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These are the speaker presentations from an event on 16 May 2014 held at the University of the Arts London. This forum discussed the challenges of making our art libraries accessible to the widest possible range of users.
Citation preview
Friday 16th May 2014
Inclusive arts
libraries :
challenges in HE
Introduction to the day
Karen Carden
Resources and Systems
Manager, UAL
Welcome and overview
Jess Crilly
Assistant Director and
Head of Resources
UAL
Camberwell College of Arts
Central Saint Martins
Chelsea College of Arts
London College of
Communication
London College of Fashion
Wimbledon College of Arts
The University
Student printing in the letterpress workshop, LCC. Photo: Enrico Sacchetti.
Our students
..by level of study and origin
2703
2258
13,951
Research and PG
FE
Undergraduate
6130
2665
10097
International
Other EU
UK
Pedagogies
Use of libraries and
information seeking
Access and inclusion?
Are arts students different?
Ana Escobar: LCF Library
Access and Inclusion
The Equality and Diversity Framework covers
the equality strands of…
….. age, caring responsibilities, disability, gender, race, religion
and belief, sexual orientation, socio-economic class and trans
gender
UAL Equality and Diversity Framework.
Are arts students different?
Equality and Diversity Framework. Annual progress report 2013
Disability –
17% of the total student population have declared a disability;
12% have a specific learning difficulty and 5% have another
disability.
The profile of disabled students at UAL is twice that of the HE
sector (9%) but slightly less than the Art and Design sector
(23%).
There are variations in disclosure rates when taking into
account student fee status. In 2012/13, 26% of all Home
Students at UAL had declared a disability compared to 10% of
EU Students and 5% of International Students.
We are committed to…
….being inclusive and accessible
Library Services
Assistant Librarian (Access and
Inclusion) 2012
Co funded by Library Services
and Widening participation
Initial focus on co-ordinating and
embedding disability support
A broadening perspective
The accessible art library?
View from the University Disability Service Caroline Huntley Operations Manager UAL
View from the University Disability Service
Background • I joined UAL in 2012. A project called “improving the
Experience for Disabled Students” was already in the planning stages.
• This brought all Services for Disabled and dyslexic students
together into one centrally-managed service. It had previously been provided by each college, each working in a slightly different way.
• The Assistant Librarian, Access and Inclusion post was
planned as a link between library services and the Disability Services. It originated from the two services working closely together to provide two visually impaired students with access to the reading material on their MA course at LCC.
This is a transcript of Caroline’s spoken presentation as she chose not to use visual aids
View from the University Disability Service
Working together
The post began in December 2012 and there have been several
ways in which links have been established and maintained:
• Disability staff attend regular Community of Practice meetings
which bring together Library staff with a specific interest in
Disability/accessibility. Each college Library has one member
of staff who attends. These meetings enable both services to
share information and experiences, view policies and
procedures and resolve issues.
This is a transcript of Caroline’s spoken presentation as she chose not to use visual aids
View from the University Disability Service
• The Disability Service meet with each individual disabled
student to put in place an Individual Support Agreement
(ISA). The ISA contains details of adjustments and access
requirements which need to be put in place by academic and
support staff and by Library staff if any specific services are
needed. When an ISA contains information about the
student’s access to the library, it is also shared with the
named member of library staff for their college. These are
stored on the LMS and available when a student visits the
library to request a specific service, e.g. help with finding
documents or books.
This is a transcript of Caroline’s spoken presentation as she chose not to use visual aids
View from the University Disability Service
• Disability Service and Library staff have worked together to
provide information at events, e.g. at the Centre for Learning
Teaching and Development’s Inclusion event in January 2013
where we provided information about assistive technology.
• Both staff groups have attended the same internal and
external training and provided training for each other’s
services. For example, Disability Equality Training and Text
Help Training were organised by the disability Service for
Library staff.
This is a transcript of Caroline’s spoken presentation as she chose not to use visual aids
View from the University Disability Service
The future • The Access and Inclusion post has now been made
permanent and we will continue to work closely to ensure that information is shared – which will inevitably lead to an ever increasing positive experience for disabled students at UAL.
• For the Disability Service, one of the current hot topics is the
proposed reduction of SFE funding for disabled students’ support and equipment through the Disabled Students Allowance (DSA). The premise of the reduction being that universities should be able to meet the majority of needs for their disabled student population. It is more important than ever that we work with all areas of the university to meet this challenge.
This is a transcript of Caroline’s spoken presentation as she chose not to use visual aids
Sara Osman, Assistant Librarian (Access & Inclusion) Leila Kassir, Academic Support Librarian, LCC Library
What we have been doing at
University of the Arts London
Established in 2004
Made up of 6 colleges, each with its own identity and culture
Library Services is a university-wide department
UAL
Image: Cylinders by Kweku Bennin © Luke Potter
Jointly funded Access and Inclusion Librarian post
Aims:
to improve links between the services
to provide a focus for inclusive library services
Access and Inclusion
Image: Scratching below the surface by Dale Allen © Luke Potter
Assistive software rollout
Input to specification for new Library Management System
Access and Inclusion post made permanent
Progress
Image: Out of time by Jane Williams © Luke Potter
Named contacts at each college library
LCC Library Diversity Reps group
Individual Support Agreements (ISA)
Supporting Students
Image: 6 Degrees of Separation by Mette-Sofie D. Ambeck © LCC Library
Audit from Proudlock Associates
LCC Library pilot audit
Aims
Areas considered
Outcomes
Accessibility Audit at LCC
Image: Parallel Lives by Deb Rindl © Luke Potter
Text Help Read and Write Gold and Inspiration networked on all UAL computers
Problems with inconsistency of local provision
Next steps:
Promotion
Training
Assistive Software
Image: Justiniani romanorum imperatoris volumen, ut peculiari vocabulo nu.cupant, totius
iuris sivilis velut colophon © LCC Library
Importance of senior
management support
Need to have someone
focused on getting actions
completed, chasing up etc
Improvements don’t always
need a big budget
There is always more to
do!
What we have learned
Image: A journey by Gail Stuart © Luke Potter
The user’s perspective Sam Winston
Sam’s presentation is uploaded separately as a PDF, as it is rich with images and very large
Experiences in three arts libraries …
Coco Nijhoff
Learning and
Teaching
Librarian
Inclusive Art Libraries: a view from
University for the Creative Arts
University for the Creative Arts
A multi-site arts university with 5 sites (soon to be 4) in Kent and Surrey
Around 6,500 students at undergrad and postgrad level
Degrees awarded include BA (hons), MA, PhD
Also FE/Foundation, PGCE
Subjects include Fine Art, Photography, Journalism, Fashion, Film,
Graphic Design, and others
“Inclusivity” addresses whom?
Dyslexia and print impairments
Specific Learning Difficulties (SpLD)
Physical disabilities
Mental health issues
Adult or older learners
FE – HE transition needs
Language support needs including
International students
Other - ?
By the numbers
In the 2011-12 academic year:
20% of all students at UCA used services for
learning difficulties and physical disabilities
In the 2012-13 academic year:
24% of all students at UCA used services for
learning difficulties and physical disabilities
International students at UCA
Total 900 international students
600 of these are EU
and 300 are from outside the EU
Around 80 nationalities are represented by students
Library and Student Services
Gateway Services provide access to these services:
Careers and Employability
Counselling Services
Learning Disability & (SpLD) Support Services
Disability Services
Student Finances
Language and Study Support
International Student Support
Faith Services
Gateway services
Methodology
2 informal surveys:
Students who use
these services
Librarians across our sites
The student point of view
The results of a small survey of students already identified
and using our services.
Students from these disciplines responded:
Digital Film Arts, Animation, Photography, Illustration,
Fashion and Music Journalism
With the following issues:
Learning difficulties, mental health issues and
international students (non-native English speakers).
Survey questions
We asked 3 questions:
1. Describe your experiences using the Libraries at UCA,
good and bad.
2. What services in the library have you used?
3. What suggestions would you make to help make the
library more usable?
Student responses (dyslexia)
Overall impression and experience:
I don’t like to use the library as I am very dyslexic.
I will ask for help finding books if I am desperate.
I buy my own books through my disability support allowance.
I can’t see where the numbers are going nor any of the signage
I need help finding books
Always good books and magazines available
Sometimes not enough copies of books available
Helpful staff
What services have you used:
I like the journals and magazine and the printers and computers.
I like the DVD section
Computers and books
Student responses (international)
Overall impression and experience:
Helpful staff who take initiative
Many books
Good service
Good technology
Nice seating/design of “pod” spaces
Efficient service
Open 7 days/week
Never a queue to ask for help
What services have you used:
Books, magazines, DVDs, computers, printers, scanners
Online reservations and bookings
Request books from other sites easily
Pre-sessional course where I learned about online resources
Physical space
A variety of study
areas with different
sound, seating, and
lighting choices
includes the silent
“quiet zone”.
Seating
“Pods are a good
seating option,
with large tables
where I can
see my work.”
IT support
“Good IT
support,
helpful staff,
no waiting.”
Student suggestions for improvement
• Newer books
• Better lighting
• More seating
• Clearer signs
• More visually welcoming
• More copies of books
• Labeling of numbers on
books is not clear enough
• Staff should make
exceptions for loan limits
• Access new books more
easily
• Extended library hours
• Would like to meet the
librarian earlier in term
• More instruction with
online resources
Librarian point of view
Survey questions:
1. Name ways in which the library/your site addresses
inclusivity and access, in terms of physical space or online.
2. Give recommendations you would make for improving
accessibility for UCA students based on your experience
in the library or in the classroom.
Best practice at UCA:
print materials
Book retrieval for students with physical disabilities
Extended loan periods for users with SpLD
Book stock offerings at a variety of academic levels
“Well being” book collection
Printed guides designed for accessibility
Plain English, clear layout, font size, paper colour, etc
More best practice:
electronic resources
Assistive software on the E-Zone computers
(Read and Write Gold, Mindview)
including workshops
E-books
remote use, screen readers
and text enlargers
More best practice:
physical space
Lift and automatic doors (including maintenance)
Variety of study zones
to suit individual preferences
Consider lighting, sound, wifi access
Seating at tables and pods and large tables
More best practice:
teaching
Vary teaching approaches for learning styles
Offer audio recordings and PowerPoint files on the VLE
Prepare materials following legibility guidelines
JISC TechDis and British Dyslexia Association
Check UCA student records prior to workshops to see if any
students have reported learning difficulties or physical disabilities
Allow time to meet with deaf students and interpreters prior to start
of workshops
Other services at UCA
Digitization of reading list material on VLE
Alternative Formats service for assessed print impairments
Special events to promote well being (finance, health), including
with local Community Mental Health Team
Librarian-led workshops on research skills for Dyslexia Support
Advisors and Learning Support Advisors
Equality Impact Assessment undertaken with Estates:
Survey of all students as to general physical accessibility of campus
Suggestions from UCA Librarians
Improve induction process
Target services at key points in the year
Provide handouts to Learning Support Assistants prior to sessions
Extend audio recordings for all teaching sessions
Get involved in writing of often impenetrable Unit Briefs
Extend Open Rose Group training to all library staff
Need for improved signage
Signage can be improved,
especially at Farnham
Signage in new build is
“stylish” but not legible
Directional signs are
not easy to understand
And finally…
What are we teaching students
about accessibility?
Employability
The creative industries
Design and new media
Coco Nijhoff, Learning and Teaching Librarian, UCA Epsom
The National Art Library at the Victoria & Albert Museum
Inclusive Arts Libraries Forum
16 May 2014
Vicky Worsfold
54
‘Inclusion’ at the National Art Library
Introduction to the NAL
The NAL’s users
What stops people from using us?
How do we remove those barriers?
– Facilities
– Services
– Training
Problem areas
Future plans
55
The National Art Library
Reference only library
Closed access
Part of the V&A’s suite of study services:
– Prints & Drawings Study Room
– The Archive of Art & Design
– The Theatre and Performance
Collections
Three major roles:
– Public library freely available to all
– Museum library for staff
– Research department
National and international focus
Open 10-5.30 Tues-Sat (6.30 Fri)
56
Collections
Approx. 1 million books, pamphlets, manuscripts...
Collect in all areas that the V&A collects in:
– Glass
– Ceramics
– Fashion
– Furniture
– Architecture
– Sculpture
– Painting
More generally on the History of Art
Supporting sociological/historical texts
57
Collections
Special Collections, including:
– books of hours,
– hand-written correspondence,
– sketchbooks,
– fine typography,
– illustrated books,
– artists’ books & book art,
– livres d’artistes,
– comics,
– Illumination & calligraphy,
– children’s books,
– fine bindings,
– incunabula,
– early printed works from 16th century onwards.
58
The NAL’s users: anyone can walk in the
door…
Students and tutors (60%)
– Art history
– Vocational courses
Art market professionals
Artists, crafts people and designers
Curators
Interested individuals
– genealogists
– collectors
– period renovations etc
Schools (group visits programme)
59
Diversity of the NAL’s users
Sex:
– female 68%
– male 32%
Age:
– 55 to 64 16%
– 65 to 74 16%
– 75 and over 4%
Disability:
– 6% consider themselves to have a disability
International
60
Widening participation?
The Learning and Skills Council describe this as:
“a process where education and training providers successfully
adapt their programmes and ways of working to meet the
learning needs and aspirations of individuals and groups whose
experiences or circumstances inhibit participation.”
61
Barriers which keep people away
Institutional e.g. opening hours, staff attitude, rules and
regulations, charges, book stock policies, facilities
Personal and social e.g. lack of basic skills, low income and
poverty, lack of a permanent address
Perceptions and awareness e.g. people who are educationally
disadvantaged, people who don’t think libraries are relevant to
their lives or needs, lack of knowledge of facilities and services,
or how to use them
Environmental e.g. difficult access to building, poor transport
links, institutional nature of building
62
Removal of barriers in the V&A
Equality and Access Officer: Barry
Ginley
Step-free access at the main
entrance
Bookable wheelchairs and walkers
Bookable escorts (or ask a gallery
assistant)
Parking
63
In the Library: facilities
For mobility impaired users:
Lift access to the NAL
Wheelchairs and escorts available
Wide spacing between desks and
on one level
Height adjustable desk
Fire evacuation provision
Accessible toilets
64
In the Library: facilities
For hearing impaired users:
Vibrating pagers can be picked up
at the main entrance on arrival
(these will activate if there is a fire
alarm or bomb alert)
Hearing induction loop on enquiry
desk points
Signers: 2 members of Library staff
have been trained to level 1
65
In the Library: facilities
For visually impaired users:
JAWS (a device to read out the
contents of a computer screen) and
MAGIC (which magnifies the
contents of the screen)
A wide range of Magnifiers and
TWINKLE (a text/image magnifier)
Text to Speech Scanners
66
In the Library: services
Service adaptations:
– Book delivery direct to desk
– Lockers
– Water etc. permitted
Simplify and clarify procedures
Online registration and ordering
Reprographics
Self-service and self-guided
Offer as much remotely as possible
67
Staff training
General awareness
– Treat a disabled person in the same manner,
respect and courtesy as anyone else.
– Do not make assumptions about the existence or
absence of a disability.
– Take your lead from the person using the service.
– Know where and how to sign post individuals to the
relevant facilities.
Specific training:
– Deaf awareness
– Mental health awareness
– Neurological disorders awareness
– Visual impairment awareness
68
Problem areas
Lift access and building works
Very heavy internal doors
Heavy chairs
High service desk
Light levels
Still relies on staff intervention
69
Plans for the Future
Refurbishment of the reading rooms (2017)
– Learning lessons from the P&D Study
Room
Increase remote service delivery
Further web content
Continue to work with Equality and Access
Officer
Develop new services where appropriate
Staff are given ongoing support and training
Inclusive arts libraries forum Friday 16th May 2014
Qona Rankin, Dyslexia co-ordinator at the
Royal College of Art
Dyslexia in Art and Design
. Indicators of dyslexia may include.
A marked discrepancy between ability and the standard of work being produced.
A discrepancy between evident intelligence and ability to learn what appear to be
simple language based skills.
A problem with word retrieval.
A problem with processing language quickly.
A difficulty with reading and comprehension.
A persistent or severe problem with spelling, even ‘easy’ or common words.
A problem with directionality.
A weakness of short-term memory.
A difficulty in motor integration.
A sequencing problem.
An organisational problem.
A difficulty with time.
“I realise it’s easy to get annoyed when people keep asking the same question all the time, but I’m not stupid or lazy and I don’t like being made to feel that I am.” “ I find it hard to ask for help because I know I should remember.” I’m intimidated asking for help from someone on the desk because the whole library can hear me.” “I would find it really helpful to have a written description of different areas for example furniture, jewellery, architecture so I could browse more easily.” “Even if I’ve been told something once the process doesn’t necessarily stick. There may be just one step of the process I can’t remember.” “It’s one thing finding a title in the catalogue but then you have to physically find the book and that is really hard sometimes.” “ Usually I either struggle or give up.”
• Wassily Kandinsky
• Konrad Klapheck
• Yves Klein
• Alex Katz
• Moholy Nagy
• Egon Schiele
• Victor Vasarely
• Eulalia Valldosera
A different way of processing stuff
Dyslexia
Indicators of
dyslexia may
include.
A marked discrepancy
between ability and the
standard of work being
produced.
A discrepancy between
evident intelligence and
ability to learn what
appear to be
simple language based
skills.
A problem with word
retrieval.
A problem with
processing language
quickly.
A difficulty with reading
and comprehension.
A persistent or severe
problem with spelling,
even ‘easy’ or common
words.
A problem with
directionality.
A weakness of short-
term memory.
A difficulty in motor
integration.
A sequencing problem.
An organisational
problem.
A difficulty with time.
http://www.rca.ac.uk/studying-at-the-rca/support/learning-support/dyslexia-support/
Qona Rankin 02075904544 [email protected]
Strategic perspective Pat Christie Director of Libraries and Academic Support Services UAL
Access and Inclusion Forum:
Strategic Perspective
‘…an agency requires the widest range of skills possible if it is to be successful,
and to deny itself of talent just because the person with the talent doesn’t
conform to a social stereotype is to starve itself of what it needs to thrive’
Ian Lobban (Dir, GCHQ)
Pat Christie,
Director of Libraries and Academic Support Services
2014
Presentation Overview
• National
Perspective
• Institutional
Perspective
• Departmental
Perspective
National Legislation
and Codes of Practice
• The Equality Act, 2010
• Students at the heart of the system’ white paper, BIS, 2011
• National strategy for access and student success in higher
education, BIS, April 2014
‘the vision of this national strategy…… is: that all those with the potential to benefit
from higher education have equal opportunity to participate and succeed, on a course
and in an institution that best fit their potential, needs and ambitions for employment
or further study’
• UK Quality Code for HE: Chapter B4: Enabling student development
and achievement, QAA, 2013
National Reports and Resources
• Resources from HEA: – Thomas, L. (2012) What works: student
retention and success.
– Thomas, L. and May, H. (2010) Inclusive learning and teaching in higher education.
– Wray, M. (2013) Developing an inclusive culture in higher education: final report.
• UKCISA : UK Council for International Student Affairs
• SKILL: National Bureau for Students with Disabilities
• SCONUL, CILIP and ARLIS/UK & Ireland
– Several articles in SCONUL Focus
UAL Perspective: Strategic Context
• Profile of UAL:
– One of the most diverse student bodies of any UK university:
• c40% of our students from outside of the UK
• c17% of our students are disabled (dyslexia students account for 12%)
• c41% of our students are BAME (27% Home)
• c34% of our Home students are working class (SEC 4-7)
• Principal Value:
– Diversity, individuality and equality of opportunity
• Embedded in UAL Strategies:
– Student Experience Strategy; Widening Participation Strategy; Research Strategy and Learning, Teaching & Enhancement Strategy
• Regard ourselves as a national and international leader in widening participation within arts and design sector
Retention and Attainment Gap
as Key Driver for UAL • Significant gaps in retention of 1st year students on to 2nd year for students
from different ethnic backgrounds and with different fee statuses
• Significant gaps in attainment between BAME student groups and overseas
students compared to other student groups
Current UAL Initiatives
• Initiatives currently underway:
– Improving Support for Disabled Students Project
– Widening Participation Review
– RAS Research Projects; Conferences and Publications
– 3 year Longitudinal Study, Shades of Noir, University Chair in Black Art & Design
– International Student Experience Mapping Exercise
Libraries and Academic Support:
Strategic Context
• Accessibility and inclusivity stated as a key value (Library Services
Strategy 2013-2016 and Strategy for Academic Support 2013-2016)
• Being user-centred in all that we do; being mindful of differing
learning needs and differing user behaviours/learning styles
• Maximising access to physical and virtual services and resources;
pro-actively removing unintended barriers
• Working in partnership with academic staff and professional
colleagues to ensure seamless support for students; engaging
students in key service developments
Recent and Current Activities in
Libraries & Academic Support
• Regular activities within the Colleges’
widening participation programmes etc.
• ‘Making the Numbers Count’ Fellowship
Project, 2007/08 – library support for first
generation students
• Various improvements for disabled students,
including upgrading assistive technologies
• ‘International Perspectives on Academic
Support’ Research Project, 2013/14
• Creation of the post of Assistant Librarian
(Access and Inclusion) and A&I Community
of Practice for library staff
Future Priorities for Libraries &
Academic Support • Staff development as key to creating an inclusive service, including cultural
awareness, social model for disability and inclusive approaches to learning and teaching
• Collections, services and staff profile that celebrate diversity of our student community as well as our academic focus – need to be mindful of being overly euro-centric etc.
• Projects that support students transitioning into and through HE – pre-arrival and induction, and beyond (academic support)
• Specific projects aimed at addressing BAME and ISE retention and attainment gaps
• Library building projects that create accessible environments
Being accessible and inclusive in all that we do
Alumni from Hong Kong & Shanghai