Sharing electronically and accessibly in library-led instruction

The electronic information and technology accessibility project is a strategic overhauling of the digital instructional materials of the Health Sciences Library System (HSLS) to comply with the accessibility standards established in a 2020 University of Pittsburgh policy. Though these technologies h...

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Autores principales:	Julia Jankovic Dahm, Julia Grace Reese
Formato:	article
Lenguaje:	EN
Publicado:	University Library System, University of Pittsburgh 2021
Materias:	accessibility universal design online instruction Bibliography. Library science. Information resources Z Medicine R
Acceso en línea:	https://doaj.org/article/1058941e19f14a9d9d1725e872a59893
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spelling	oai:doaj.org-article:1058941e19f14a9d9d1725e872a598932021-11-22T20:41:02ZSharing electronically and accessibly in library-led instruction1536-50501558-943910.5195/jmla.2021.1361https://doaj.org/article/1058941e19f14a9d9d1725e872a598932021-11-01T00:00:00Zhttps://jmla.pitt.edu/ojs/jmla/article/view/1361https://doaj.org/toc/1536-5050https://doaj.org/toc/1558-9439The electronic information and technology accessibility project is a strategic overhauling of the digital instructional materials of the Health Sciences Library System (HSLS) to comply with the accessibility standards established in a 2020 University of Pittsburgh policy. Though these technologies have existed for quite some time, library instructors were not skilled in the actual creation and design of documents, web content, and presentations with accessibility in mind. Over the past year and a half, a team within HSLS developed detailed guidance and education on universal design and creating an inclusive online learning environment. These guidelines were developed in accordance with Section 508 and the WCAG2.1, with a focus on an improved experience for the D/deaf community and those with visual impairments. We initially made accessibility improvements to online subject guides, in-person presentations, and digitally shared class materials. The COVID-19 pandemic and complete shift to virtual instruction then necessitated the evaluation of platforms used in remote learning (such as Zoom and Panopto), where accessibility best practices needed to be incorporated. This article highlights going beyond in-program accessibility checkers and describes how library technology experts and content creators worked together to bridge the gap of accessibility in the information we share.Julia Jankovic DahmJulia Grace ReeseUniversity Library System, University of Pittsburgharticleaccessibilityuniversal designonline instructionBibliography. Library science. Information resourcesZMedicineRENJournal of the Medical Library Association, Vol 109, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	accessibility universal design online instruction Bibliography. Library science. Information resources Z Medicine R
spellingShingle	accessibility universal design online instruction Bibliography. Library science. Information resources Z Medicine R Julia Jankovic Dahm Julia Grace Reese Sharing electronically and accessibly in library-led instruction
description	The electronic information and technology accessibility project is a strategic overhauling of the digital instructional materials of the Health Sciences Library System (HSLS) to comply with the accessibility standards established in a 2020 University of Pittsburgh policy. Though these technologies have existed for quite some time, library instructors were not skilled in the actual creation and design of documents, web content, and presentations with accessibility in mind. Over the past year and a half, a team within HSLS developed detailed guidance and education on universal design and creating an inclusive online learning environment. These guidelines were developed in accordance with Section 508 and the WCAG2.1, with a focus on an improved experience for the D/deaf community and those with visual impairments. We initially made accessibility improvements to online subject guides, in-person presentations, and digitally shared class materials. The COVID-19 pandemic and complete shift to virtual instruction then necessitated the evaluation of platforms used in remote learning (such as Zoom and Panopto), where accessibility best practices needed to be incorporated. This article highlights going beyond in-program accessibility checkers and describes how library technology experts and content creators worked together to bridge the gap of accessibility in the information we share.
format	article
author	Julia Jankovic Dahm Julia Grace Reese
author_facet	Julia Jankovic Dahm Julia Grace Reese
author_sort	Julia Jankovic Dahm
title	Sharing electronically and accessibly in library-led instruction
title_short	Sharing electronically and accessibly in library-led instruction
title_full	Sharing electronically and accessibly in library-led instruction
title_fullStr	Sharing electronically and accessibly in library-led instruction
title_full_unstemmed	Sharing electronically and accessibly in library-led instruction
title_sort	sharing electronically and accessibly in library-led instruction
publisher	University Library System, University of Pittsburgh
publishDate	2021
url	https://doaj.org/article/1058941e19f14a9d9d1725e872a59893
work_keys_str_mv	AT juliajankovicdahm sharingelectronicallyandaccessiblyinlibraryledinstruction AT juliagracereese sharingelectronicallyandaccessiblyinlibraryledinstruction
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Sharing electronically and accessibly in library-led instruction

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