1 / 49

Are They Finding What They Need? : Library Databases and Users with Print/Learning Disabilities

Are They Finding What They Need? : Library Databases and Users with Print/Learning Disabilities. Kelly Dermody, Ryerson University Library Norda Majekodunmi, York University Libraries. Outline. Introduction Literature Review Design/Methodology Results Implications Conclusion.

bluma
Download Presentation

Are They Finding What They Need? : Library Databases and Users with Print/Learning Disabilities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Are They Finding What They Need? : Library Databases and Users with Print/Learning Disabilities Kelly Dermody, Ryerson University Library Norda Majekodunmi, York University Libraries

  2. Outline • Introduction • Literature Review • Design/Methodology • Results • Implications • Conclusion

  3. Canadians with a Disability • In 2006, 4.4 million Canadians (14.3%) aged 15 and over had some form of disability Statistics Canada. 2006 Participation and Activity Limitation Survey (PALS)

  4. Ontarians with a Disability • In 2006, 1.85 million Ontarians had a disability Statistics Canada. 2006 Participation and Activity Limitation Survey (PALS)

  5. Accessibility for Ontarians with Disabilities Act, 2005 • Accessibility for Ontarians with Disabilities Act, 2005 (AODA) • To make Ontario accessible by 2025 • mandatory accessibility standards in 5 areas

  6. AODA, 2005 • Customer Service • Organizations must have policies, practices and procedures re: delivery of services to persons with disabilities • Employment • Information and Communication • Built Environment • Transportation

  7. Students with a Disability Source: Statistics Canada, Participation and Activity Limitation Survey, 2006.

  8. Ontario Students with a Disability • 35,618 students with disabilities attended Ontario colleges and universities in 2007-2008 • Ryerson University: approx. 1200 students • 110 registered with print disabilities (visual, mobility and learning disability) who use screen readers • York University: 1,987 students • Approx 250 registered with print disabilities/learning disabilities who use screen readers.

  9. The Electronic Library

  10. Library Resources and Access • Several studies show online library databases inaccessible or not user-friendly • Stewart, 2005; Byerley and Chambers, 2002; Riley, 2004 examined users of screen readers • 2007 study found few vendors conducted usability tests with actual persons with disabilities with adaptive technology Byerley, S.L., Chambers, M.B. and Thohira, M. (2007). Accessibility of web-based library databases: the vendors’ perspectives in 2007. Library Hi Tech, 25 (4), 509-527.

  11. University Students and Research Skills • Studies on the research skills of University students (Mittermeyer, 2003; Valentine, 2001; Nowicki, 2003) show that students have poor research skills • Few studies look at the research skills of students with a disability who use screen readers

  12. Are they finding what they need?

  13. The Study • Trace the research process of students who are auditory readers (who use screen readers to access information online).

  14. Questions • Are students who use screen readers missing enhanced features in databases? • Can students navigate these electronic resources independently and use the features fully to conduct research? • What kinds of barriers, if any, are encountered during the research process? • Which specific steps or tasks during the research process, if any, are users having difficulties?

  15. Methodology: Participants • 5 York and 5 Ryerson University students • Screen readers: • JAWS: visual impairments • Zoomtext: visual impairments/learning disabilities • Kurzweil 3000: learning disabilities • Completed demographics survey

  16. Methodology: Tools • Task: • Search each database for academic articles on “women with disabilities in Canada” • Identify 2 full-text academic articles • Access the articles and read the first paragraph of each article • Screen capture software and observations

  17. Databases: Expanded Academic ASAP

  18. Databases: CBCA Complete

  19. Databases: Sociological Abstracts

  20. Methodology • Surveys completed after searching each database • Final survey

  21. Limitations • Studies consulted indicate students are having difficulty using on-line databases ( Finder et al, 2006; Mittermeyer, 2005 and Valentine, 2001 Therefore: • Lack of control group (students with out print disabilities)

  22. Results

  23. Our Users • Majority Undergraduates

  24. Skill Level and Library Use Sociological Abstracts

  25. Search Execution

  26. Completing the Task Student Perspective Video Results

  27. Video Results by Database

  28. Students’ Ratings of Databases Expanded Academic ASAP CBCA Complete Sociological Abstracts

  29. Accessibility • 80% were unaware of accessible features on databases search as text-only. Barriers? • Unreadable PDF • Can’t find the Link to Full Text Students Rating of Accessibility

  30. Implications Students Vendors Libraries

  31. Sensory impairments can lead people to miss information from their environment or to interpret the information in a different way (Whitney, 2006). Implications for students

  32. Student Frustration “It is very difficult and time consuming. Home access to Google Scholar would be ideal” “I don’t really know what I’m doing. I spend a lot of time and sometimes end up with nothing.” “I find it difficult and time consuming. It seems to take longer for me than for other students.”

  33. ...it may be technically possible for people who use screen readers to perform a given task, but it does not mean they can execute the task gracefully (Byerley, Chambers, Thohira, 2007). Implications for VendorsdesignTestingMarketing

  34. Link Clutter “The interface on many databases need to be cleaned up. For every extra search field or button that can be clicked, the likelihood of people becoming confused increases. The more busy a database interface may be, the risk increases of accessibility software not being able to keep pace.” “The names of links and their functions were not clear.” “Overall this process would be made easier if the websites of databases were less cluttered with links so that navigation around their various screens took less time.”

  35. Accessing the Full TextThe role of the Vendor and the Library Labelling and placement of Full Text Link within Databases and the naming of SFX links “It is very difficult to access full text articles. Even if it says they are available they are not always accessible.” “I do not know how to pull up the actual document, I only pull up the document summary page.”

  36. Usability Testing • .....only 5 of the 12 vendors conducted usability testing with people who have visual disabilities (Byerley, Chambers and Thohira ,2007) . • Our study shows usability of the 3 databases is challenging for students who have visual and learning disabilities.

  37. Marketing • Vendors are responding to accessibility (EbscoHost and ProQuest Search Features, ). • But do not address accessibility in marketing efforts. (Byerley, Chambers, Thohira, 2007). • 80% of our students were unaware of any accessible features on the three databases such as text-only.

  38. CBCA Complete Text-Only Feature

  39. CBCA Complete Text Only Search

  40. CBCA Complete Search Example

  41. ...the way students view their information universe affects their ability to develop critical thinking (Weiler, 2005). Implications for Libraries • ...Students with disabilities need a one-to-one consultation with a librarian (Study participant)

  42. The Library’s role in a Student’s Research Process • Information Literacy Skills • Library instruction for students with print/learning disabilities • Limiters • Full Text labels (SFX) – Are they clear enough ?

  43. The Library’s Many Roles • As buyers of databases • Marketers of Accessible features • Creators of detailed instruction materials • Instructors of accessible literacy skills • Promoters of Universal Instructional Design

  44. “It has been difficult for me to find the right articles for my papers without library support but it is getting easier for me to do some of the research on my own as I have become more adept at using the resources.” (study participant) Conclusion Students with print/learning disabilities who rely on screen readers to navigate library databases encounter design barriers that prevent them from fully executing the research process.

  45. Thank YouQuestions ?

  46. Web Resources • University of Guelph UID homepage http://www.tss.uoguelph.ca/uid/index.cfm • Ebsco Accessibility Interest Group http://cita.disability.uiuc.edu/collaborate/libraryebsco/issues.php • Proquest Accessibility Statement http://support.proquest.com/al/12/1/article.asp?aid=2789&bt=4 • Gale Accessibility Statement http://support.gale.com/gale/article.html?article=1168

  47. Bibliography Bruce. C.S. (1998). The Phenomenon of Information Literacy. Higher Education Research & Development, 17 (1), 25-43. Byerley, S.L. and Chambers, M.B. (2002). Accessibility and usability of web-based library databases for non-visual users. Library Hi Tech, 20 (2), 169-178. Byerley, S.L., Chambers, M.B. and Thohira, M. (2007). Accessibility of web-based library databases: the vendors’ perspectives in 2007. Library Hi Tech, 25 (4), 509-527. Haya, G., Nygren E., and Widmark, W. (2007). Metalib and Google Scholar: a user study. Online Information Review, 31 (3), 365-375. Mittermeyer D, Quirion D. (2003). Information literacy: study of incoming first-year undergraduates in Quebec. Conference of Rectors and Principals of Québec Universities. Retrieved March 15, 2008, from http://www.crepuq.qc.ca/documents/bibl/formation/studies_Ang.pdf

  48. Nowicki, S. (2003). Student vs. search engine: undergraduates rank results for relevance. Portal: Libraries and the Academy, 3 (1), 503-515. Riley, C. (2004). Electronic content: is it accessible to clients with ‘differabilities’? Serials Librarian, 46 (3/4), 233-40. Stewart, R., Narendra, V. and Schmetzke, A. (2005). Accessibility and usability of online library databases. Library Hi Tech, 23 (2), 265-286. Valentine, B. (2001). The legitimate effort in research papers: student commitment versus faculty expectations. The Journal of Academic Librarianship, 27 (2), 107-115. Vassiliadis, K. and Stimatz, L.R. (2002). The instruction librarian’s role in creating a usable web site. Reference Services Review, 30 (4), 338-42. Weiler, A. (2005). Information-seeking behaviour in generation y students: motivation, critical thinking and learning theory. Journal of Academic Librarianship, 31 (1), 46-53. Whitney, G. (2006). Enabling people with sensory impairments to participate effectively in research. Universal Access in the Information Society, 5, 287-291. Zoellner, K., Samson, S., & Hines, S. (2008). Continuing assessment of library instruction to undergraduates: A general education course survey. Colleges & Research Libraries, 69, 370-383.

More Related