Libraries and Accessibility for Print Disabilities

I have been working with the campus communication and marketing office to revise our print user guides, and I became concerned about the accessibility of the back panel (featured to the left) for people with print disabilities. Print disabilities are types of disability that affect people who are blind, vision impaired, dyslexic, etc. Due to the low contrast of white on yellow, people with vision impairment could not read the text. While the campus office of communication and marketing attempted to address my concern in one of the revisions, it became clear they do not employ standards of accessibility for the university's print marketing materials.

Accessibility is a diversity and inclusion issue. What campus departments are responsible for accessibility outside the office of student disability services or academic support services? Surely the web services department is a stakeholder, but what about the office of communication and marketing, IT, or the library?

This question got me interested in the issue of libraries and accessibility for print disabilities. To continue my education on the topic, I watched a video from the Spring 2017 CNI Project Briefings meeting called Advancing Accessibility through Libraries.

Advancing Accessibility through Libraries from CNI Video Channel on Vimeo.

One accessibility issue facing institutions of higher education and their libraries involve print disabilities--making course texts and library materials accessible to students with print disabilities. This is in addition to many other concerns, chief among them audio accessibility, which comes into play with captioning videos and providing transcripts for live panels and discussions; however, this is a specific topic for another post.

Image from Brailleworks.com

When it comes to providing reliable machine-readable text for students with print disabilities, texts must be scanned with OCR and then fine-tuned so that a DAISY Talking Book or the JAWS software, as two examples, can read the text aloud to the student. In the past, in my department (the Reference & Research Services Department), vision impaired students were often limited to doing research in the full text databases because the texts could be read by JAWS or the built-in database tool. If the student wished to consult a print book, they would need to build in extra time for the Student Disability Services office to scan the book or chapter.

In the CNI presentation, Laura C. Wood points out it is important to build collaboration within institutional departments (e.g. student disability services and library) as well as between institutions. The future may hold some exciting partnerships building shared repositories of accessible materials (e.g. scans of most used text books or files containing captioning of videos), which could eliminate double efforts. Also in the CNI presentation, Laura C. Wood communicated Beth Sandore Namachchivaya's part in Beth's absence, which reports on an exciting project between HathiTrust, Internet Archive, and University of Illinois to offer DAISY files for some of the textual items held in HathiTrust. The project is just getting going but it seems like it will be able to avoid copyright issues by nesting the DAISY files under the texts, which will not be viewable in general searches, and only available to print disabled readers when they are logged in.

Next week a group of us from the library will be participating in the EBSCO Accessibility Study on User Experience webinar. Considering that we subscribe to EDS as our discovery service and have therefore shifted to Ebsco as a vendor for many of our databases, I am glad they conducted this user study and very much look forward to seeing what they found out.