A library environment for everyone:
Universal design and libraries	
  
Andrea	
  Miller-­‐Nesbi/	
  &	
  Tanja	
  Beck	
  ...
Outline
•  Context	
  
•  Methods	
  
•  Results	
  
•  Future	
  work	
  
•  Ques4ons	
  
Canadian context
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
4
6
8
10
2000 2002 2004 2006 2008 2010 2012 2014
%
y...
McGill context
•  2	
  campuses	
  
•  11	
  faculBes	
  	
  
•  11	
  schools	
  
•  12	
  branch	
  libraries	
  
•  1,	...
OSD registered students
Organic	
  
impairment	
  
15%	
  
Pervasive	
  develop.	
  
disorder	
  
1%	
  
Motor	
  
impairm...
OSD registered students
Organic	
  
impairment	
  
15%	
  
Pervasive	
  develop.	
  
disorder	
  
1%	
  
Motor	
  
impairm...
hCp://www.montrealgazeCe.com/health/Accessible+learning+students+with+disabili4es/7778105/story.html	
  	
  
Universal design
“The	
  design	
  of	
  products	
  and	
  
environments	
  to	
  be	
  usable	
  by	
  all	
  
people,	
...
7 Principles of Universal Design
1. 	
  	
  	
  Equitable	
  use	
  
2. 	
  	
  	
  Flexibility	
  in	
  use	
  
3. 	
  	
...
Methods
	
  1. 	
  Assessment	
  of	
  branch	
  libraries	
  
	
  2. 	
  User	
  survey	
  
Assessment of branches
AT’s	
  up	
  to	
  date	
   AT’s	
  in	
  accessible	
  area	
   Spirit	
  scanner	
   Print	
  en...
Online Guide
Online guide
Methods
	
  1. 	
  Assessment	
  of	
  branch	
  libraries	
  
	
  2. 	
  User	
  survey	
  
hCp://4tutes.webs.com/images/...
User survey - Design
•  Designed	
  survey	
  with	
  the	
  assistance	
  of	
  the	
  manager	
  of	
  student	
  
asses...
User survey - Population
•  Survey	
  sent	
  to	
  all	
  second	
  year	
  and	
  above	
  OSD	
  registered	
  
student...
User survey - Population
79%	
  
21%	
  
Undergraduate	
  
Graduate	
  
Level	
  of	
  Study	
  
User survey - Population
44%	
  
19%	
  
11%	
  
6%	
  
5%	
  
4%	
  
3%	
  
3%	
  
2%	
  
1%	
  
1%	
  
Arts	
  
Science	...
Reasons for favorite library
Library	
  materials	
  
housed	
  
Convenient	
  
locaBon	
  
Study	
  
environment	
  
Faci...
Experience with Library webpage
66%	
  
44%	
  
35%	
  
32%	
  
34%	
  
56%	
  
65%	
  
68%	
  
Finding	
  specific	
  info...
Library workshops
9%	
  
3%	
  
38%	
  
34%	
  
25%	
  
34%	
  
63%	
  
50%	
  
72%	
  
53%	
  
Are	
  easy	
  to	
  under...
Library improvements – Top 10
1.  Improvement	
  of	
  privacy-­‐related	
  study	
  
space	
  features	
  (66%)	
  
2.  A...
Library improvements – Top 10
6.  Ease	
  of	
  use	
  of	
  the	
  library	
  website	
  (34%)	
  
7.  Improvement	
  of	...
Select comments
“As	
  a	
  blind	
  student,	
  I	
  find	
  
the	
  library	
  website	
  difficult	
  
to	
  navigate.	
  ...
Recommendations
1.  Branch	
  recommenda4ons	
  
2.  Website	
  recommenda4ons	
  
3.  Recommenda4ons	
  for	
  staff	
  
4...
Branch recommendations
•  Humani4es	
  and	
  Social	
  Sciences	
  Library	
  
•  Provide	
  elevator	
  access	
  to	
  ...
Website recommendations and
recommendations for staff
•  Website	
  
•  Improve	
  informa4on	
  for	
  students	
  with	
...
System-wide recommendations
•  Create	
  set	
  of	
  standard	
  prac4ces	
  regarding	
  service	
  to	
  people	
  
wit...
Future work
•  Create	
  short	
  videos	
  highligh4ng	
  the	
  accessibility	
  features	
  of	
  
each	
  branch	
  
•...
Acknowledgements
Special	
  thanks	
  to	
  Maximilian	
  Feinsot	
  for	
  his	
  
help	
  with	
  the	
  assessment	
  o...
Questions? Comments?
	
  
	
  
hCp://blogs.cbu.ca/wp-­‐content/uploads/2010/12/MC900438842.jpg	
  
Andrea	
  Miller-­‐Nesb...
References
American	
  Library	
  Associa4on	
  -­‐	
  Associa4on	
  of	
  Specialized	
  and	
  Coopera4ve	
  Library	
  ...
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A library environment for everyone: Universal design and libraries

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This paper was presented at the 7th International Evidence Based Library and Information Practice conference in Saskatoon, Saskatchewan.

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A library environment for everyone: Universal design and libraries

  1. 1. A library environment for everyone: Universal design and libraries   Andrea  Miller-­‐Nesbi/  &  Tanja  Beck  –  McGill  University   Evidence  Based  Library  and  Informa4on  Prac4ce  Annual  Conference   July  16th,  2013   hCp://Gaederfia.se/2012/07/31/library-­‐of-­‐secrets/  
  2. 2. Outline •  Context   •  Methods   •  Results   •  Future  work   •  Ques4ons  
  3. 3. Canadian context                           4 6 8 10 2000 2002 2004 2006 2008 2010 2012 2014 % year Percentage  of  undergraduate  students  who  self-­‐ iden4fy  as  having  a  disability     (Canadian  University  Survey  Consor4um,  2011)  
  4. 4. McGill context •  2  campuses   •  11  faculBes     •  11  schools   •  12  branch  libraries   •  1,  636  faculty     •  37,  835  students   •  1,  311  students   registered  with  the     Office  for  Students   with  DisabiliBes  
  5. 5. OSD registered students Organic   impairment   15%   Pervasive  develop.   disorder   1%   Motor   impairment   11%   Visual  impairment   2%   Mul4ple   impairments   17%   Learning  disability   13%   ACen4on  Deficit   Disorder   13%   Hearing  impairment   1%   Mental  health   disorder   27%  
  6. 6. OSD registered students Organic   impairment   15%   Pervasive  develop.   disorder   1%   Motor   impairment   11%   Visual  impairment   2%   Mul4ple   impairments   17%   Learning  disability   13%   ACen4on  Deficit   Disorder   13%   Hearing  impairment   1%   Mental  health   disorder   27%  
  7. 7. hCp://www.montrealgazeCe.com/health/Accessible+learning+students+with+disabili4es/7778105/story.html    
  8. 8. Universal design “The  design  of  products  and   environments  to  be  usable  by  all   people,  to  the  greatest  extent  possible,   without  the  need  for  adaptation  or   specialized  design.”   (Connell,  B.,    et  al.,  1997)     “Signpost”  symbol  by  The  Noun  Project  taken  from  the  Noun  Project  collec4on  (blog.thenounproject.com/)    
  9. 9. 7 Principles of Universal Design 1.       Equitable  use   2.       Flexibility  in  use   3.       Simple  and  intui4ve  use   4.       Percep4ble  informa4on   5.       Tolerance  for  error   6.       Low  physical  effort   7.       Size  and  space     (Connell,  B.,    et  al.,  1997)  
  10. 10. Methods  1.  Assessment  of  branch  libraries    2.  User  survey  
  11. 11. Assessment of branches AT’s  up  to  date   AT’s  in  accessible  area   Spirit  scanner   Print  enlarger   Birks   N/A   N/A   No   No   EducaBon   Yes   Yes,  but  no  privacy   Yes,  but   inaccessible   loca4on   No   •  Entrance/stacks  clear  of  obstruc4ons   •  Wheelchair  accessible   •  High  contrast  direc4onal  signs   •  Descrip4on  of  study  areas   •  Adjustable  ligh4ng   •  Adjustable  worksta4ons   •  Computer  monitor  size   •  Availability  of  headphones   •  Availability  of  adap4ve  technologies   •  Accurate  floor  plans   •  Accessibility  of  teaching  room   •  Spirit  scanner  and  print  enlarger   •  Accurate  floor  plans   •  Existence  of  a  Policy   (Burgstahler,  S.,  2012)  
  12. 12. Online Guide
  13. 13. Online guide
  14. 14. Methods  1.  Assessment  of  branch  libraries    2.  User  survey   hCp://4tutes.webs.com/images/do_paid_surveys_for_cash.jpg  
  15. 15. User survey - Design •  Designed  survey  with  the  assistance  of  the  manager  of  student   assessment   •  10  ques4ons,  mix  of  mul4ple  choice,  5  point  Likert  scale  and   open  comment     •  Link  to  online  survey  sent  by  email  in  late  September  2012   •  Sent  3  email  reminders  over  the  course  of  1  month   •  No  incen4ve  offered     hCp://4tutes.webs.com/images/do_paid_surveys_for_cash.jpg  
  16. 16. User survey - Population •  Survey  sent  to  all  second  year  and  above  OSD  registered   students  (N=918)   •  Response  rate  was  11%  (n=101)   •  Distribu4on  of  respondents  by  level  of  study  and  faculty  was   representa4ve  of  OSD  registered  students   hCp://www.clker.com/cliparts/M/X/E/o/Y/8/popula4on.svg  
  17. 17. User survey - Population 79%   21%   Undergraduate   Graduate   Level  of  Study  
  18. 18. User survey - Population 44%   19%   11%   6%   5%   4%   3%   3%   2%   1%   1%   Arts   Science   Agricultural  &  Environmental  Sciences   Law   Con4nuing  Educa4on   Engineering   Arts  &  Science   Educa4on   Management   Medicine   Music   Faculty  
  19. 19. Reasons for favorite library Library  materials   housed   Convenient   locaBon   Study   environment   FaciliBes   Technology   Birks  reading  room   17%   100%   Educa4on  Library   17%   33%   83%   17%   17%   Geographic  Informa4on  Centre   50%   50%   25%   25%   Humani4es  and  Social  Sciences  Library   41%   72%   47%   25%   3%   Islamic  Studies  Library   33%   100%   Law  Library   25%   58%   67%   Life  Sciences  Library   25%   100%   MacDonald  Campus  Library   29%   57%   71%   Music  Library   29%   43%   100%   29%   Math  and  Sta4s4cs  Library   100%   Library  of  Science  and  Engineering   64%   91%   9%  
  20. 20. Experience with Library webpage 66%   44%   35%   32%   34%   56%   65%   68%   Finding  specific  informa4on  for   students  with  disabili4es     Ease  of  naviga4on   Finding  informa4on  for  research     Finding  informa4on  about  a   library     Poor/Fair   Good/Excellent  
  21. 21. Library workshops 9%   3%   38%   34%   25%   34%   63%   50%   72%   53%   Are  easy  to  understand   Include  varied  delivery  formats  (groups   discussion,  visual  presenta4on,  etc.)   Make  resources  available  before  or  arer  the   session(s)   Are  offered  in  comfortable  and  easily-­‐ accessible  loca4ons     Strongly  disagree  /  disagree   Neutral   Agree/Strongly  agree  
  22. 22. Library improvements – Top 10 1.  Improvement  of  privacy-­‐related  study   space  features  (66%)   2.  Adjustable  chairs  (49%)   3.  Areas  for  group  study  for  up  to  4   students  (46%)   4.  Adjustable  ligh4ng  (44%)   5.  Adjustable  or  variable  height  desks   (35%)  
  23. 23. Library improvements – Top 10 6.  Ease  of  use  of  the  library  website  (34%)   7.  Improvement  of  floor  plans  (33%)   8.  Larger  computer  monitors  (20%)   9.  Availability  of  accessible  worksta4ons   with  adap4ve  sorware  (18%)   10.  Areas  for  group  study  for  groups  of  10  or   more  (11%)  
  24. 24. Select comments “As  a  blind  student,  I  find   the  library  website  difficult   to  navigate.    It’s  confusing   when  trying  to  search  for   specific  4tles/informa4on   online”   “…the  libraries  feel   very  impersonal  and   it  is  difficult  for  OSD   students  to  get  the   most  out  of  their   studying”   “Any  accessibility   features…could  also   be  men4oned   during  workshops  /   info  sessions  for  all   students  to  hear”   “…a  couple  of   worksta4ons  in  each   area  could  be   designated  and  ler   in  large  print  mode”   “Walking  to  the   libraries  is  not  very   accessible…too   many  stairs  or   have  to  go  around   the  library  to   access”    
  25. 25. Recommendations 1.  Branch  recommenda4ons   2.  Website  recommenda4ons   3.  Recommenda4ons  for  staff   4.  System-­‐wide  recommenda4ons  
  26. 26. Branch recommendations •  Humani4es  and  Social  Sciences  Library   •  Provide  elevator  access  to  Cybertheque   •  Soundproof  group  study  rooms   •  Schulich  Library  of  Science  and  Engineering   •  Have  adapted  worksta4ons  on  all  floors   •  Include  loca4on  of  adapted  worksta4ons  in  floor  plan   •  Macdonald  campus  Library   •  Install  automa4c  door  to  accessible  washroom   •  Have  21  inch  computer  monitors    
  27. 27. Website recommendations and recommendations for staff •  Website   •  Improve  informa4on  for  students  with  disabili4es  on  website   •  Update  all  floor  plans  highligh4ng  adapted  worksta4ons,  different   study  areas,  etc.   •  Conduct  website  usability  tes4ng  with  OSD  registered  students   •  Staff   •  Create  basic  and  advanced  close-­‐cap4oned  online  tutorials   •  Become  familiar  with  adap4ve  sorwares   •  Provide  consulta4ons  via  Skype  
  28. 28. System-wide recommendations •  Create  set  of  standard  prac4ces  regarding  service  to  people   with  disabili4es     •  Provide  regular  training  for  staff   •  Create  list  of  resources  for  students  with  disabili4es   •  Inves4gate  accessibility  features  of  licensed  products  
  29. 29. Future work •  Create  short  videos  highligh4ng  the  accessibility  features  of   each  branch   •  Conduct  regular  accessibility  assessments   •  Conduct  focus  groups  to  determine  further  gaps   •  Solicit  staff  input   •  Increase  collabora4on  between  library,  disability,  and   informa4on  technology  services  
  30. 30. Acknowledgements Special  thanks  to  Maximilian  Feinsot  for  his   help  with  the  assessment  of  branches  and   work  on  the  survey.    Thanks  also  to  Lina  Di   Genova  for  her  help  with  survey  design,   distribu4on  and  data  collec4on.    
  31. 31. Questions? Comments?     hCp://blogs.cbu.ca/wp-­‐content/uploads/2010/12/MC900438842.jpg   Andrea  Miller-­‐Nesbi/      Tanja  Beck   Life  Sciences  Library            Office  for  Students  with  Disabili4es   andrea.miller-­‐nesbiC@mcgill.ca      tanja.beck@mcgill.ca   (514)  398-­‐1663              (514)  398-­‐6009   hCp://www.slideshare.net/andreaemn    
  32. 32. References American  Library  Associa4on  -­‐  Associa4on  of  Specialized  and  Coopera4ve  Library  Agencies.  Library  services  for  people  with  disabili4es  policy.  Retrieved  from   hCp://www.ala.org/ascla/asclaissues/libraryservices   Ball,  Simon.  (2012).  Libraries  in  a  digital  age  access.  London:  Henry  Stewart  Talks.     Burgstahler,  Sheryl.  (2012).  Equal  access:  Universal  design  of  libraries  -­‐  A  checklist  for  making  libraries  welcoming,  accessible,  and  usable.  DO-­‐IT.  University  of   Washington.  Retrieved  from  hCp://www.washington.edu/doit/Brochures/Academics/equal_access_lib.html   Canadian  University  Survey  Consor4um.  (2011).  CUSC  2011  undergraduate  university  student  survey:  master  report.    Retrieved  from   hCp://www.cusc-­‐ccreu.ca/publica4ons.htm   Case,  Mary,  &  al.,  et.  (2012).  Report  of  the  ARL  joint  task  force  on  services  to  patrons  with  print  disabili4es.     Center  for  Applied  Special  Technology.  (2012).  About  UDL    Retrieved  May  2,  2012,  2012,  from  hCp://www.cast.org/udl/index.html   Chodock,  T.,  &  Dolinger,  E.  (2009).  Applying  Universal  Design  to  Informa4on  Literacy:  Teaching  Students  Who  Learn  Differently  at  Landmark  College.  [Feature   Ar4cle].  Reference  &  User  Services  Quarterly,  49(1),  24-­‐32.   Connell,  B.,  R.,  Jones,  M.,  et  al.  (1997).  The  principles  of  universal  design.    Retrieved  June  1st,  2011,  from   hCp://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/udprinciplestext.htm     Jager-­‐Lorus,  Danielle  De,  &  Fox,  ErneCa.  (2012).  Universal  Design  the  Library  and  Assis4ve  Adap4ve  Technologies.  Paper  presented  at  the  Library  technology   conference,  Macalester  College,  St.  Paul,  Minnesota.  hCp://digitalcommons.macalester.edu/libtech_conf/2012/sessions/88/   Roberts,  Elizabeth  Ann,  &  Smith,  Richard  J.  (2010).  Crash  course  in  library  services  to  people  with  disabili4es.  Santa  Barbara,  Calif.:  Libraries  Unlimited.     Seidman,  Karen.  (January  5th,  2013).  Accessible  learning  for  students  with  disabili4es:  McGill  University  takes  the  lead  implemen4ng  Universal  Design,  The   GazeOe.  Retrieved  from  hCp://www.montrealgazeCe.com/health/Accessible+learning+students+with+disabili4es/7778105/story.html    
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