Julia,

Thanks for the comments.  I have to agree with you on the number of students
whose "disability" is a learning method issue.  We've had several seminars
on campus about working with them.  I've attended numerous seminars on
various disabilities.  Now I am trying to apply them to the "library
classroom setting".   To avoid some of the PC issues, my underlying point is
that any of the special teaching methods we create could be useful for any
student, whether they consider themselves disabled or not.

Given the responses I've gotten so far, I don't think there is my literature
on this topic specifically and enough people have asked for my end materials
that I think I will just post them to the list in the Fall.

Thanks again for taking time to share your experiences.

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



-----Original Message-----
From: Allegrini, Julia [mailto:[log in to unmask]]
Sent: Tuesday, February 26, 2002 1:28 PM
To: [log in to unmask]
Subject: Re: Accessibility and bibliographic instruction


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