Materials for Children
Spring 2016 Greensheet
Canvas Information: Courses will be available beginning January 28th, 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.
You will be enrolled into the Canvas site automatically.
Survey of materials in a variety of formats including nonfiction, beginning chapter books, fictional genres, paperback series and electronic resources, and how they can help meet developmental needs. Collection development tools and techniques for this material will also be included.
Note: This course will also cover "toy" books, flapbooks, board books, picture books, and various media and technology appropriate for the age group 0-4 years, and how they can meet developmental needs.
The course is focused on ages of 0-9.
CANVAS SITE AND COURSE GREENSHEET/SYLLABUS
NOTE: The Instructor uses “I” or “me” throughout the document.
This course will be available on CANVAS by JANUARY 28, 2016. Dates of spring semester are January 28th to May 16th, 2016.
I expect each student to check into the CANVAS course site at least once, if not twice, per day to see course updates, resources, announcements, and other relevant information. Students are responsible to know the content on the CANVAS course site as well as information included in the Greensheet/Syllabus. It is also the student’s responsibility to ask questions and express concerns quickly so that the instructor can provide an answer/response or solution immediately.
Disclaimer: I make every effort to proofread the Greensheet/Syllabus and the CANVAS Course Site but errors still can occur. Please contact me with any errors, conflicts in information or areas that need clarification.
Instructor’s Instructional Philosophy
I want each student in the course to succeed and will do everything to help students do so but it is a partnership. Please make sure that communication and your engagement in class activities stays a top priority for you during the semester. Ask questions when you have them, seek clarifications when you need them, take responsibility for understanding all expectations, content and assignments for the course.
Why Group Work?
I am a believer in the value of working in groups in my classes. Every job in youth services will involve working with groups of people some of whom you will know well and others that you won’t know well at all.
How well you work in a group or a team is determined by your understanding of group dynamics compounded by the fact that you are working in a distance education program where staying connected to one another and to me as your instructor is critical to success.
Just as in real life when you work in a group or as I like to think of the experience as "being on a team” you will have weak members of the group/team and you will have strong group members (leaders) of the group/team. I expect each group member work to their fullest capacity on all of the group assignments.
I will ask from time to time throughout the semester how things are going in each group and I will require outlines on group work that show what each person has been assigned for project/assignment.
I expect that as librarians or librarians to be that you have high ethical standards and that you will participate fully in the group work process, including but not limited to, collaborating with your group mates, researching your given part of the assignment and completing evaluations when asked to.
I hold students to high standards of conduct and hope that the group work you do will be of value to you as you go out into the world of youth services.
The Importance of SOTES
Students evaluate the course and instructor at the end of each term. This evaluation is known as the SOTES. An announcement will go out from the administration letting students/faculty know when the SOTES are available to complete. The importance of SOTES is very easy to describe – they are student voices to the administration and the instructor giving feedback on the positives and negatives of the student’s experience in the class. Completing the SOTES is so very important to improving courses and instruction.
Questions, Comments, Concerns- Discussion Thread
Please post all questions, concerns, and general comments on the discussion thread under Modules on the CANVAS class site. If the question or concern is of a personal nature send directly to the instructor’s email address (firstname.lastname@example.org).
E-mail Subject Lines/Naming of Assignment Files - Mandatory Format for subject line for all email correspondence:
LIBR 263_10_YOUR LAST NAME
Format the file name for all of your assignments:
LIBR 263_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
E-mail Response Time
I answer email on a regular basis throughout the day and evenings however the official policy is: “Instructor will respond to student emails within 24-hours of receipt”. I will inform the class if a longer response time is needed (I’m out of town, illness, etc.). Students are expected to promptly answer emails.
Crisis or Emergency
Please call me if a situation prevents you from doing assignments or other class activities. You will receive a zero for any course work missed unless you have received permission from me for an extension. I reserve the right to deduct points (the number of points is determined by the me) for any work not submitted on time or lack of participation in Blackboard Collaborate session, group work or individual assignments and discussion threads.
Subject to change with fair notice.
Technology Requirements You will need a high-speed connection (DSL, cable, etc.) to successfully participate in this class. Please see the Technology Requirements and Instructions for Success handout.
GRADING Grading Scale: The standard SJSU SLIS Grading Scale is utilized for all SLIS courses: Grades not rounded up to the next grade level. For example if at semester’s end you have a 90.7%/100 you will get a B (90%) in the class. I do not round up to the next number.
Timeframe for grading papers
Papers are graded within 10 to 12 days from the date turned in. I will always inform student(s) if grading will take longer than 12 days. Turning in assignments late is not allowed except in the case of true extenuating circumstances and with prior approval me. The instructor requires a note from the student’s doctor to verify sickness that prevents assignment deadlines from being met. Extenuating circumstances, like family emergencies, are discussed with me and the student. I determine whether a time extension is granted for the assignment. Students should contact instructor as early as possible with potential problems or issues.
Grading Rubric/Individual Assignment Evaluation Forms
Rubrics have been worked into the grade book in Canvas and I will provide evaluation forms to you when needed for specific assignments.
Thursday, February 18th (8 pts)
Guest Speaker(s) TBD
6:30 – 9:00 p.m. PST
Reflection paper (1-2) pages on the session will be due February 20th by 11:59 p.m. Pacific
Thursday, March 24th (8 pts)
Guest Speaker(s) TBD
6:30 – 9:00 p.m. PST
Reflection paper (1-2) pages on the session will be due on March 26th at 11:59 p.m. Pacific.
I will provide instruction and details on every week in the semester. Those Weekly Outlines appear under Modules on the Canvas course website that opens January 28, 2016. These outlines will include the information in the chart below but will also include additional details about discussion threads, lectures to listen to, readings, Collaborate session information, Assignment due date reminders and anything else of importance to that week.
DETAILED ASSIGNMENT DESCRIPTIONS
I will post additional details for each assignment along with any resources that will aid you in successfully completing the assignment including examples (when possible) on January 28, 2016 when the Canvas course website opens.
Literacy Criticism and Review Writing
Week 5 - Due Thursday, February 25th
You should have finished reading Kathleen Horning's From Cover to Cover. Along with this text please read Pages 60,71 and 75 in Through The Eyes of A Child (You are responsible to read the entire text throughout the semester).
Pick two books appropriate for our age group of 0-9. I want you to choose one of the three Literacy Criticism question lists and answer the questions as they apply to the books you are reviewing.
You can use the same or different lists for each of the books if you would like. Please indicate what list you are using in your introduction.
Now write two reviews - one for each of the books using Chapter 8 in From Cover to Cover.
Paper length - adequate to cover the assignment.
Paper should include:
Literacy Criticism for two books
Written Reviews for two books
Your thoughts on the difference between Literacy Criticism and Writing Reviews
White Privilege Study
Week 7 - URL due March 13th
White Privilege is very much in the public eye and the discussion is on the minds of many children's librarians. It is important for all librarians and especially children's librarians to be aware of the diversity and inclusion issues involved.
One of the most current discussions is happening on a blog "Reading While White". I would like you to subscribe and read this blog from the start of the semester.
"Reading While White" and article from Teaching for Change will be your jumping off points for the assignment. I would love if you would continue to read the Reading While White blog throughout the semester.
The URL for "Reading While White" is: http://readingwhilewhite.blogspot.comThe Teaching for Change article: https://www.teachingforchange.org/white-privilege-childrens-books
For the purposes of this assignment you will be divided into groups of 4 to 6 students. Each group will research the topic in detail and then create a blog that presents your findings. Each student must equally share in the creation and presentation.
The blog format allows you to use lots of tools that will allow you to put your narratives into but also create visual images including, but not limited to, embedded videos, illustrations and pictures.
You will search for examples of white privilege and provide a critique of the books you find and then evaluate them.
Blog must include:
- White Privilege what is it?
- Differences between diversity and inclusion
- Examples of white privilege in children's literature (see above)
- Short bibliography of additional resources regarding white privilege.
Competencies - F, I
Objectives - 1-5
Week 11 - Thursday, April 7th
URL or Paper
URL, if blog, or paper must be submitted by not later than 11:59 p.m. Pacific. Submission links for each format will be provided under the Module for Week 11.
Choose two children's illustrators (living or dead) and compare and contrast them. Provide biographical sketches (150-300 words) of the illustrators. Choose your illustrators carefully so that you can meet all of the requirements. It will not be acceptable to put "couldn't find enough information on illustrator".
Many children's book authors illustrate their own books and it is perfectly acceptable to choose them for your study.
Illustrations, pictures and graphics are strongly encouraged for blogs and papers if you can size them appropriately.
Paper or Blog must contain the following:
- Answer this question: How does the illustrator's background, experiences, and cultural perspective influence his or her illustration technique?
- Write a short analysis of the technique that each illustrator focuses on in his/her work.
- Provide a brief, annotated bibliography of each illustrator's works.
- Include photographs and cover art.
- Provide a list of sources that you used to learn about the illustrators.
- Include a section where you compare and contrast the styles and other difference in illustration drawing techniques.
LENGTH: If paper - number of pages suggested is approximately 10 pages with title page and references as separate pages.
You may also create a blog for this assignment - please let me know if you want to do a blog format instead of a paper so that I can give you the requirements for the blog.
Large Group Presentation Assignment
10 pts - presentation/4 pts - evaluations
Total 14 points
Week 13 - Due Thursday, April 21st
I will divide students into groups of 6-7. The instructor will provide a list of topics for groups to choose from at the beginning of the semester. Groups will research the topic and then create a PowerPoint slide presentation. I and the other students in the class will review the presentations. Presentations must be in-depth and include all research relevant to the topic as part of the presentations.
Groups will record an asynchronous recording (30 minutes in length) using Collaborate.
URL links must be on the discussion thread provided by 11:59 p.m. PST on April 21st. Students will watch all presentation videos asynchronously.
I will assign each student three of the groups to evaluate.
I will provide the evaluation form. Evaluations are due on no later than April 23rd 11:59 p.m. Pacific
Competencies: F, I
Children’s Materials Mini-Collection
Blog format only
Week 16 - Due Thursday, May 5th
Create a collection of materials (a "mini" collection). The blog must contain a minimum of 50 items (or more if you would like to add additional materials).
You must provide detailed information on each entry. (A list of required sections will be provided on the Canvas site when it opens on January 28th under Module - Detailed Assignment Descriptions).
The mini-collection must include a varied selection of materials including books/comics (fiction/non-fiction) toy books, board books, concept books, picture books, beginning readers, chapter books, audiobooks or audiobook packages, movies, music, magazines and games (digital and other) that reflect knowledge of the informational, recreational, and developmental needs of children 0-9 years of age.
The instructor expects that all the materials chosen are personally reviewed and each of the entries read, watched, played, etc.
Submit URL by provided discussion thread no later than 11:59 p.m. Pacific
Related competencies: A, F, I, M
Related Student Learning Objectives: 1-5
Discussion Threads - Due to the large enrollment in the class most discussion threads will have two sections. I will put students into one group or the other and students must remain in the group for the semester only posting to that thread.
There will be 5 threads worth 18 points
See dates and topics of the discussion threads in the schedule below.
TOTAL POINTS = 100
DISCUSSION THREAD SCHEDULE
Week 1 - Discussion #1
January 28 – January 31
Introduce yourself to the class. This is your opportunity to tell us a few things about you. One of the things I’d like to know if where each of you is in the iSchool program and what are you doing in your professional life right now. Feel free to tell us other things about you but only if you are comfortable doing so - post pictures (we love to see and hear about dogs, cats, children, hobbies and why you are in the program). Also include where do you live?
1 point/1 post
Post/Deadlines: 1 post by 5 p.m. PST, Sunday, January 31st
Week 4 - Discussion #2
February 15 – February 21
Common Core and the Library collection
Pick three of the links provided below. Read, summarize in a paragraph or two and then give your opinion of the ideas/concepts included in each of them and how they apply to collection development. Are collections for children in our age group changing because of common core and defend you answer. Be sure to properly cite your sources
5 points/4 posts
Post/Deadlines: You must post two substantial posts and two responses to others. One substantial post on Tuesday, February 16th 11:59 p.m. PST, one substantial post on Thursday, February 18th 11:59 p.m. PST and two responses to classmates by Sunday at 5 p.m. February 21st bt 5:00 p.m. Pacific.
Links to chose from:
- Common Core in the Public Library. Kiera Parrott. ALSC blog
- The Public Library Connection: The new standards require that public and school librarians pull together | On Common Core. Olga Nei. School Library Journal, December 1, 2012
- Common Core Standards and the School Librarian. Hack Library School blog
- On Common Core: Cultivating Collaboration. Mary Ann Cappiello, Myra Zarnowski, and Marc Aronson. School Library Journal, September 4, 2012
- Nonfiction Programming. Abby Johnson. American Libraries, May 28, 2013.
Practical tips on including non-fiction with an eye to CCSS in programming for youth of all ages.
- Common Core Resources for Public Libraries. Connecticut State Library
Brief outlines of some ideas to incorporate CC into public libraries along with a list of resource links at the bottom.
- For Libraries, the Common Core Presents Extraordinary Opportunity. Publisher’s Weekly
School and public libraries can collaborate to incorporate Common Core; based on discussions from the 2013 ALA Midwinter meeting.
- Common Core Questions and Answers. Interview with Kristin Fontichiaro at ALA’s @ your library® advocacy site
- Don't Fear the Reaper - Demystifying Common Core. Marge Loch-Wouters. Tiny Tips for Library Fun blog
Practical tips on thinking about CCSS in the public library
Week 6 – Discussion #3
February 29 – March 6
Please review this site before starting the discussion thread: http://www.ala.org/alsc/mediamentorship
There is a debate happening in professional communities about screen time and computer use for children. Do a bit of research and see if you can find relevant articles (in addition to the ones the instructor is having you read) to share during this discussion representing opinions, insights and research focusing on children and technology. Keep in mind that storytimes are using iPads, libraries/schools are providing digital devices to children as part of programming and curriculum and more and more parents are purchasing apps that help babies and toddlers learn to read and develop literary skills in preparation for school. What did you find? What are your personal feelings for how e-books and other apps for children fit into our study of children’s materials? It is important for you as children’s services professional to understand where digital technology fits into the acquisition of materials.
5 points/4 posts
Post/Deadlines: You must post two substantial posts and two response to another classmate. One substantial post on Tuesday, March 1st 11:59 p.m. Pacific, one substantial post on Thursday, March 3 11:59 p.m. Pacific and two responses to a classmate by Sunday at 5 p.m. March 6th 5:00 p.m. Pacific.
Week 8 - Discussion #4
March 14 - March 20
Let's check in and see what thoughts, insights, opinions you are having half-way through the semester. This is a free form discussion so please feel free to speak in 1st person.
2 points/3 posts
Post/Deadlines: You must post one substantial post and two responses to another student. One substantial post on Tuesday, March 15 by 11:59 p.m. Pacific and one answer to classmate on Thursday, March 17 by 11:59 p.m. Pacific. One additional response to classmate's posts by Sunday, March 20 by 5:00 p.m. Pacific
Week 14 - Discussion #5
April 25 - May 1
What kind of resources would you provide for parents to help them understand appropriate materials for their children? Think creatively and discuss what types of education or information you can provide that would enable parents/caregivers to give their children the best start with literacy skills,concepts and choose materials that can instill a love of reading in their children.
5 points/4 posts
Post/Deadlines: You must post two substantial post and two responses to another student. One substantial post on Tuesday, April 26th by 11:59 p.m. Pacific and one substantial post on Thursday, April 28th by 11:59 p.m. Pacific. Two responses to classmate's posts by Sunday, May 1st by 5:00 p.m. Pacific.
Students will produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is critical to proofread your work before turning it in. Graduate level writing standards do not tolerate spelling or grammatical errors of any kind. Students are encouraged to refer to a writer’s handbook - Strunk and White’s Elements of Style for example. APA is mandated for citations included within the text of the paper and reference/bib page(s). See rubric under Modules on the Canvas site for the breakdown of elements and grading criteria.
Spelling and Grammar
I may not read entire paper for spelling and grammar mistakes; if, in my opinion, the assignment contains too many errors a reduction in points in that section of the rubric will occur.
Paper or Blog organizational/formatting requirements
BLOG FORMAT - please check with me before starting a blog. I have specific things I want to see in the blog.
- Prepare all assignments in MS Word. Blogs do not have this requirement.
- May not exceed the number of pages specified by the instructor. Blogs do not have this requirement.
- Must have a title page with the following information: Title of paper, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment. This applies to banner/homepages on blogs
- Papers must be doubled spaced – this does not apply to the Blog format.
- Reference page must be included and meet APA guidelines. Please check with instructor on how you do this if blog format.
- Citations within the paper or blog entries must be done according to APA guidelines.
- Page numbers and the name of the assignment must appear on all pages except the title page. Blogs do not have this requirement.
- Paper or blogs are to be written in formal style unless otherwise noted on the assignment description.
- Students and faculty are bound by the U.S. copyright regulations and need to cite the sources of the intellectual property of others, including information, images, or ideas that do not belong to us. Follow the regulations located in the Fair Use of Copyrighted Materials policy at http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm
- Because this is an online class, students must pay particular attention to the Distance Learning (iSchool/SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at http://www.sjlibrary.org/services/distance/fac_copyright.htm. Students need to pay special attention to the third bullet item at the website: Fair Use Guidelines for Educational Multimedia; If you submit work with words, images, or ideas that are not their original ideas, words, or images, you must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are never safe in using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.
I have a zero tolerance policy in regards to plagiarism and will inform the University of any incidences of plagiarism for disciplinary action. All assignment documents are run through Turnitin through the Canvas site.
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.
INFO 200, INFO 260A, or INFO 261A.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence children's choices of recreational and informational sources and materials.
- Evaluate selection tools, and demonstrate the ability to use appropriate resources to develop a collection of materials for the preschool and elementary school-aged children (ages 0-9), including all appropriate formats.
- Critically examine representative materials designed for the pre-school and elementary school-aged child (ages 0-9), including but not limited to books, television, movies, and the Internet, and apply criteria to evaluate them in relation to child development, multicultural concerns, and creating a collection that meets the informational and recreational needs of this age group.
- Evaluate children's digital resources to determine the most developmentally appropriate ones to recommend to parents, and identify ones that are less appropriate or useful.
- Assist parents and caregivers with questions about appropriate materials for their children 0-9 years old.
Core Competencies (Program Learning Outcomes)
INFO 263 supports the following core competencies:
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- Norton, D., & Norton, S. (2010). Through the eyes of a child (8th ed.). New York, NY: Pearson. Available for purchase or rental through Amazon: 013702875X
- Horning, K. T. (2010). From cover to cover: Evaluating and reviewing children's books (Rev. ed.). HarperCollins. Available through Amazon: 0060777575
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|
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;
For core courses in the MLIS program (not MARA) — 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 the following semester. 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.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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