Accessibility is not a feature: an analysis of common accessibility errors on academic library websites

McCann, Shawn; Peacock, Rebeca

doi:10.1080/1941126x.2021.1988465

Cited by 5 publications

(4 citation statements)

References 35 publications

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“…Частичные подтверждения этому тезису мы находим в литературе. Так, например, показана и обоснована результатами исследований необходимость формирования компетенций ЦД библиотекарей электронных ресурсов (McCann, Peacock, 2021), веб-разработчиков и веб-дизайнеров (Gay et al, 2017;Rajšp et al, 2019), преподавателей высшего образования (Gilligan, 2020).…”

Section: Discussionunclassified

Methodology for the Formation of Digital Accessibility Competences: Development and Trial on a Russian Sample

Kosova

Redkokosh

2022

RUDN J. Psychol. Pedagog.

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Digital accessibility of e-learning provides an opportunity to fully participate in the educational process for all students, including persons with disabilities. Each specialist involved in the development of e-learning content and resources should be competent in digital accessibility and universal design. The authors propose a methodological approach to the development of digital accessibility competencies and present the results of testing this approach in practice. In 2021, on the basis of one of the Russian universities, a methodology for the formation of digital accessibility competences was developed and tested, including a system of competences, tools for testing formed competences, a curriculum and an appropriate online course. In addition, a study sample was formed (177 undergraduate and graduate students), a training course was conducted, and training outcomes were analyzed. It is for the first time that a methodological approach to the formation of digital accessibility competences has been proposed in the Russian Federation. The training outcomes confirmed the efficiency of the proposed approach: 96% of the students successfully completed the training, of which more than 67% achieved intermediate and advanced levels of the competences. A significant positive correlation was found between the successfully completed current tasks and the results of the final tests of self-assessment and formal assessment. It was shown that the training efficiency did not depend on how (voluntarily or compulsorily) the students were enrolled in the course, whether there were pedagogical disciplines in their curricula and what was the level of their university education. The relationship found between the results of final self-assessment and the results of formal assessment can be interpreted as consistency between satisfaction with the training and its success. The developed methodological tools, including the online course, can be used for the professional training of teachers, the formation of professional competences of IT specialists as well as the improvement of the overall digital literacy of specialists involved in the development of digital content.

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Section: Discussionunclassified

Methodology for the Formation of Digital Accessibility Competences: Development and Trial on a Russian Sample

Kosova

Redkokosh

2022

RUDN J. Psychol. Pedagog.

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“…Eric Ely assessed the prevalence of diversity, equity and inclusion statements on library websites and how these statements might help to position libraries as agents of social change (2021). In “Accessibility is not a feature: an analysis of common accessibility errors on academic library websites,” Shawn McCann and Rebeca Peacock used WAVE software to assess the accessibility of academic libraries' websites and discussed the five most common errors, suggesting libraries might want to develop processes for soliciting feedback from users with disabilities to improve their sites (2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Financial literacy resources in US public libraries: website analysis

Faulkner

2022

RSR

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PurposeThis article explores the financial literacy resources patrons can discover and/or access on the webpages of the largest 48 US public libraries in order to assess the strength of public libraries' current support to patrons seeking assistance with personal financial matters.Design/methodology/approachThe author completed a website analysis of the largest 48 US public libraries, as defined by the four sets of criteria in the American Library Association (ALA) publication. Website analysis was completed via a standardized checklist assessment covering full-site searching, catalog content, the availability of relevant guides and/or workshops, and any other relevant online resources.FindingsPublic libraries provide many resources relevant to patrons searching for personal finance topics, but some of these resources are not ideally highlighted on libraries' websites. Site search tools are generally less efficient than catalog search tools. Only half of the studied libraries have relevant online guides, but all libraries have some relevant online resources.Originality/valueWhile there are a number of research articles exploring how public libraries support financial literacy in their communities, there has not yet been an in-depth exploration of how public libraries support this literacy, specifically through the materials highlighted and/or available via their websites. This research addresses this gap in the literature.

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“…Assessments of library websites and LibGuides typically focus on accessibility [ 10 , 11 , 12 , 13 ], which, while important, should be expanded to include a broader review for non-inclusive language. While a handful of papers report evaluations of libraries' disability webpages (specifically, the existence of a disability page and information on that page), none were found in the published literature that conducted a thorough assessment of the library website or LibGuides across multiple dimensions of inclusion, including language.…”

Section: Introductionmentioning

confidence: 99%

Developing and conducting a language inclusivity assessment on a health science library’s website, LibGuides, and signage

Morgan-Daniel,

Norton,

Edwards

et al. 2024

jmla

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Background: A Diversity, Equity, and Inclusion (DEI) Team at a university health science library created a checklist for inclusive language and conducted an assessment of their library’s website, LibGuides, and physical and digital signage. Inclusive language was defined as “language that is free from words, phrases or tones that reflect prejudiced, stereotyped or discriminatory views of particular people or groups”. 1BCase Presentation: The 32-item checklist facilitated the identification of gendered language, stereotypes, ableist language, racist language, stigmatizing language, slang, acronyms, and out-of-date terminology regarding physical and mental health conditions. From the library’s website, 20 instances were noted for which improvements were necessary. Out of the 130 LibGuides reviewed, 23 LibGuides had no changes needed and 107 had changes identified relating to language inclusivity (14 strongly recommended changes and 116 suggested changes). Regarding the signage, one flyer was removed for reprinting. 2BConclusion: The checklist enabled the team to implement a number of improvements to the library’s website and LibGuides. The checklist has been shared with Library Technology Services and the wider campus libraries’ Usability Committee for future use, and has also been added to the DEI Team’s LibGuide for use by others outside of the university.

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Accessibility is not a feature: an analysis of common accessibility errors on academic library websites

Cited by 5 publications

References 35 publications

Methodology for the Formation of Digital Accessibility Competences: Development and Trial on a Russian Sample

Methodology for the Formation of Digital Accessibility Competences: Development and Trial on a Russian Sample

Financial literacy resources in US public libraries: website analysis

Developing and conducting a language inclusivity assessment on a health science library’s website, LibGuides, and signage

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