Thanks, Audrey. All are familiar to me except Rhea Rubin's book. Linda
Walling tells me that Rhea does great work, so that's my next read!
There's another called Higher Education and Disabilities: International
Approaches that's interesting.


"Audrey J. Gorman" wrote:
>
> 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