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Accessibility Information Toolkit for Libraries - TRY 2014
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Accessibility Information Toolkit for Libraries - TRY 2014

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  • Katya
    Thank you for joining our session this morning. This presentation is dedicated to exploring the development of the OCUL Accessibility Toolkit for Libraries.
    Before we proceed, I would like to make an accessibility statement with regard to this presentation. For the purposes of making this presentation accessible my colleagues and I will read from our script which will be made available in an accessible WORD along with this Power Point presentation. This script will also include a description of any images, logos or screenshots from our slides.
    Enlarged copies of this presentation, slides as well as text, are also available at the front of the room.
    For those of you who were able to join us this morning, please raise your hand if you would like your presenters to speak louder. Feel free to switch your sitting location at any time convenient for you.
    Before we proceed, I would like to introduce your presenters today:
    Lisa Gayhart, Digital Communications Services Librarian, ITS, University of TorontoAnika Ervin-Ward, Administrations and Communications Coordinator, OCULKatya Pereyaslavska, Accessibility Librarian, Scholars Portal, OCUL
  • Katya
    The Accessibility for Ontarians with Disabilities Act, is a provincial legislation which was passed in 2005. It has two regulations – the Accessibility Standard for Customer Service and the Integrated Accessibility Standards Regulations. The legislation in and of itself is written in a dense language, it’s not extremely accessible to most of us who are not adept at legalese and it takes a few re-reads to make sense of the language.
     
    However, the implications for non-compliance are harsh – $100,000 in daily fines. How can libraries develop best practices, share accessibility expertise and find agreeable solutions to common accessibility barriers has puzzled OCUL members in the last few years. How does the legislation impact you as a reference librarian, a procurement officer or an administrator? What is your ideal role as a member of the UTL or RULA community and how can you contribute to making your campus more accessible?
  • Katya
    In 2012 OCUL, in partnership with the University of Toronto, received a grant through the Enabling Change program available through the Ministry of Community and Social Services. This grant was designed to fund the development of a shared accessible texts repository as well as the development of an information toolkit in support of AODA compliance.
    The toolkit was conceptualized as a valuable tool which could explain our institutional obligations under the Accessibility for Ontarians with Disabilities Act (AODA), providing examples of “best practices” in the context of Ontario University libraries.
  • Katya
    The ACE project reporting structure, as per the EnAbling Change grant requirements, was the development of an overseeing Steering Committee, which met once a month, an Advisory Committee that only met twice in the pilot year, a repository working group as well as a Toolkit working group.
     
    Our first steps were to work with the Steering Committee to identify and solicit appropriate expertise in the areas of law + copyright, accessibility, procurement, public services and administration.
     
    Shaping an abstract idea to establish project priorities and an effective work plan, the Toolkit Working Group met for the first time at the end of May 2013 to review the working goals and priorities for the coming months.
  • Katya
    The concept behind this project was quite general and somewhat abstract so it took a few meetings to fine-tune the idea of the toolkit – who is the audience, what is the content and how should it be organized?
    All of these considerations needed to be taken with the available timeline in mind – four summer months to get the bulk of the content together before starting an intense process of review followed by endless copy editing. The value of developing a tool which could be versatile, adaptable and sustainable was our top priority.
  • Katya
    The 1st meeting of the Toolkit working group took place at the end of May 2013. This was a difficult meeting to coordinate given the volume of the membership. It was agreed at this meeting that the group would be broken into 3 working subgroups, each responsible for each section of the toolkit. Members were asked to select the section they would like to work on based on their expertise and interests.
    As the result, three groups were formed: public services, law and administration and procurement
    Each group agreed to meet once every three weeks which meant that the ACE project team has a toolkit meeting every week! These meetings were conducted via the conference line with additional activity taking place between meetings using Google Docs and the Spot Docs wiki. A Chair was assigned to each working group to coordinate the meetings and to communicate on behalf of each group.
    Four months is not a very long time, especially in the summer months when a lot of library staff take vacation, so tight timeframe meant a faster work pace and creative scheduling to accommodate as many people as possible. In anticipation of this work schedule, an environmental scan was conducted in March and April 2013 in each one of the three designated toolkit areas in order to provide each subgroup with lists of existing projects to start to review.
  • Katya
    While the three toolkit areas were identified early, the structure of the toolkit as well as the content were important areas of discussion. The #1 priority was to identify all relevant projects and existing toolkits which could be pulled into a central document. Careful not to duplicate work, this involved discussions with groups such as Council of Ontario Universities Reference Group on Accessibility. Touching base with college representatives as well as other accessibility experts across the province, work on the toolkit involved reaching out to external expertise whenever necessary.
    Identifying gaps in information available meant that each group needed to develop their own original content such as sample policy language for procurement, a guide for external contractors, among other tools. Highlighting best practices, the toolkit emphasizes the value of considering your own institutional settings to evaluate which aspects of the toolkit and how should be adopted at your institutions.
  • Anika
  • Lisa
  • Anika
  • Anika
  • Lisa
  • Lisa
  • Katya
    The toolkit has a relatively simple structure. There is an introduction which identifies how and why this document was developed as well as touching on the AODA timeline and requirements. Following the introduction, there are three sections, each with several subsections, dealing with public services, accessible procurement and law and administration. Given the density of the material found in the latter part, this section is one of the most challenging parts of the toolkit.
    The final acknowledgements section contains an impressive list of participants and parties consulted. A glossary of terms had been developed by the toolkit working group, however, remains in unpublished format for the moment.
  • Katya
    Deciding on an appropriate license for the toolkit was a pretty straightforward decision. The value of developing a tool such as this was reliant on supporting our professional community by providing library staff with useful resources and interpreting a legislation in the context of Ontario academic libraries.
     
    Uses we did consider:
     
    Canadian vs. international use
    Commercial repurposing
    Future modification of content as the toolkit transitioned to version 2
    Original vs. borrowed content found in the toolkit
    http://creativecommons.org/choose/
     
    Quote from one group member:
     
    “Given the nature of the content, I think we should strive to make it as open as possible. We want to encourage others to take this material and make use of it, so a more restrictive license doesn’t make sense.” (member of the working group)
    Content can be adopted as members of the community see fit with one exception being a commercial use
     
    The license which we selected permits all but commercial repurposing so the toolkit is free to be adopted by your institution in any way you see fit. The material in this toolkit should be considered in the context of each institution and adapted accordingly. Excerpts can be adopted, revised or incorporated into institutional guides, policies or any other supporting documentation. 
  • Anika
  • Anika
  • Lisa
  • Transcript

    • 1. Accessibility Information Toolkit for Libraries Mobilizing Local Expertise to Produce a Consortial Tool Lisa Gayhart, Digital Communications Services Librarian, ITS, University of Toronto Anika Ervin-Ward, Administrations and Communications Coordinator, OCUL Katya Pereyaslavska, Accessibility Librarian, Scholars Portal, OCUL L
    • 2. are you ready? Accessibility for Ontarians with Disabilities Act, 2005 (AODA) January 1, 2015 Accessible formats and communication supports Educational libraries - print-based resources Producers of educational or training material - Textbooks The AODA has two regulations, the Accessibility Standard for Customer Service (Customer Service Standard) and The Integrated Accessibility Standards Regulation 191/11 (IASR). Information and Communication Standard (relevant sections to libraries 12, 15 & 18) January 1, 2014 All new internet websites and web content on those sites going back to January 1, 2012 must conform with Web Content Accessibility Guidelines (WCAG) 2.0 Level A Accessible feedback processes January 1, 2020 Educational libraries - multi-media/digital resources Producers of educational or training material - Supplementary print materials January 1, 2021 All internet websites and web content must conform with WCAG 2.0 Level AAA (excluding live captioning and audio description)
    • 3. ACE Pilot (Nov 2012 - Nov 2013) EnAbling Change grant = shared digital repository of accessible texts + an information toolkit
    • 4. reporting structure Enabling Change Program, Ontario Ministry University of Toronto Steering Committee Advisory Committee Repository Working Group Toolkit Working Groups
    • 5. …some kind of toolkit Toolkit purpose – to support OCUL institutions in AODA compliance -Targeted audience -Developing best practices -Linking to existing projects + tools -Distilling essential information -Developing a tool which can continue evolving
    • 6. group workflow  First meeting with 17 members from 9 OCUL schools to establish a work plan and timelines  Division into three sub-groups with three chairs and varied areas of focus in: • public services • law and administration • procurement  Establishment of communication practices, frequency of meetings, and assignment of tasks  Tight timeframe meant faster work pace  Provision of environmental scan documents for focus areas
    • 7. Accessibility Information Toolkit Helping OCUL members to prepare and respond to the AODA in three focus areas: Public Services Procurement Law & Administration Direct links to supporting information Explaining the AODA language and requirements Offering best practices and sample policy language Highlighting practices and formats which are inherently inaccessible Emphasis on collaborative problem-solving
    • 8. toolkit access
    • 9. managing expectations Abstract concept Timeframe Basic outline
    • 10. OCUL objective “Engage with OCUL members in support of an exceptional learning experience for Ontario students”
    • 11. communications SPOTdocs wiki Google docs Conference calls Frequent emails
    • 12. leadership Keeping groups on track Working through the summer months Keeping discussions focused Prioritizing work Ensuring that deliverables meet community needs
    • 13. Lessons learned Working with distributed groups Integrated telecommunications Archive of group discussions
    • 14. format decisions • Introduction • Three sections - Effectively linking to existing projects - Section cross-references to avoid content repetition • Acknowledgements • Glossary (to be published)
    • 15. copyright? Deciding on appropriate license: •Canadian vs. international use •Commercial repurposing •Future modification of content •Original vs. borrowed content http://creativecommons.org/choose/
    • 16. the future? http://www.ocul.on.ca/node/2214
    • 17. future formats  Interactive website  Webinars • June, July and August  Workshops  Version 2 and French version  #OCULtoolkit  Feedback? ocul@ocul.on.ca
    • 18. QUESTIONS? Access the toolkit: http://www.ocul.on.ca/node/2127 Feedback: ocul@ocul.on.ca