results showed that only 50 to 60 web pages were accessible according to Bobby 3.1.1 examination. Compared with previous results, it showed some increases. Moreover, U.S. web sites appeared to have lower accessibility as compared to Canadian web sites.}, pages = {457-477}, abstract = {Purpose - Only properly designed web sites are accessible to people with print disabilities. The purpose of this paper is to follow up on earlier investigations of this kind by looking at the web sites of all 56 ALA-accredited library schools, and of the libraries on these campuses. Design/methodology/approach - Bobby 3.1.1 was used to evaluate compliance with major accessible web design guidelines. In addition, key web pages were checked manually for the presence of skip-navigation components, and the sites{\textquoteright} re-design status was ascertained. The results were presented in the form of basic descriptive statistics, including percentages of Bobby-approved pages and the average number of barriers per page. Correlations of the current accessibility data with older data sets and with library school ratings were also calculated. Findings - The results indicate that despite an increase in accessibility, only 50 to 60 per cent of the web sites were free of Bobby-detectable errors. Canadian sites were more accessible than US sites. Contrary to previous findings, recently redesigned sites tended to be more accessible. Highly ranked sites also tended to have higher accessibility scores. US sites showed a random-like up-and-down movement in accessibility status between 2002 and 2006. Research limitations/implications - The collected data reflect compliance with only a subset of accessible design principles. Practical implications - More education and continued advocacy is needed to increase web accessibility at libraries and library schools and to help establish library schools as models of program accessibility. Originality/value - This is the only study that provides trend information about the accessibility of a broader set of library and library school web sites.}, keywords = {academic libraries, disabilities, libraries, library, Web accessibility, worldwide web}, issn = {0737-8831}, doi = {10.1108/07378830110384584}, author = {David Comeaux and Schmetzke, Axel} }