Online accessibility evaluation - Libraries

1. Online Accessibility Self Evaluation: Library Staff

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1. Welcome to the RSC SW Scotland Online Accessibility Self Evaluation Service.

The first issue we need to resolve is: Why are you here? To provide you with a further insight into this evaluation process please take a minute to watch a short video which explains more about this process .

When you have watched the video, please return to complete this evaluation process.

This structured self evaluation can provide you with a wealth of useful information. It can act as:

1. A reality check. Cheaper than an accessibility consultant and offers pragmatic advice and guidance on improving the accessibility of your library service, in a way that is not legalistic or recommending you reach for unachievable ideals.

2. A means of risk reduction. Becoming well versed in, and acting upon, pragmatic advice and guidance on the use of technology to enhance accessible and inclusive practice (potentially benefiting all learners) reduces the risk of falling foul under Equalities Legislation. No guidance can prevent legal challenges from being made, but understanding accessibility principles and adopting inclusive practices can help to prevent this eventuality. This will only be true, however, if you take on board the findings of this survey and discuss each question in context - treating it as a checklist will achieve little.

3. A source of pertinent resources. You will be directed to relevant and useful free staff training materials, free software and services. Embedding these into your existing policies, processes and procedures will enhance your overall culture of inclusion.

So first of all, it would be helpful for you to identify exactly why you are undertaking this self evaluation (tick as many as appropriate and add to the free text box if required)

Welcome to the RSC SW Scotland Online Accessibility Self Evaluation Service.

The first issue we need to resolve is: Why are you here? To provide you with a further insight into this evaluation process please take a minute to watch a short video which explains more about this process .

When you have watched the video, please return to complete this evaluation process.

This structured self evaluation can provide you with a wealth of useful information. It can act as:

1. A reality check. Cheaper than an accessibility consultant and offers pragmatic advice and guidance on improving the accessibility of your library service, in a way that is not legalistic or recommending you reach for unachievable ideals.

2. A means of risk reduction. Becoming well versed in, and acting upon, pragmatic advice and guidance on the use of technology to enhance accessible and inclusive practice (potentially benefiting all learners) reduces the risk of falling foul under Equalities Legislation. No guidance can prevent legal challenges from being made, but understanding accessibility principles and adopting inclusive practices can help to prevent this eventuality. This will only be true, however, if you take on board the findings of this survey and discuss each question in context - treating it as a checklist will achieve little.

3. A source of pertinent resources. You will be directed to relevant and useful free staff training materials, free software and services. Embedding these into your existing policies, processes and procedures will enhance your overall culture of inclusion.

So first of all, it would be helpful for you to identify exactly why you are undertaking this self evaluation (tick as many as appropriate and add to the free text box if required) To raise my own personal level of awareness of accessibility and inclusion issues.

To learn how to consider accessibility and inclusion issues in the service offered by my library.

To find links to further resources on accessibility and inclusion.

To help reduce the risk of my institution being challenged legally under disability discrimination legislation.

To benchmark my/our practice against that of others who have undertaken the self evaluation already.

Add any other reasons here

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2. JISC TechDis is centrally funded to advise on the effective use of technology to support an accessible and inclusive experience for students and staff. To do this, JISC TechDis works closely with a wide range of:

Sector agencies (e.g. Regional Support Centres, JISC Advisory Services),

Funding Councils (e.g.The Scottish Funding Council)

Disability related groups (e.g. RNIB, AbilityNet

Other relevant organisations (e.g. The Publishers Association, Role-related groups such as CILIPs, SCURL etc).

Each year the JISC TechDis team contributes to several hundred events across the UK in the FE, HE, ACL and Specialist College communities. Over 50,000 copies of the JISC TechDis Accessibility Essentials series have been distributed (alongside over 1 million downloads), and they are now embedded in national programmes such as the e-Guide training programme.

The JISC TechDis team has contributed to many library-related events and has recently published a range of web-based guides for library staff, as well as collaborating with The Publishers Association on the Publisher Lookup UK website and good practice guidance on Obtaining Textbooks in Alternative Formats. Further work with the Publishers included research into the accessibility of e-book platforms as well as advice and guidance on e-books.

JISC TechDis guidance on free and open source assistive technologies has also been widely welcomed by library services.

To give us an idea of the awareness in the sector of our activities, please tell us whether you had heard of JISC TechDis prior to learning about the existence of this Online Accessibility Self Evaluation Service.

Prior to hearing about this Online Accessibility Self Evaluation Service:

JISC TechDis is centrally funded to advise on the effective use of technology to support an accessible and inclusive experience for students and staff. To do this, JISC TechDis works closely with a wide range of:

Sector agencies (e.g. Regional Support Centres, JISC Advisory Services),
Funding Councils (e.g.The Scottish Funding Council)
Disability related groups (e.g. RNIB, AbilityNet
Other relevant organisations (e.g. The Publishers Association, Role-related groups such as CILIPs, SCURL etc).

Each year the JISC TechDis team contributes to several hundred events across the UK in the FE, HE, ACL and Specialist College communities. Over 50,000 copies of the JISC TechDis Accessibility Essentials series have been distributed (alongside over 1 million downloads), and they are now embedded in national programmes such as the e-Guide training programme.

The JISC TechDis team has contributed to many library-related events and has recently published a range of web-based guides for library staff, as well as collaborating with The Publishers Association on the Publisher Lookup UK website and good practice guidance on Obtaining Textbooks in Alternative Formats. Further work with the Publishers included research into the accessibility of e-book platforms as well as advice and guidance on e-books.

JISC TechDis guidance on free and open source assistive technologies has also been widely welcomed by library services.

To give us an idea of the awareness in the sector of our activities, please tell us whether you had heard of JISC TechDis prior to learning about the existence of this Online Accessibility Self Evaluation Service.

Prior to hearing about this Online Accessibility Self Evaluation Service: I had heard of JISC, but not JISC TechDis.

I had never heard of JISC or JISC TechDis.

I knew the name JISC TechDis but didn't know much about it.

I had seen/used a few JISC TechDis resources.

I was quite familiar with JISC TechDis and its resources.

Any comments?

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3. The following JISC TechDis resources have been sent to your institution and are directly relevant to your role. Please tick the appropriate boxes to indicate whether you are unaware of it, aware of it, have read it or have acted on it.

We are keen to ascertain the effectiveness of the dissemination process and evaluate whether particular briefings have had particular currency. This could inform follow up approaches.

	Unaware of this resource	Aware but have not read it	Aware and have read it	Aware and have acted on it
JISC TechDis Senior Management Briefing 2 - Accessibility in the Mainstream: Roles and responsibilities (FE only)	*The following JISC TechDis resources have been sent to your institution and are directly relevant to your role. Please tick the appropriate boxes to indicate whether you are unaware of it, aware of it, have read it or have acted on it. We are keen to ascertain the effectiveness of the dissemination process and evaluate whether particular briefings have had particular currency. This could inform follow up approaches. JISC TechDis Senior Management Briefing 2 - Accessibility in the Mainstream: Roles and responsibilities (FE only) Unaware of this resource	JISC TechDis Senior Management Briefing 2 - Accessibility in the Mainstream: Roles and responsibilities (FE only) Aware but have not read it	JISC TechDis Senior Management Briefing 2 - Accessibility in the Mainstream: Roles and responsibilities (FE only) Aware and have read it	JISC TechDis Senior Management Briefing 2 - Accessibility in the Mainstream: Roles and responsibilities (FE only) Aware and have acted on it
Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture (HE only)	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture (HE only) Unaware of this resource	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture (HE only) Aware but have not read it	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture (HE only) Aware and have read it	Technology Change for Inclusion: 12 Steps Towards Embedding Inclusive Use of Technology as a Whole Institution Culture (HE only) Aware and have acted on it
Supporting Libraries	Supporting Libraries Unaware of this resource	Supporting Libraries Aware but have not read it	Supporting Libraries Aware and have read it	Supporting Libraries Aware and have acted on it
JISC TechDis Accessibility Essentials 2: Making Electronic Documents More Readable	JISC TechDis Accessibility Essentials 2: Making Electronic Documents More Readable Unaware of this resource	JISC TechDis Accessibility Essentials 2: Making Electronic Documents More Readable Aware but have not read it	JISC TechDis Accessibility Essentials 2: Making Electronic Documents More Readable Aware and have read it	JISC TechDis Accessibility Essentials 2: Making Electronic Documents More Readable Aware and have acted on it
JISC TechDis Staff Packs	JISC TechDis Staff Packs Unaware of this resource	JISC TechDis Staff Packs Aware but have not read it	JISC TechDis Staff Packs Aware and have read it	JISC TechDis Staff Packs Aware and have acted on it
Watch Words	Watch Words Unaware of this resource	Watch Words Aware but have not read it	Watch Words Aware and have read it	Watch Words Aware and have acted on it

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4. There exists a range of areas where Library and Learning Resource Centre staff can exert considerable influence within an institution.

Which of the following are areas that you feel you can influence within your institution? (Tick all that apply)

There exists a range of areas where Library and Learning Resource Centre staff can exert considerable influence within an institution.

Which of the following are areas that you feel you can influence within your institution? (Tick all that apply) User awareness of tailored accessibility services offered by/within the library/learning resource centre.

User awareness of mainstream library/learning resource centre services that have been designed with accessibility inbuilt.

User and tutor awareness of the range of digital media available.

Influencing teaching and learning culture - promoting and planning for e-learning and m-learning.

Facilitating user/tutor support activities.

Network Manager awareness of inbuilt accessibility requirements and assistive technologies.

Assistive technology support and integration, including implications for hardware, software and Open Source solutions.

Please add any other areas of responsibility relating to accessibility and inclusion

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5. Libraries offer a wide range of services - both mainstream and specialist. For disabled people libraries can be daunting places and there may be anxiety about accessing services, communicating needs, knowing what is available and how it can be accessed.

See the JISC TechDis guide to promoting your library services

Many users are unaware of the services available from their library, or how they could benefit from them, so marketing of services is important. Users with disabilities may have chosen not to declare them and in some cases (for example users with dyslexia) may not be aware they have them. For this reason it is important that library services are:

Marketed widely (not just to known groups).

Marketed in a variety of formats.

Marketed in a meaningful context.

Which of the following library services are promoted and how? (Tick all that apply)

	Info on website/VLE	Info available on leaflets/posters	Info made available to specific groups	Service not available	Don't know
Media other than print available - e.g. video, e-learning resources, etc.	Libraries offer a wide range of services - both mainstream and specialist. For disabled people libraries can be daunting places and there may be anxiety about accessing services, communicating needs, knowing what is available and how it can be accessed. See the JISC TechDis guide to promoting your library services* Many users are unaware of the services available from their library, or how they could benefit from them, so marketing of services is important. Users with disabilities may have chosen not to declare them and in some cases (for example users with dyslexia) may not be aware they have them. For this reason it is important that library services are: Marketed widely (not just to known groups). Marketed in a variety of formats. Marketed in a meaningful context. Which of the following library services are promoted and how? (Tick all that apply) Media other than print available - e.g. video, e-learning resources, etc. Info on website/VLE	Media other than print available - e.g. video, e-learning resources, etc. Info available on leaflets/posters	Media other than print available - e.g. video, e-learning resources, etc. Info made available to specific groups	Media other than print available - e.g. video, e-learning resources, etc. Service not available	Media other than print available - e.g. video, e-learning resources, etc. Don't know
Assistive tools and technology available - e.g. text-to-speech, adapted kit, etc.	Assistive tools and technology available - e.g. text-to-speech, adapted kit, etc. Info on website/VLE	Assistive tools and technology available - e.g. text-to-speech, adapted kit, etc. Info available on leaflets/posters	Assistive tools and technology available - e.g. text-to-speech, adapted kit, etc. Info made available to specific groups	Assistive tools and technology available - e.g. text-to-speech, adapted kit, etc. Service not available	Assistive tools and technology available - e.g. text-to-speech, adapted kit, etc. Don't know
Disability specific services such as hearing loops, BSL interpreters or book collection services	Disability specific services such as hearing loops, BSL interpreters or book collection services Info on website/VLE	Disability specific services such as hearing loops, BSL interpreters or book collection services Info available on leaflets/posters	Disability specific services such as hearing loops, BSL interpreters or book collection services Info made available to specific groups	Disability specific services such as hearing loops, BSL interpreters or book collection services Service not available	Disability specific services such as hearing loops, BSL interpreters or book collection services Don't know

Please outline any other relevant services and/or methods you use for promoting your services

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6. Learners sometimes need information (e.g. Library guides) in alternative formats. Someone with dyslexia or other print-related difficulties (deafness, learning difficulties, visual impairment, English as second language) may not be best served by textual information alone.

The more flexibly information is provided the better it is for all users, but many users won't be aware of how they can personalise the information you provide. It is better for learners if they can choose or adapt materials themselves rather than having to approach you for what could be a wide range of ad hoc requests. Not only does it cut down on additional work for your staff but it empowers learners to be able to undertake these tasks for themselves.

For more information on producing accessible electronic documents, see the JISC TechDis Accessibility Essentials Series

Which of the following best describes how your library service provides information for your users? (Choose all that apply)

	Used extensively	Used in some areas	Plan to use this	Not used	Don't know
Information is available in electronic format and guidance is available on adapting it (e.g. changing colours, font size, having it read out).	*Learners sometimes need information (e.g. Library guides) in alternative formats. Someone with dyslexia or other print-related difficulties (deafness, learning difficulties, visual impairment, English as second language) may not be best served by textual information alone. The more flexibly information is provided the better it is for all users, but many users won't be aware of how they can personalise the information you provide. It is better for learners if they can choose or adapt materials themselves rather than having to approach you for what could be a wide range of ad hoc requests. Not only does it cut down on additional work for your staff but it empowers learners to be able to undertake these tasks for themselves. For more information on producing accessible electronic documents, see the JISC TechDis Accessibility Essentials Series Which of the following best describes how your library service provides information for your users? (Choose all that apply) Information is available in electronic format and guidance is available on adapting it (e.g. changing colours, font size, having it read out). Used extensively	Information is available in electronic format and guidance is available on adapting it (e.g. changing colours, font size, having it read out). Used in some areas	Information is available in electronic format and guidance is available on adapting it (e.g. changing colours, font size, having it read out). Plan to use this	Information is available in electronic format and guidance is available on adapting it (e.g. changing colours, font size, having it read out). Not used	Information is available in electronic format and guidance is available on adapting it (e.g. changing colours, font size, having it read out). Don't know
Information is available in electronic format but no guidance is provided on getting alternative formats.	Information is available in electronic format but no guidance is provided on getting alternative formats. Used extensively	Information is available in electronic format but no guidance is provided on getting alternative formats. Used in some areas	Information is available in electronic format but no guidance is provided on getting alternative formats. Plan to use this	Information is available in electronic format but no guidance is provided on getting alternative formats. Not used	Information is available in electronic format but no guidance is provided on getting alternative formats. Don't know
Information is already available in multiple formats from the website/VLE - e.g. text, simplified text, audio or video.	Information is already available in multiple formats from the website/VLE - e.g. text, simplified text, audio or video. Used extensively	Information is already available in multiple formats from the website/VLE - e.g. text, simplified text, audio or video. Used in some areas	Information is already available in multiple formats from the website/VLE - e.g. text, simplified text, audio or video. Plan to use this	Information is already available in multiple formats from the website/VLE - e.g. text, simplified text, audio or video. Not used	Information is already available in multiple formats from the website/VLE - e.g. text, simplified text, audio or video. Don't know
We advertise a contact person/point for those needing alternative formats.	We advertise a contact person/point for those needing alternative formats. Used extensively	We advertise a contact person/point for those needing alternative formats. Used in some areas	We advertise a contact person/point for those needing alternative formats. Plan to use this	We advertise a contact person/point for those needing alternative formats. Not used	We advertise a contact person/point for those needing alternative formats. Don't know
We do not advertise this service but if people ask for alternative formats we do what we can to meet the request.	We do not advertise this service but if people ask for alternative formats we do what we can to meet the request. Used extensively	We do not advertise this service but if people ask for alternative formats we do what we can to meet the request. Used in some areas	We do not advertise this service but if people ask for alternative formats we do what we can to meet the request. Plan to use this	We do not advertise this service but if people ask for alternative formats we do what we can to meet the request. Not used	We do not advertise this service but if people ask for alternative formats we do what we can to meet the request. Don't know

Please outline any other ways in which you offer alternative formats to users

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7. A core service for disabled or 'print impaired' users is obtaining in a timely manner textbooks in alternative formats.

You can find an overview of the expected aspects of this process in the JISC TechDis Guide to Obtaining Textbooks in Alternative Formats

How much experience does your service have in this area?

A core service for disabled or 'print impaired' users is obtaining in a timely manner textbooks in alternative formats.

You can find an overview of the expected aspects of this process in the JISC TechDis Guide to Obtaining Textbooks in Alternative Formats

How much experience does your service have in this area? Much experience (more than 5 successful requests per term/semester)

Some experience (more than 5 successful requests per year)

Little experience (1-4 successful requests per year)

No experience

Any comments?

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8. There are a wide range of channels through which library services can communicate with users and vice versa. Each of these has advantages and disadvantages - both to the library staff and to the users.

See the JISC TechDis libraries guide to communicating with users and JISC TechDis libraries guidance on alternative formats

Different learners have different preferences and needs, as indeed do different librarians. Offering more varied communication channels benefits all users, but especially those with disabilities who may find traditional print communication difficult.Not all disabled users disclose their disability and those who do may have specific questions they want to ask in private. By providing a range of communication options, users can feel more confident in asking for support.

In many cases there is no substitute for a face to face conversation with a friendly and informative specialist but alternative ways of communication (for example, those suggested in the guide to communicating with users can be highly effective. Many of these are also more effective for library staff - for example preparing a video clip on using the catalogue software can save repeating the exercise with countless individuals over the year.

Have you used any of following to communicate with users?

	Used very successfully	Used moderately successfully	Used with little/no success	Not used	Don't Know
TV screens in public areas	There are a wide range of channels through which library services can communicate with users and vice versa. Each of these has advantages and disadvantages - both to the library staff and to the users. See the JISC TechDis libraries guide to communicating with users* and JISC TechDis libraries guidance on alternative formats Different learners have different preferences and needs, as indeed do different librarians. Offering more varied communication channels benefits all users, but especially those with disabilities who may find traditional print communication difficult.Not all disabled users disclose their disability and those who do may have specific questions they want to ask in private. By providing a range of communication options, users can feel more confident in asking for support. In many cases there is no substitute for a face to face conversation with a friendly and informative specialist but alternative ways of communication (for example, those suggested in the guide to communicating with users can be highly effective. Many of these are also more effective for library staff - for example preparing a video clip on using the catalogue software can save repeating the exercise with countless individuals over the year. Have you used any of following to communicate with users? TV screens in public areas Used very successfully	TV screens in public areas Used moderately successfully	TV screens in public areas Used with little/no success	TV screens in public areas Not used	TV screens in public areas Don't Know
Email address or enquiry forms on website	Email address or enquiry forms on website Used very successfully	Email address or enquiry forms on website Used moderately successfully	Email address or enquiry forms on website Used with little/no success	Email address or enquiry forms on website Not used	Email address or enquiry forms on website Don't Know
Live chat on website/VLE	Live chat on website/VLE Used very successfully	Live chat on website/VLE Used moderately successfully	Live chat on website/VLE Used with little/no success	Live chat on website/VLE Not used	Live chat on website/VLE Don't Know
Library blog	Library blog Used very successfully	Library blog Used moderately successfully	Library blog Used with little/no success	Library blog Not used	Library blog Don't Know
SMS messaging to user mobiles	SMS messaging to user mobiles Used very successfully	SMS messaging to user mobiles Used moderately successfully	SMS messaging to user mobiles Used with little/no success	SMS messaging to user mobiles Not used	SMS messaging to user mobiles Don't Know
Online broadcasts (e.g. for specific themes or topics)	Online broadcasts (e.g. for specific themes or topics) Used very successfully	Online broadcasts (e.g. for specific themes or topics) Used moderately successfully	Online broadcasts (e.g. for specific themes or topics) Used with little/no success	Online broadcasts (e.g. for specific themes or topics) Not used	Online broadcasts (e.g. for specific themes or topics) Don't Know
Videos or podcast instructions or updates	Videos or podcast instructions or updates Used very successfully	Videos or podcast instructions or updates Used moderately successfully	Videos or podcast instructions or updates Used with little/no success	Videos or podcast instructions or updates Not used	Videos or podcast instructions or updates Don't Know

Any other channels?

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9. For the communication channels that have been used successfully, please describe how you tend to use them? (Enter a character in the final text box if none have been used successfully)

For the communication channels that have been used successfully, please describe how you tend to use them? (Enter a character in the final text box if none have been used successfully) TV screens in public areas
Email address or enquiry forms on website
Live chat on website/VLE
Library blog
SMS messaging to user mobiles
Online broadcasts (e.g. for specific themes or topics)
Videos or podcast instructions or updates
Other channels (if described above)
Type any character here if none of the above are applicable.

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10. To make effective use of the library, learners must be able to access the building, find the resources and start to use them. For learners with disabilities there can be significant hurdles before they even reach the resources. Many library buildings were built in former decades - even centuries - and inherit significant access difficulties, but there are still ways of maximising accessibility...

See the JISC TechDis library guide to accessing space and information

How do you clarify to users the accessibility pros and cons of your buildings - e.g. wheelchair access, hearing loops, guide dog stations, etc. (Choose all that apply)

To make effective use of the library, learners must be able to access the building, find the resources and start to use them. For learners with disabilities there can be significant hurdles before they even reach the resources. Many library buildings were built in former decades - even centuries - and inherit significant access difficulties, but there are still ways of maximising accessibility...

See the JISC TechDis library guide to accessing space and information

How do you clarify to users the accessibility pros and cons of your buildings - e.g. wheelchair access, hearing loops, guide dog stations, etc. (Choose all that apply)
We promote positive accessibility features of the building(s) - e.g. wheelchair accessibility, hearing loops, top shelves kept below eye level to enable wheelchair users to read spines etc.

We signal difficulties of the building(s) - e.g. areas not wheelchair accessible, no hearing loops, no wheelchair accessible photocopiers.

We offer alternatives for users who cannot physically access various services (e.g. via contact number, contact at reception desk, email or book collection service)

None of the above

Don't know

Other (please specify)

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11. Online resources such as library catalogues and web based collections can overcome many accessibility difficulties (depending on the accessibility of the product).

However, many libraries, despite having such accessible systems, do not allow users to access them remotely.

How many of your services are available to users off site (i.e. without coming into the building)?

	Available in library only	Available anywhere within institution	Available from anywhere via web	Not offered	Don't know
Catalogue	*Online resources such as library catalogues and web based collections can overcome many accessibility difficulties (depending on the accessibility of the product). However, many libraries, despite having such accessible systems, do not allow users to access them remotely. How many of your services are available to users off site (i.e. without coming into the building)? Catalogue Available in library only	Catalogue Available anywhere within institution	Catalogue Available from anywhere via web	Catalogue Not offered	Catalogue Don't know
Booking and renewal	Booking and renewal Available in library only	Booking and renewal Available anywhere within institution	Booking and renewal Available from anywhere via web	Booking and renewal Not offered	Booking and renewal Don't know
e-Books (e.g. My i-Library)	e-Books (e.g. My i-Library) Available in library only	e-Books (e.g. My i-Library) Available anywhere within institution	e-Books (e.g. My i-Library) Available from anywhere via web	e-Books (e.g. My i-Library) Not offered	e-Books (e.g. My i-Library) Don't know

Are any other services available offsite?

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12. Many users struggle to extract meaning from text, lack skill in notetaking, lose track of the resources they've consulted or lack confidence in ordering the acquired information in a meaningful way.

See the JISC TechDis guide to accessing study tools

There are a wide range of study tools that can support learners in all these areas and more:

Text to speech to read text aloud or convert it to MP3 for portable listening.

Reference and research tools that help users organise, assemble, reference and comment on a wide range of resources.

Mind mapping tools that allow ideas and information to be moved, reordered, prioritised and linked in a very visual way.

Voice recording for making audio notes.

Voice recognition systems for converting voice to text.
Magnification tools for users with low vision.
There are free, Open Source and low-cost versions of many of these tools available - see the list of free and Open Source software on the JISC TechDis website, and AccessApps for free, portable study tools.

How available are the following assistive technologies in relation to accessing library resources?

	On the main desktop on all student 'general access' PCs	On the main desktop on all staff PCs	In a network folder for selected learners to access from any PC	In a network folder for staff access	On specialist PCs in particular locations	On laptops issued to learners	On laptops issued to staff	Don't know
Mind mapping software	Many users struggle to extract meaning from text, lack skill in notetaking, lose track of the resources they've consulted or lack confidence in ordering the acquired information in a meaningful way. See the JISC TechDis guide to accessing study tools* There are a wide range of study tools that can support learners in all these areas and more: Text to speech to read text aloud or convert it to MP3 for portable listening. Reference and research tools that help users organise, assemble, reference and comment on a wide range of resources. Mind mapping tools that allow ideas and information to be moved, reordered, prioritised and linked in a very visual way. Voice recording for making audio notes. Voice recognition systems for converting voice to text. Magnification tools for users with low vision. There are free, Open Source and low-cost versions of many of these tools available - see the list of free and Open Source software on the JISC TechDis website, and AccessApps for free, portable study tools. How available are the following assistive technologies in relation to accessing library resources? Mind mapping software On the main desktop on all student 'general access' PCs	Mind mapping software On the main desktop on all staff PCs	Mind mapping software In a network folder for selected learners to access from any PC	Mind mapping software In a network folder for staff access	Mind mapping software On specialist PCs in particular locations	Mind mapping software On laptops issued to learners	Mind mapping software On laptops issued to staff	Mind mapping software Don't know
Text-to-Speech software	Text-to-Speech software On the main desktop on all student 'general access' PCs	Text-to-Speech software On the main desktop on all staff PCs	Text-to-Speech software In a network folder for selected learners to access from any PC	Text-to-Speech software In a network folder for staff access	Text-to-Speech software On specialist PCs in particular locations	Text-to-Speech software On laptops issued to learners	Text-to-Speech software On laptops issued to staff	Text-to-Speech software Don't know
Word Prediction software	Word Prediction software On the main desktop on all student 'general access' PCs	Word Prediction software On the main desktop on all staff PCs	Word Prediction software In a network folder for selected learners to access from any PC	Word Prediction software In a network folder for staff access	Word Prediction software On specialist PCs in particular locations	Word Prediction software On laptops issued to learners	Word Prediction software On laptops issued to staff	Word Prediction software Don't know
Personal organisation software (Online diary/alarms /reminders, etc.)	Personal organisation software (Online diary/alarms /reminders, etc.) On the main desktop on all student 'general access' PCs	Personal organisation software (Online diary/alarms /reminders, etc.) On the main desktop on all staff PCs	Personal organisation software (Online diary/alarms /reminders, etc.) In a network folder for selected learners to access from any PC	Personal organisation software (Online diary/alarms /reminders, etc.) In a network folder for staff access	Personal organisation software (Online diary/alarms /reminders, etc.) On specialist PCs in particular locations	Personal organisation software (Online diary/alarms /reminders, etc.) On laptops issued to learners	Personal organisation software (Online diary/alarms /reminders, etc.) On laptops issued to staff	Personal organisation software (Online diary/alarms /reminders, etc.) Don't know
Dictionary software	Dictionary software On the main desktop on all student 'general access' PCs	Dictionary software On the main desktop on all staff PCs	Dictionary software In a network folder for selected learners to access from any PC	Dictionary software In a network folder for staff access	Dictionary software On specialist PCs in particular locations	Dictionary software On laptops issued to learners	Dictionary software On laptops issued to staff	Dictionary software Don't know
Screen magnification facility	Screen magnification facility On the main desktop on all student 'general access' PCs	Screen magnification facility On the main desktop on all staff PCs	Screen magnification facility In a network folder for selected learners to access from any PC	Screen magnification facility In a network folder for staff access	Screen magnification facility On specialist PCs in particular locations	Screen magnification facility On laptops issued to learners	Screen magnification facility On laptops issued to staff	Screen magnification facility Don't know
Sound recording software	Sound recording software On the main desktop on all student 'general access' PCs	Sound recording software On the main desktop on all staff PCs	Sound recording software In a network folder for selected learners to access from any PC	Sound recording software In a network folder for staff access	Sound recording software On specialist PCs in particular locations	Sound recording software On laptops issued to learners	Sound recording software On laptops issued to staff	Sound recording software Don't know
Voice recognition software	Voice recognition software On the main desktop on all student 'general access' PCs	Voice recognition software On the main desktop on all staff PCs	Voice recognition software In a network folder for selected learners to access from any PC	Voice recognition software In a network folder for staff access	Voice recognition software On specialist PCs in particular locations	Voice recognition software On laptops issued to learners	Voice recognition software On laptops issued to staff	Voice recognition software Don't know

Other (please specify)

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13. Libraries have an important role in promoting themselves as places where learners acquire skill as well as knowledge. Just as library newsletters promote new collections, libraries can promote study tools – for example a short article on the benefits of text to speech for all users would move its perception from being a prop for poor readers to a tool for power users. Where promotion of tools takes place through the library and through curriculum areas the likelihood of learners benefiting from the investment (and the learning provider seeing improved achievement and retention) is much enhanced.

Where these assistive technologies are available, how are they marketed?

Libraries have an important role in promoting themselves as places where learners acquire skill as well as knowledge. Just as library newsletters promote new collections, libraries can promote study tools – for example a short article on the benefits of text to speech for all users would move its perception from being a prop for poor readers to a tool for power users. Where promotion of tools takes place through the library and through curriculum areas the likelihood of learners benefiting from the investment (and the learning provider seeing improved achievement and retention) is much enhanced. Where these assistive technologies are available, how are they marketed? Individual learners informed via disability / dyslexia assessments.

Particular cohorts informed (eg basic skills students or all dyslexic learners).

Some learners informed (i.e. in some parts of the organisation).

All learners informed.

Some staff informed (i.e. in some parts of the organisation).

All staff informed.

Assistive technologies are not marketed.

Don't know

Other (please specify)

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14. With regard to the selection, procurement and offer to users of assistive technologies, how does consultation and collaboration with the institution's IT/Network staff and disability/learning support staff take place? (Tick all that apply)

With regard to the selection, procurement and offer to users of assistive technologies, how does consultation and collaboration with the institution's IT/Network staff and disability/learning support staff take place? (Tick all that apply) Not at all

Ad hoc whenever issues arise.

At a particular point in the year (e.g. end of summer term).

Via a regular (2 or more times per year) meeting cycle.

A dedicated assistive technologist/technician ensures the appropriate connections are made.

Don't know

Other (please specify)

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15. On what proportion of 'public access' terminals for students are sound cards available and active? This can make a huge difference to accessibility if students can use free text-to-speech tools to listen to resources being read aloud.

On what proportion of 'public access' terminals for students are sound cards available and active? This can make a huge difference to accessibility if students can use free text-to-speech tools to listen to resources being read aloud. None

1-50%

51-99%

All

Don't Know

Other (please specify)

*
16. On what proportion of 'public access' terminals can headphone sockets be reached easily?

On what proportion of 'public access' terminals can headphone sockets be reached easily? None

1-50%

51-99%

All

Don't Know

Other (please specify)

*
17. On what proportion of 'public access' terminals are USB ports enabled and easily reached? If learners can access USB ports they can bring with them memory sticks containing a range of access software (such as the Access Apps package) that means they do not have to require these tools to be networked.

On what proportion of 'public access' terminals are USB ports enabled and easily reached? If learners can access USB ports they can bring with them memory sticks containing a range of access software (such as the Access Apps package) that means they do not have to require these tools to be networked. None

1-50%

51-99%

All

Don't Know

Other (please specify)

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18. What is the policy within your library / learning resource centre regarding free/open source assistive technology? (Tick all that apply)

What is the policy within your library / learning resource centre regarding free/open source assistive technology? (Tick all that apply) We have never been asked about it.

We do not support it.

We support limited special requests.

We actively support a range of requests.

We promote free and open source technologies but do not provide them as standard.

We allow students to bring portable technologies on memory sticks and use them on our PCs.

We provide free portable technologies on memory sticks for users.

Don't know

Other (please specify)

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19. JISC TechDis has produced a wide range of training resources to support institutions. These have gone into all UK colleges and universities, but they do not always find their way to the right people, either through redirection or through cascaded training sessions. The following questions help us identify both gaps in staff awareness and gaps in our provision, and to signpost useful training resources.

What sort of training is available for library staff in the following areas?

	Not available	Available on request with sufficient notice.	Available online via the institutional network or learning platform.	Available through internal courses.	Available through external courses.
Awareness of different disabilities (e.g. WatchWords orSimDis)	*JISC TechDis has produced a wide range of training resources to support institutions. These have gone into all UK colleges and universities, but they do not always find their way to the right people, either through redirection or through cascaded training sessions. The following questions help us identify both gaps in staff awareness and gaps in our provision, and to signpost useful training resources. What sort of training is available for library staff in the following areas? Awareness of different disabilities (e.g. WatchWords orSimDis) Not available	Awareness of different disabilities (e.g. WatchWords orSimDis) Available on request with sufficient notice.	Awareness of different disabilities (e.g. WatchWords orSimDis) Available online via the institutional network or learning platform.	Awareness of different disabilities (e.g. WatchWords orSimDis) Available through internal courses.	Awareness of different disabilities (e.g. WatchWords orSimDis) Available through external courses.
Awareness of basic assistive technologies (what is available rather than how to use them) (For further details see the JISC TechDis Staff Packs and the free and Open Source software list).	Awareness of basic assistive technologies (what is available rather than how to use them) (For further details see the JISC TechDis Staff Packs and the free and Open Source software list). Not available	Awareness of basic assistive technologies (what is available rather than how to use them) (For further details see the JISC TechDis Staff Packs and the free and Open Source software list). Available on request with sufficient notice.	Awareness of basic assistive technologies (what is available rather than how to use them) (For further details see the JISC TechDis Staff Packs and the free and Open Source software list). Available online via the institutional network or learning platform.	Awareness of basic assistive technologies (what is available rather than how to use them) (For further details see the JISC TechDis Staff Packs and the free and Open Source software list). Available through internal courses.	Awareness of basic assistive technologies (what is available rather than how to use them) (For further details see the JISC TechDis Staff Packs and the free and Open Source software list). Available through external courses.
Using the in-built accessibility features in Windows and Word? (For further details see the JISC TechDis Staff Packs and the JISC TechDis Accessibility Essentials Series)	Using the in-built accessibility features in Windows and Word? (For further details see the JISC TechDis Staff Packs and the JISC TechDis Accessibility Essentials Series) Not available	Using the in-built accessibility features in Windows and Word? (For further details see the JISC TechDis Staff Packs and the JISC TechDis Accessibility Essentials Series) Available on request with sufficient notice.	Using the in-built accessibility features in Windows and Word? (For further details see the JISC TechDis Staff Packs and the JISC TechDis Accessibility Essentials Series) Available online via the institutional network or learning platform.	Using the in-built accessibility features in Windows and Word? (For further details see the JISC TechDis Staff Packs and the JISC TechDis Accessibility Essentials Series) Available through internal courses.	Using the in-built accessibility features in Windows and Word? (For further details see the JISC TechDis Staff Packs and the JISC TechDis Accessibility Essentials Series) Available through external courses.
Technologies to aid accessibility (eg using QR codes for book reservations, SMS for users to obtain instant response from staff)	Technologies to aid accessibility (eg using QR codes for book reservations, SMS for users to obtain instant response from staff) Not available	Technologies to aid accessibility (eg using QR codes for book reservations, SMS for users to obtain instant response from staff) Available on request with sufficient notice.	Technologies to aid accessibility (eg using QR codes for book reservations, SMS for users to obtain instant response from staff) Available online via the institutional network or learning platform.	Technologies to aid accessibility (eg using QR codes for book reservations, SMS for users to obtain instant response from staff) Available through internal courses.	Technologies to aid accessibility (eg using QR codes for book reservations, SMS for users to obtain instant response from staff) Available through external courses.

Any other comments?

*
20. Approximately what percentage of staff have accessed training (however it was sourced/provided) on each of these topics in the last year? (Where you don't know, enter an 'x')

Approximately what percentage of staff have accessed training (however it was sourced/provided) on each of these topics in the last year? (Where you don't know, enter an 'x') Awareness of different disabilities
Awareness of basic assistive technologies (what is available rather than how to use them)
Using the in-built accessibility features in Windows and Word?
Technologies to aid accessibility (eg using QR codes for book reservations, SMS for users to obtain instant response from staff)

*
21. Strategic partnership has a significant influence on practice. The question below considers different aspects of potential library partnerships which could be significant in supporting your practice.

Please tick the options that apply to your library service (If there is a markedly different relationship with different Faculties or Departments, use the free text box to describe those relationships).

	In a planned strategic way (eg meeting cycles).	In an ad hoc way when problems arise.	We have little involvement in this.
Library staff are involved in planning with IT/technical teams.	*Strategic partnership has a significant influence on practice. The question below considers different aspects of potential library partnerships which could be significant in supporting your practice. Please tick the options that apply to your library service (If there is a markedly different relationship with different Faculties or Departments, use the free text box to describe those relationships). Library staff are involved in planning with IT/technical teams. In a planned strategic way (eg meeting cycles).	Library staff are involved in planning with IT/technical teams. In an ad hoc way when problems arise.	Library staff are involved in planning with IT/technical teams. We have little involvement in this.
Library staff are involved in planning with disability/learner support teams.	Library staff are involved in planning with disability/learner support teams. In a planned strategic way (eg meeting cycles).	Library staff are involved in planning with disability/learner support teams. In an ad hoc way when problems arise.	Library staff are involved in planning with disability/learner support teams. We have little involvement in this.
Library staff are involved in planning with admissions teams.	Library staff are involved in planning with admissions teams. In a planned strategic way (eg meeting cycles).	Library staff are involved in planning with admissions teams. In an ad hoc way when problems arise.	Library staff are involved in planning with admissions teams. We have little involvement in this.
Library staff are involved in planning with curriculum/academic teams.	Library staff are involved in planning with curriculum/academic teams. In a planned strategic way (eg meeting cycles).	Library staff are involved in planning with curriculum/academic teams. In an ad hoc way when problems arise.	Library staff are involved in planning with curriculum/academic teams. We have little involvement in this.

Other (please specify)

*
22. What is your awareness of the following accessibility guidance (prior to undertaking this Self Evaluation activity)?

	Not relevant	Not aware	Aware but not read	Aware and read	Aware and implemented
Towards Accessible eBook Platforms	*What is your awareness of the following accessibility guidance (prior to undertaking this Self Evaluation activity)? Towards Accessible eBook Platforms Not relevant	Towards Accessible eBook Platforms Not aware	Towards Accessible eBook Platforms Aware but not read	Towards Accessible eBook Platforms Aware and read	Towards Accessible eBook Platforms Aware and implemented
JISC TechDis Library Guides	JISC TechDis Library Guides Not relevant	JISC TechDis Library Guides Not aware	JISC TechDis Library Guides Aware but not read	JISC TechDis Library Guides Aware and read	JISC TechDis Library Guides Aware and implemented
MLA Delivering Library Services for Disabled People	MLA Delivering Library Services for Disabled People Not relevant	MLA Delivering Library Services for Disabled People Not aware	MLA Delivering Library Services for Disabled People Aware but not read	MLA Delivering Library Services for Disabled People Aware and read	MLA Delivering Library Services for Disabled People Aware and implemented
COFHE Self-Assessment Toolkit for Learning Resource Services in Further Education Colleges in England	COFHE Self-Assessment Toolkit for Learning Resource Services in Further Education Colleges in England Not relevant	COFHE Self-Assessment Toolkit for Learning Resource Services in Further Education Colleges in England Not aware	COFHE Self-Assessment Toolkit for Learning Resource Services in Further Education Colleges in England Aware but not read	COFHE Self-Assessment Toolkit for Learning Resource Services in Further Education Colleges in England Aware and read	COFHE Self-Assessment Toolkit for Learning Resource Services in Further Education Colleges in England Aware and implemented

Other (please specify)

*
23. Given what you have learned about the JISC TechDis Service previously or during this evaluation process, please suggest up to 3 ways in which the the RSC and JISC TechDis Service could support you, bearing in mind the terms of our remit (use of technology to support accessibility and inclusion) and the need for sustainability.

Given what you have learned about the JISC TechDis Service previously or during this evaluation process, please suggest up to 3 ways in which the the RSC and JISC TechDis Service could support you, bearing in mind the terms of our remit (use of technology to support accessibility and inclusion) and the need for sustainability.

*
24. Next steps/actions:
As a result of undertaking this self evaluation:
What will you do next?
Who will it involve?
How will you advertise it?
How will you measure success?

Next steps/actions: As a result of undertaking this self evaluation: What will you do next? Who will it involve? How will you advertise it? How will you measure success?

25. Please enter any further comments you wish to make below.

Please enter any further comments you wish to make below.

Online accessibility evaluation - Libraries

1. Online Accessibility Self Evaluation: Library Staff

*4. There exists a range of areas where Library and Learning Resource Centre staff can exert considerable influence within an institution. Which of the following are areas that you feel you can influence within your institution? (Tick all that apply)

*9. For the communication channels that have been used successfully, please describe how you tend to use them? (Enter a character in the final text box if none have been used successfully)

*14. With regard to the selection, procurement and offer to users of assistive technologies, how does consultation and collaboration with the institution's IT/Network staff and disability/learning support staff take place? (Tick all that apply)

*15. On what proportion of 'public access' terminals for students are sound cards available and active? This can make a huge difference to accessibility if students can use free text-to-speech tools to listen to resources being read aloud.

*16. On what proportion of 'public access' terminals can headphone sockets be reached easily?

*18. What is the policy within your library / learning resource centre regarding free/open source assistive technology? (Tick all that apply)

*20. Approximately what percentage of staff have accessed training (however it was sourced/provided) on each of these topics in the last year? (Where you don't know, enter an 'x')

*22. What is your awareness of the following accessibility guidance (prior to undertaking this Self Evaluation activity)?

*24. Next steps/actions:As a result of undertaking this self evaluation:What will you do next?Who will it involve?How will you advertise it?How will you measure success?

25. Please enter any further comments you wish to make below.

*
4. There exists a range of areas where Library and Learning Resource Centre staff can exert considerable influence within an institution.

Which of the following are areas that you feel you can influence within your institution? (Tick all that apply)

*
9. For the communication channels that have been used successfully, please describe how you tend to use them? (Enter a character in the final text box if none have been used successfully)

*
14. With regard to the selection, procurement and offer to users of assistive technologies, how does consultation and collaboration with the institution's IT/Network staff and disability/learning support staff take place? (Tick all that apply)

*
15. On what proportion of 'public access' terminals for students are sound cards available and active? This can make a huge difference to accessibility if students can use free text-to-speech tools to listen to resources being read aloud.

*
16. On what proportion of 'public access' terminals can headphone sockets be reached easily?

*
18. What is the policy within your library / learning resource centre regarding free/open source assistive technology? (Tick all that apply)

*
20. Approximately what percentage of staff have accessed training (however it was sourced/provided) on each of these topics in the last year? (Where you don't know, enter an 'x')

*
22. What is your awareness of the following accessibility guidance (prior to undertaking this Self Evaluation activity)?

*
24. Next steps/actions:
As a result of undertaking this self evaluation:
What will you do next?
Who will it involve?
How will you advertise it?
How will you measure success?