INFO 281-19
Seminar in Contemporary Issues - Fostering Accessibility in the Library (1-Unit)
Spring 2022 Syllabus
Kimberli Buckley MA, MLIS
Email
Office: Virtual: Can meet on Zoom or Teams
| Syllabus Links Textbooks CLOs Competencies Prerequisites |
Resources Canvas Login and Tutorials iSchool eBookstore |
Canvas Information: Courses will be available beginning January 26th, 6 am PT unless you are taking an intensive or a one-unit or two-unit class that starts on a different day. In that case, the class will open on the first day that the class meets.
This 1-unit course runs from April 4th - May 2nd. It will open on Canvas on April 4th.
You will be enrolled in the Canvas site automatically.
Course Description
The library profession is a strong and vocal proponent of increased information access for people with disabilities. This 1-unit course will cover long standing issues for library patrons with disabilities, the current models and types of disabilities, how the library can promote accessibility, disability justice and how it applies to the library, how library and information science (LIS) professionals perceive accessibility, and the importance of creating a safe and inclusive space and equitable access for all.
Course Requirements
Assignments
There will be a total of 6 discussions and one will be to watch a full-length movie, there is 1 research assignment and a final project with 2 options to choose from. The instructor will provide a recorded lecture each week and there will be several readings and short videos assigned to watch as well.
Discussions - This course requires weekly reflective discussions based on various topics related to accessibility and inclusivity and will be supported by course materials, lectures, and readings. Each discussion entails reading all the posts in the discussion, answering the topic questions and will usually be a 150-250 word minimum, some discussions may require students to reply to another student's posts (no word minimum on this) Points will be awarded based on the quality and extent of participation.
Final Project - Students will create a slideshow presentation on an inclusive library program OR create an accessible collection that will include 10 books or materials for patrons with developmental disabilities. After researching what other libraries have done regarding inclusive programs, students will create a slideshow presentation for either option and must include no less than 10 slides. Students can base their presentation on a program that another library has done and look at other libraries' inclusive collections to get ideas. Students will also be encouraged to create their own models as well. Student work can be done on PowerPoint, Canva, or Prezi. The instructor will provide more information and guidance on the Canvas course.
Course Calendar
A detailed schedule with dates for submission of the required documents and discussion posts will be posted in Canvas. The schedule is subject to change with fair notice to students by a post in the Canvas Learning Management System. The basic time frame will be as follows.
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Week |
Main Activity |
Assignment |
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Week One Topics: Accessibility & Inclusion American Disabilities Act (ADA) Universal Design Disability justice Invisible disabilities
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Watch instructor’s recorded lecture Watch these videos: What Does This Symbol Mean? Living with an Invisible Disability Readings: Freeing Our People: Updates from the Long Road of Deinstitutionalization Public Libraries and Access for Children with Disabilities and their Families Facts About Americans with Disabilities Disability identity among people with non-apparent or "invisible" disabilities |
Discussion #1 (5 points) Student Introductions
Discussion #2 (5 points) Post on the discussion board about services that libraries currently offer for patrons with disabilities that you have knowledge of or heard about in the recorded lecture. Discussion prompts will be included.
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Week Two Topics: Sensitivity Services that libraries can offer for patrons with disabilities Assistive technology, Vision assistance Service Animals |
Watch instructor’s recorded lecture Watch these videos: Disability & Sensitivity Training Words Count: People First Language Explained Training to be Service Dogs Readings: Library Services for Children with Special Needs Reaching Out: Library Services to the Developmentally Disabled Libraries for All: Expanding Services to the Developmentally Disabled
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Discussion #3 (10 points) Students will watch a movie and report their thoughts on the discussion board. Movies to choose from: Please Stand By, starring Dakota Fanning, Peanut Butter Falcon, starring Shia LeBeouf, or Murderball (documentary) Assignment 1 (15 points) Research a disability and report on it. Students will be given a list of disabilities to choose from. Students will relate their research to the services or programs that were discussed last week and link with a program that is already in place at a library. |
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Week Three Topics: Inclusive library collections Braille and Talking Book Library Audio, large print, and Hi/Lo or LITE collections Sensory-processing needs |
Watch instructor’s recorded lecture Watch these videos: How Do Visually Impaired People Read? A Disability Awareness Reading featuring the book Just Ask by Sonia Sotomayor Readings: A Sensory Wonderland Diverse Collections: An Interpretation of the Library Bill of Rights Accessible Libraries: A Different Sense of Reading |
Discussion #4 (5 points) After watching the instructors recorded lecture and two short videos, students will discuss inclusive programs that are offered for patrons with disabilities, which also includes virtual programs offered due to the pandemic. Prompts will be given. Discussion #5 (5 points) Students will discuss sensory-processing needs of library patrons and address how this benefits library patrons on the autism spectrum |
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Week Four Topics: Different types of accessible library programming Sensory storytime Programs for Adults with Disabilities (Insider’s, Library Living) Accessibility during the pandemic
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Watch instructor’s recorded lecture Watch these videos: Library Living: Programming for Adults with Intellectual Disabilities Family Learning Disability Book Chat Readings: Sensory Storytime a brief how-to guide 7 Ways to Make Your Virtual Programming More Accessible to Patrons with Disabilities Welcoming Patrons with Developmental Disabilities
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Discussion #6,(5 points) Please share a snapshot of your final project with the class. Write a short post that includes which option you chose and give details on either the inclusive program or the accessible collection you chose to create. Prompts will be given if needed. Write around 250 words. Final Project: (50 points) Students will create a slideshow presentation on an inclusive library program OR create an accessible collection that will include 10 books or materials patrons with developmental disabilities. After researching what other libraries have done regarding inclusive programs, students will create a slideshow presentation for either option and must include no less than 10 slides. Students can base their presentation on a program that another library has done and look at other libraries ' inclusive collections to get ideas. Students will also be encouraged to create their own models as well. Student work can be done on PowerPoint, Canva, or Prezi. The instructor will provide more information and guidance on the Canvas course. |
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Assigned Reading List
There will not be an assigned textbook. Instead, there will be several journal readings assigned each week that are related to libraries and disability accessibility along with several short videos.
Recommended Reading List (Not Required) This is a recommended reading list of titles that might be helpful for students to read to learn more about library accessibility and inclusivity for patrons with disabilities, although this list is not required reading.
Creating Inclusive Library Environments: A Planning Guide for Serving Patrons with Disabilities by Michelle Kowalsky and John Woodruff ALA Editions Chicago 2017
Disability Visibility: First-Person Stories From the Twenty-First Century by Alice Wong. Vintage Publishing, 2020
Making the Library Accessible for All by Jane Vincent 2014
Grading
Assignments: Movie/Video Viewings, Readings, and Discussions: 50 points (50% of grade)
Participation in weekly activities is vital for this course; Students are required to participate in all activities listed in the course calendar.
Final Project: 50 points (50% of grade)
Students will create a slideshow presentation on an inclusive library program OR create an accessible collection that will include 10 books or materials for patrons with developmental disabilities. The instructor will provide more information and guidance on the Canvas course.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
Course Prerequisites
INFO 200, INFO 202, INFO 204, other prerequisites may be added depending on content.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Develop strategies for best serving and accommodating the needs of individuals with disabilities.
- Expand empathy for people living with disabilities.
- Appreciate the need for fostering accessibility.
- Critically engage with disability issues.
- Identify best practices and available resources.
Core Competencies (Program Learning Outcomes)
INFO 281 supports the following core competencies:
- A Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of those principles within that profession.
- C Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees.
- N Evaluate programs and services using measurable criteria.
Textbooks
Recommended Textbooks:
- Kowalsky, M., & Woodruff, J. (2017). Creating inclusive library environments: A planning guide for serving patrons with disabilities. ALA Editions. Available through Amazon: 0838914853
- Vincent, J. (2014). Making the library accessible for all: A practical guide for librarians (volume 5) (practical guides for librarians, 5). Rowman & Littlefield. Available through Amazon: 0810891468
- Wong, A. (Ed.). (2020). Disability visibility: First person stories from the twenty-first century. Vintage. Available through Amazon: B082ZQBL98
Grading Scale
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
| 97 to 100 | A |
| 94 to 96 | A minus |
| 91 to 93 | B plus |
| 88 to 90 | B |
| 85 to 87 | B minus |
| 82 to 84 | C plus |
| 79 to 81 | C |
| 76 to 78 | C minus |
| 73 to 75 | D plus |
| 70 to 72 | D |
| 67 to 69 | D minus |
| Below 67 | F |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work or undergraduate (for BS-ISDA);
For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified. - A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).
University Policies
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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