The material on the Roads To Learning web site doesn't specifically address
bibliographic instruction on the college and university level, but you
might find something useful. Go http://www.ala.org/roads/packet.html Note
especially the piece on Reference Service and the one on Program Tips.

You might also want to get your hands on
Transitions to Postsecondary Learning
(Video, 47 min.) Canada: No Boundary Communications, 1998. ISBN
0-968407-1-2 $139.95 Guides and workbook included. Phone: 800-933-4063
Basic explanation of LD plus practical steps for successful education
beyond high school. Recommended by Booklist, 3/1/99.

and visit

LD OnLine (Web site)
http://www.ldonline.org
Washington, DC: WETA. One of the best sites on the Web for learning
disabilities information, reading research, teacher tips, links to other
resources and much more. Visit the Kids' Zone too.

and
http://www.schwablearning.org

The video and the first web site are on the Roads To Learning "Top 20 LD
 Resources" list, also on the web site. I wrote a series of articles on LD
and libraries for _American Libraries_ in 1997, a piece for _School Library
Journal_ and numerous short piece in _American Libraries_ and other
publications.  Again, they don't address bibliographic instruction
directly, but the information is applicable.

Lastly, Rhea Rubin's book on serving people with disabilities has just been
published by ASCLA. For details and ordering information, go to
http://www.ala.org/ascla/pubs.html   Look for Planning for Library Services
to People with Disabilities, Rhea Joyce Rubin. 2001. ISBN: 0-8389-8168-2.
108p. $30. ASCLA members: $27

Hope this helps a little.

Audrey

Audrey J. Gorman
Access for All
Naperville, IL, USA
[log in to unmask]
Office: 630-717-7336
Mobile: 630-661-9062

-----Original Message-----
From:   Susan Gilbert Beck [SMTP:[log in to unmask]]
Sent:   Tuesday, February 26, 2002 3:37 PM
To:     [log in to unmask]
Subject:        Re: Accessibility and bibliographic instruction

Karen and I have gone back and forth on this a little off the listserv.
We agree that there's not much if anything in the literature, and I,
too, have done extensive searching and reading. My focus of study is LD.

I thought I'd add that taking Adult Tutor Training in which one learns
to teach adults to read was an eye-opener long ago. It was also quite
helpful in terms of reference and readers advisory work. Because of that
training, one of the exercises I do with classes on services to those
with disabilities involves awareness of eye movements, letter reversal,
etc. So not only do we need to think of the basic, accepted learning
styles, but the physical variations on that theme. Patience and time
allowance are themes to be stressed.

"Allegrini, Julia" wrote:
>
> Karen,
> As part of a field placement, I did a workshop for library staff on this
> topic.  And while I will have to dig out my papers etc.  I found the
following
> helpful.
> 1.  Learn all you can about the student population.  I learned for
example
> that most of the students with "disabilities" (and I use that word very
> advisedly) had information processing challenges. Because of this I ended
up
> doing alot of research on styles of learning and the different types of
> intelligences.  I also concentrated methods to help library staff
understand
> theirs, quickly assess a patrons and develop some fundamental strategies
for
> helping people in different ways.  Example, a kinesthetic learner would
learn
> more by sitting at the computer and keying in the searches to learn
Boolean
> search methods wereas a visual learner would benefit from the classic
venn
> diagram (Lesson, always be prepared to teach/instruct using several
different
> styles). If the population I would have expected to have to tailor my
research
> differently.
> 2.  Try to get a rudimentary understanding of those issues and how that
> related specifically to information/knowledge/access services.
> 3.  Concentrate on the general service ethic of the profession.
 Emphasize
> that you generally aren't talking about different skills but
modifications of
> current skills.
> 4.Depending on demographics be prepared for integrated groups.  Again, at
the
> university where I worked a librarian would never know that 98% of the
> students served by the offices of disability services were "disabled."
> Concentrate on the lit for good instruction.
> 5.  Be prepared for the discussions of "political correctness"  Should I
ask a
> student if they need help? Will they be offended if I offer.  Is that a
> special service?
>
> So no specific sources, but I sure learned alot and think the people I
worked
> with did also.
>
> Julia Allegrini
>
> ===== Original Message From "Library Access -- http://www.rit.edu/~easi"
> <[log in to unmask]> =====
> >As part of my involvement with Project PACE (http://www.ualr.edu/~pace/)
> >here at the University of Arkansas at Little Rock, I am working on
improving
> >the value and content of library bibliographic instruction for our
disabled
> >students.  In addition to improving the services for the students, my
work
> >will include a means of sharing my ideas with others.  I have several
ideas
> >in mind to cover that, ranging from a library conference presentation to
tip
> >sheets for librarians and teaching faculty who bring their classes for
> >library instruction.  I am in the midst of a massive literature review
on
> >how such services can be improved, but I would be interested in comments
> >from anyone who has experience with the topic.  Were there any
publications
> >that you felt were exceptional?  Did you have a great idea that was
employed
> >by your library/university?  Any websites that you liked?
> >
> >Everyone's input is greatly appreciated and I will be happy to share the
end
> >results with other who are interested in the subject.  Thanks in
advance.
> >
> >Karen Russ
> >Documents Librarian/Assistant Professor
> >Ottenheimer Library
> >University of Arkansas at Little Rock
> >e-mail:  [log in to unmask]
> >phone:  (501) 569-8444
> >fax:  (501) 569-3017