An accessibility-first approach to online course readers

Abstract

Purpose

The purpose of this study was to develop a cost- and labor-efficient method for a small library to produce and deliver accessible course reading packages.

Design/methodology/approach

Working with approximately 25 courses and instructors in the Fall 2017 semester – including courses in Equity Studies and Disability Studies – the authors produced an inventory of assigned readings and an assessment of the accessibility of scanned texts that were currently being used. Based on this initial inventory, they developed new workflows for providing accessible readings to students that overcame the most common shortcomings and deficiencies.

Findings

This project established that it is possible for a small library to produce high-quality accessible course readings and that a PDF file is the most appropriate format for providing accessible scanned readings in an online course reader environment.

Practical implications

This project developed a workflow for producing texts that are designed from the perspective of universal access – that is, all students can engage with these texts without requiring the intervention of accessibility-services-style departments.

Originality/value

Canadian academic institutions are required to provide accessible texts upon request, a process which relies on students to identify required readings, sign up for specialized services and be comfortable disclosing and discussing their specialized needs. The process developed in this project builds upon a conception of equitable access as being a core principle and strives to create accessible readings as a default rather than as the result of an external request. This case study can be used as an example for institutions – especially small libraries – that are interested in developing a proactive approach to creating accessible readings and course packs.

Citation

Kwak, A. and Newman, J. (2018), "An accessibility-first approach to online course readers", Reference Services Review, Vol. 46 No. 3, pp. 340-349. https://doi.org/10.1108/RSR-04-2018-0046