Search results

The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books.

An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used.

First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts.

Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.

The Swedish Dyslexia Campaign had over 70 collaborators. One important collaborator was The Swedish Library of Talking Books and Braille (TPB), which invested a great deal of effort and money in the campaign. In a short‐term evaluation, the result was not quite on a par with the effort but, on the other hand, changing an attitude is not done in a hurry. TPB works through the local libraries and schools, by supporting them with different information materials and interlibrary loans. Its task, to spread the information of talking books, could very well support the campaign task. Subsequently TPB did not have to start new activities. It did what it was already good at, but it did more of it and with a certain focus.

The Royal New Zealand Foundation for the Blind (RNZFB) currently lends talking books on audio cassette to blind and vision impaired New Zealanders. RNZFB belongs to the international consortium which has developed the DAISY digital talking book standard. Whereas analogue talking books are linear, DAISY books are structured so that the reader can navigate around the text with the facility of a sighted person looking through a printed document. DAISY books can also be multimedia productions that support more than one format. In progressing its use of digital reading technology, RNZFB will enhance the reading experience, decide how best to deliver book files, and form local and international partnerships to increase the range of reading material available to its members. The reading solutions adopted by RNZFB could become a model for the wider community of print disabled people.

A major advantage of storing accessible materials in a digital archive is that it facilitates large‐scale updates. Unfortunately, cataloguing these materials involves manual work and updates of the cataloguing records will not be made easily and quickly enough in the future. This paper aims to tackle these cataloguing problems and to inform about the latest developments and accomplishments in the field of accessible materials. The paper also stresses the importance of profiling cataloguing issues for libraries for the visually‐impaired within the cataloguing community.

The paper begins with an overview of the field of accessible materials and gives an account of certain cataloguing problems. Then follows a detailed description of these cataloguing issues before the paper concludes with a suggested method and a description of a practical workflow to counter the listed problems. The paper is, in a sense, a case study of a trend in the field of librarianship regarding technologies for the visually‐impaired.

The paper shows that a dynamic cataloguing solution is necessary to meet the growing number of dynamic digital materials for libraries that produce accessible materials.

Implementation of the suggested dynamic cataloguing solution results in less manual work while allowing large scale updates of a digital archive.

This paper provides some original perspectives on practical cataloguing challenges for libraries for the visually‐impaired.

This chapter explores queer theory as a “thought of a method” in educational ethnography by sharing stories of two third grade boys and situating them in a discussion of Britzman’s ideas about reading and Butler’s notion of fantasy. The stories are presented as a possible queer educational ethnography, in which the ethnographer writes the fantastic narrative of the boys as they read creatively to reveal and unsettle gender and reading as sites of constraint to which other constraints adhere. The boys’ reading itself is a queer reading of these constraints and as such makes alterity visible and possible. The study and the methodological framework suggest that educational ethnographers and other adults who work in schools should become attuned to the markers of constraint and alterity, so as to recognize, shelter, and maintain the alterity that children make possible. The chapter asserts children must be allowed to read for alterity, and shows how fantastic narratives that emerge from such readings are limited by the hushing of individuals who disallow alterity in classrooms. Ultimately, this chapter is relevant to ethnographers of education in that it suggests that queer theory not only is necessary to narrate and thus shelter the ways that gender can and should be unsettled in classrooms, but also allows us to narrate and shelter other queer urgencies related to fear, violence, and vulnerability that children experience or share in classrooms. Implications for the current climate of school reform based on standardization of curriculum are also discussed.

IN 1946 there was in the British Isles a clear image of librarianship in most librarians' minds. The image depended on a librarian's professional environment which was of the widest possible range, not less in variation than the organisations, institutes or types of community which required library services. Generalisations are like cocoanuts but they provide for the quickest precipitation of variant definitions, after the stones have been thrown at them. A generalisation might claim that, in 1946, public librarians had in mind an image of a librarian as organiser plus technical specialist or literary critic or book selector; that university and institute librarians projected themselves as scholars of any subject with a special environmental responsibility; that librarians in industry regarded themselves as something less than but as supplementing the capacity of a subject specialist (normally a scientist). Other minor separable categories existed with as many shades of meaning between the three generalised definitions, while librarians of national libraries were too few to be subject to easy generalisation.

During the 1980s' Decade of the Disabled, legislation, advocacy activities, and special programs stimulated increased awareness of the rights of people with disabilities for better access to education, employment, housing, and information. In response to the growing need for easier access to information found in a public library, staff at the Phoenix Public Library designed a library Special Needs Center to make the services and resources of the library totally accessible. The following policy and mission statements illustrate this effort.

The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education at a university in South Texas. In this Self-Study of Teacher Education Practice (S-STEP) research, the authors investigated how teachers can transform their practice and come to value their students’ abilities to interpret literature. They engaged the teachers in projects using quality children’s literature. The projects were carried out by graduate inservice teachers teaching Spanish/English bilingual students studying at different grade levels. Some teachers taught along the Texas/Mexico border and others taught in a large metropolitan school district in central Texas. The authors used their analysis of the inservice teachers’ projects as data to inform their own practice as teacher educators. In the first project, the bilingual teachers engaged their students in exploratory talk that allowed them to bring their backgrounds and experiences into discussions of what they read. The second project challenged the teachers to consider the importance of the images in high-quality illustrated children’s books. The teachers asked their students to read the images and expand their understanding of the books by considering more than the words in the texts. In the final project, the teachers guided their students through Ada’s stages of creative dialogue using children’s literature. The authors describe the projects in detail and give examples from four different teachers showing what they learned about teaching children’s literature and how they changed their perspectives about what their emergent bilingual students could do. Although only four teachers are highlighted, they are representative of students taking the course and engaging in the projects over three different semesters.

Since their inception in the early 1980s electronic books have grown substantially in popularity, mainly due to their usefulness in distributing large volumes of interactive multimedia information in the form of text, pictures and sound. This paper describes the basic nature of electronic books and the philosophy underlying their use. A basic taxonomy of electronic books is then presented and a description is given of the various techniques involved in their design and fabrication. The paper concludes with a description of some application case studies and an outline of some possible future directions of development.