Seminar in Contemporary Issues - Fostering Accessibility in the Library
INFO 281

Kimberli Buckley MA, MLIS
Email
Office: Virtual: Can meet on Zoom or Teams

This 1-unit course runs from April 3rd - May 1st. It will open on Canvas on April 3rd.

The library profession is a strong and vocal proponent of increased information access for people with disabilities. This 1-unit course will cover long standing issues for library patrons with disabilities, the current models and types of disabilities, how the library can promote accessibility, disability justice and how it applies to the library, how library and information science (LIS) professionals perceive accessibility, and the importance of creating a safe and inclusive space and equitable access for all.

Expectations

Students are expected to participate fully in all class activities. It is expected that students will be open-minded and participate fully in discussions in class and debate in a mature and respectful manner. Use of derogatory, condescending, or offensive language including profanity is prohibited. Disagreement is healthy and perfectly acceptable. Expressing disagreement should always include an explanation of your reasoning and, whenever possible, evidence to support your position. In accordance with San José State University's Policies, the Student Code of Conduct, and applicable state and federal laws, discrimination based on gender, gender identity, gender expression, race, nationality, ethnicity, religion, sexual orientation, or disability is prohibited in any form.

Course Workload

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group; contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Core Competencies (Program Learning Outcomes) Supported

INFO 281 supports the following core competencies:

Upon successful completion of the course, students will be able to:

1. Develop strategies for best serving and accommodating the needs of individuals with disabilities.
2. Expand empathy for people living with disabilities.
3. Appreciate the need for fostering accessibility.
4. Critically engage with disability issues.
5. Identify best practices and available resources.

Textbooks

Recommended Textbooks:

• Klipper, B., & Banks, C. S. (2021). Library programming for adults with developmental disabilities. ALA. Available through Amazon: 0838948669.

• Kowalsky, M., & Woodruff, J. (2017). Creating inclusive library environments: A planning guide for serving patrons with disabilities. ALA Editions. Available through Amazon: 0838914853

• Ladau, E. (2021). Demystifying disability: What to know, what to say, and how to be an ally. Ten Speed Press. Available through Amazon: 1984858971.

• Vincent, J. (2014). Making the library accessible for all: A practical guide for librarians (volume 5) (practical guides for librarians, 5). Rowman & Littlefield. Available through Amazon: 0810891468

• Wong, A. (Ed.). (2020). Disability visibility: First person stories from the twenty-first century. Vintage. Available through Amazon: B082ZQBL98

There are no required textbooks for this course. The books that are mentioned in the textbook section are recommended only. Students do not have to purchase these books for the class and they are essentially not used in the course, just for additional reference on the course topic. There will be a total of 6 discussions and one will be to watch a full-length movie, there is 1 research assignment and a final project with 2 options to choose from. The instructor will provide a recorded lecture each week and there will be several readings and short videos assigned to watch as well.

Discussions - This course requires weekly reflective discussions based on various topics related to accessibility and inclusivity and will be supported by course materials, lectures, and readings. Each discussion entails reading all the posts in the discussion, answering the topic questions and will usually be a 150-250 word minimum, some discussions may require students to reply to another student's posts (no word minimum on this) Points will be awarded based on the quality and extent of participation.

Final Project - Students will create a slideshow presentation on an inclusive library program OR create an accessible collection that will include 10 books or materials for patrons with developmental disabilities. After researching what other libraries have done regarding inclusive programs, students will create a slideshow presentation for either option and must include no less than 10 slides. Students can base their presentation on a program that another library has done and look at other libraries' inclusive collections to get ideas. Students will also be encouraged to create their own models as well. Student work can be done on PowerPoint, Canva, or Prezi. The instructor will provide more information and guidance on the Canvas course.

Grading

Assignments: Movie/Video Viewings, Readings, and Discussions: 50 points (50% of grade)

Participation in weekly activities is vital for this course; Students are required to participate in all activities listed in the course calendar.

Final Project: 50 points (50% of grade)

Students will create a slideshow presentation on an inclusive library program OR create an accessible collection that will include 10 books or materials for patrons with developmental disabilities. The instructor will provide more information and guidance on the Canvas course.

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

• C represents Adequate work; a grade of "C" counts for credit for the course;
• B represents Good work; a grade of "B" clearly meets the standards for graduate level work or undergraduate (for BS-ISDA);
  For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  
• A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).

Per University Policy S16-9 (PDF), relevant university policy concerning all courses, such as student responsibilities, academic integrity, accommodations, dropping and adding, consent for recording of class, etc. and available student services (e.g. learning assistance, counseling, and other resources) are listed on the Syllabus Information web page. Make sure to visit this page to review and be aware of these university policies and resources.

A detailed schedule with dates for submission of the required documents and discussion posts will be posted in Canvas. The schedule is subject to change with fair notice to students by a post in the Canvas Learning Management System. The basic time frame will be as follows.