Trinity Inclusive Library:Evaluation Report

Michelle GarveyInclusion Development Officer

Trinity College DublinSeptember 2012

If you require a copy of this document in alternative format please contact

include@tcd.ie.

Seomra 3.06 Room 3.06 3-4 Plás Foster 3-4 Foster PlaceFón / Phone: +353 (1) 896 3666

Trinity Inclusive Library: Evaluation Report

Trinity Inclusive Library: Evaluation Report........................................................2

Executive Summary..............................................................................................3TIL: Future Direction and Recommendations.......................................................9

Introduction............................................................................................................9Background to TIL..............................................................................................10

Aims and Objectives of TIL.................................................................................11Activities of TIL....................................................................................................13

1 - Physical Environment....................................................................................132 - Information Resources..................................................................................143 - Staff Training.................................................................................................214 - Policy and Procedures..................................................................................22

Current position and Future Plans of TIL..........................................................23Successes to date..............................................................................................23Challenges arising..............................................................................................24

TIL: Future Direction and Recommendations...................................................25Appendices...........................................................................................................27

Appendix 1 - Terms of Reference.......................................................................27Appendix 2 - Alt formatting flow chart.................................................................30

2

Executive SummaryIntroductionThe Trinity Inclusive Library (TIL) strategy was set up following a service quality

review to embed inclusion within the mainstream practices of the Trinity College

Library Dublin (TCLD).

Background to TILTCLD is the largest library in Ireland. It supports the learning and research needs

of all disciplines in Trinity College Dublin (TCD) and provides services to a wide

range of external users and institutions. The Library is housed across a number of

buildings, including the Berkeley-Lecky-Ussher libraries complex (BLU), the

Hamilton, the John Stearne Medical Library and the Santry Library book repository.

In 2009 a review of TCDL took place to provide a systematic evaluation of services

to students enrolled with the College Disability Service. The Review highlighted the

need to embed good inclusive practice into the Library.

An Implementation Oversight Committee was set up to oversee the implementation

of recommendations arising out of the Library Disability Services review and

included representatives from the Library and from the Disability Service. The

implementation strategy for the recommendations arising from the Library Disability

Services Review became known as the TIL strategy.

Aims and Objectives of TILObjectives set out to enhance the inclusivity of the Library included:

1. Physical Environment: To improve physical access for all Library users.

2. Information resources: To enhance access to information resources and

to agree a model of provision in alternative format.

3. Staff Training: To develop an inclusivity awareness programme to be

embedded into staff training.

4. Library Policy: To develop a clear service policy to coordinate between the

Library and the College Disability Service to enhance inclusion.3

An early task of the new committee was to oversee the administration and analysis

of a reader survey that would help to direct the work of TIL.

Activities of TILPhysical Environment The Library includes an extensive array of buildings, and as per the Disability Act

2005 these buildings must be accessible by 2015. Recent building projects have

accommodated the principles of Universal Access and existing buildings have

been made accessible through retro-fitting. The Disability Service and the Library

have worked together to allocate funding for accessibility improvements so as to

be compliant with the 2015 deadline.

Development of the ATIC spaces

The three modern Assistive Technology resource rooms were refurbished and

expanded in 2011. There are presently 23 machines (2 MACS) with a variety of

software and hardware, and eight low distraction study spaces, across the three

Library areas.

Information Resources Readers use a number of resource types within the Library and TIL sought to

ensure that all readers can access all Library resources, and that resources are

available in accessible format.

The Accessible Information Policy

The College Accessible Information Policy sets out a formal commitment by TCD

that information should be available in an accessible format without discrimination

against those with print disabilities. Its implementation within the Library is included

within the remit of the TIL strategy. A workshop on how to ensure accessibility

when using common everyday computer tools such as MS Office was developed,

and queries from staff regarding accessible information were responded to as they

arose.

4

Accessing Physical Resources

Where needed, students registered with the Disability Service are offered specific

supports to allow them access to the Library’s physical information resources.

These supports include ‘Special Borrowing Privileges’ (SBP), and access to

Educational Support Workers (ESWs). TIL sought to ensure the processes

involved in providing these supports were clear and so:

Developed a presentation on Disability Service Supports within the Library,

Clarified the processes within the new Library Code of Practice and

Guidelines.

Accessing Electronic Resources

A number of informational audio-visual clips were filmed and uploaded to the

Library website to assist readers within the library. More are planned. Furthermore

the Library webpage for readers with disabilities was rewritten to update

information on services and to enhance clarity, and TextHelp assistive technology

was installed on all new computers in the Library’s South Training Room.

Accessible Training

The Inclusion Development Officer attended a number of training events and tours

for Library users and compiled a series of good practice recommendations based

on this experience.

Alternative FormatSome students with disabilities may require an alternative mode of access to print

material (e.g. blind students), and so the development of an effective process for

provision of materials in alternative format was part of the TIL implementation plan.

When seeking alternative formats, difficulties can arise regarding:

receipt of annotated reading lists in good time,

acquisition of intermediate electronic copies of resources for editing,

raising awareness of alternative formatting needs amongst publishers,

securing the time and monetary resources to alternatively format.

5

Alternative Format Report.

The Inclusion Development Officer first collated an alternative formatting report

that highlighted difficulties with the alternative format provision and offered

recommendations for future practice. The report was brought to a meeting of

Library representatives from the universities and Institutes of Technology

organised by the Higher Education Authority.

Addressing Reading List Difficulties

Following discussion a series of good practice reading list guidelines were also

collated and circulated to staff, and video clips explaining the importance of timely

reading list provision were produced. As these measures did not significantly

increase the numbers of reading lists received by the library, it was agreed to seek

Library access to the Virtual Learning Environment as it would allow subject

librarians to view reading lists or materials suggested within lecture presentations.

Pilot of flow chart

An alternative formatting process and flow chart was compiled with feedback from

both the Disability Service and the Library. It is hoped that this will be piloted over

the coming academic year and will clarify individual roles and responsibilities in the

alternative formatting process.

Role of Publishers: Copyright Submission

The alternative formatting process would run considerably smoother and faster if

TCD could work closely with publishers to obtain intermediate electronic copies of

resources needed. In 2011 a Copyright Review Committee was set up to examine

the current copyright legislative framework in Ireland. TIL decided to submit a

response to this committee, focusing on the aspects of copyright law that deal with

the alternative formatting process. It noted note that without availability of

intermediate electronic versions of resources the alternative process remains

costly and time consuming. It recommended that publishers are given an

anticipatory duty to retain accessible electronic version for the purpose of creating

6

an accessible resource for a person with a disability. TIL also inputted into the

submission compiled by the Association of Higher Education Access and Disability

(AHEAD).

Developing a SharePoint repository

Currently the Disability Service holds an archive of alternatively formatted

resources created for students registered with the service on a computer in the

Disability Service. Following a series of meetings it was decided to develop an

institutional repository of these materials. This is an interim measure while we

await progress on a national repository.

Staff Training TIL sought to embed inclusion into continuing professional development to:

enhance knowledge of the services and supports available for readers,

allow Library staff to keep abreast with changes in College policy ,

raise awareness of disability or other issues with new and continuing staff.

TIL ensured that Library staff would be offered the opportunity to attend annual

presentations regarding supports within the Library for disabled readers and

compliance with the Accessible Information Policy. TIL also sought to develop a

FETAC customer care course that incorporates inclusion. Work on this is ongoing.

The Inclusion Development Officer also developed an online self-evaluation for

librarians, which evaluates their practices for inclusion that can be accessed from

www.tictool.ie.

Policy and ProceduresThe TIL process ran for eighteen months but sought to future proof the progress it

made through embedding into policies and processes that would run beyond its

completion date.

Charter, Code of Practice and Guidelines.

7

The existing Library Reader Charter was updated to ensure inclusion was

embedded into it and a Code of Practice and Inclusive Guidelines document to

accompany the charter is currently in development with input from the Disability

Service and the Library. It is expected that this document will be used as a

reference by both services into the future to ensure that readers with disabilities

experience an inclusive Library service.

Current position and Future Plans of TILSuccesses to date

Enhanced physical access to Library buildings and services,

Refurbished and expanded ATIC spaces,

Added TextHelp to new machines in the South Training Room,

Compiled and circulated alternative formatting report,

Submitted response to the Copyright Review board,

Filmed and uploaded a number of audio-visual clips,

Developed and updated Library webpages,

Developed presentation on Disability Service Supports within the Library ,

Developed presentation on Accessible Information,

Developed self-evaluation for librarians on www.tictool.ie,

Gained approval for the updated Library Reader Charter,

Developed the Library Code of Practice and Inclusive Guidelines,

Agreed to TIL Monitoring Committee for on-going oversight,

Challenges arising As the Library services and facilities continuously evolve and develop so too will

the needs of its users and so the Code of Practice and Inclusion Guidelines will

need to be updated annually.

Training and CPD will need to continue on an annual basis beyond the life cycle

of this project as new staff are recruited to the Library, and as processes

between the Disability Service and the Library evolve and change.

From the beginning it was recognised that ensuring the efficiency of the

alternative formatting process would involve a number of tasks. While there has

8

been some progress (e.g. agreeing a new alternative formatting process to

pilot), there is more that needs to be accomplished regarding access to reading

lists and the development of a repository.

TIL: Future Direction and Recommendations Update Inclusion Guidelines and Code of Practice annually. This should be

done collaboratively between representatives of the Disability Service and

the Library and should review processes from the preceding year,

considering the effectiveness of current processes and any changes that

may affect processes.

Establish a TIL Monitoring Committee with representatives from the

Disability Service and the Library. This group should meet twice annually.

Pilot new alternative formatting process over 2012-13

Develop an alternative formatting repository, and seek to give permissions

to Disability Services in other HEIs.

Develop further audio visual materials for Library readers.

Continue with annual “Disability Service supports in the Library”

presentations, and offer a refresher on Accessible Information each summer

to address recommendations from the Library Disability Services External

Review.

IntroductionThe Trinity Inclusive Library (TIL) strategy was set up to embed inclusion within the

mainstream practices of the Trinity College Library Dublin (TCLD) following a

Library service quality review. It sought to establish an inclusive, barrier free library

environment where all library readers could access all resources, whether printed

or electronic in a comfortable, accessible, physical environment. This was a move

away from offering add-on services for students with additional needs towards a

model where supports are embedded into the mainstream service.

Actions to enhance the inclusivity of the Library focused on:

9

Physical environment and ATIC spaces,

Library Information resources and alternative formatting,

Training and awareness raising activities,

Policies and processes.

Background to TILThe Trinity College Library DublinTCLD is the largest library in Ireland. Today it has 6 million printed volumes with

extensive collections of journals, manuscripts, maps and music reflecting over 400

years of academic development. The Library has legal deposit privileges and is

entitled to receive copies of material published in the United Kingdom and Ireland.

TCLD supports the learning and research needs of all disciplines of Trinity College

Dublin (TCD) and provides services to a wide range of external users and

institutions.

The Library is housed in a number of venues, including the Berkeley-Lecky-Ussher

libraries complex (BLU), the Hamilton, the John Stearne Medical Library and the

Santry Library book repository.

Library Disability Service Quality ReviewA review of TCLD’s services took place in August 2009. The function of the service

review was to provide a systematic evaluation of the management processes and

structures of library services to students enrolled with the College Disability

Service. This review found that the main challenge facing the Library was to find a

mechanism that would ensure a clear, sustainable and flexible strategy for

inclusive practice as there was no clear structure or strategic integration of

inclusive practice in the Library as a whole. Provision of services for readers with

disabilities was not formally embedded in the Library’s structures in the way it

needs to be for best practice to be achieved.

10

In order to meet this challenge the Review recommended the recruitment of an

officer to work to embed good inclusive practice into the Library at all levels; to

coordinate with the College Disability Service; to draw up appropriate procedures

and protocols, and to oversee their implementation. At this time an Inclusion

Development Officer was working with the Disability Service and the academic

community on the Trinity Inclusive Curriculum strategy, which sought to embed

inclusion within mainstream academic practices. Both strategies complemented

each other and so the Inclusion Development Officer was retained for the TIL

strategy also.

Set up of Oversight committeeAn Implementation Oversight Committee was set up to oversee the implementation

of recommendations arising out of the Library Disability Services review. The

Oversight committee sought to facilitate, oversee, and actively contribute where

appropriate to the implementation of inclusive practices within the Library, and to

provide a forum for consultation regarding the implementation of inclusive

practices.

The Oversight committee included representatives from the Library and from the

Disability Service. The group normally held meetings once per term with additional

meetings held when necessary.

Aims and Objectives of TILThe implementation of recommendations arising from the Library Disability

Services Review became known as the TIL strategy. The aim of TIL was to embed

inclusion within the mainstream practices of the Library so as to enhance access to

resources, services and facilities. TIL sought to create an inclusive, barrier free

library environment where the diverse population of College could access all

resources, whether printed or electronic, in a comfortable, accessible physical

environment.

11

Objectives set out to enhance the inclusivity of the Library included:

1 - Physical Environment:

The Improvement of physical access for all Library users,

2 – Information Resources:

The development of accessible informational resources to enhance the

supports the Library provides readers,

Full compliance of Library catalogues, websites and resources with the

Accessible Information Policy,

Collaboration with other academic libraries nationally to work on a model for

provision of information in alternative format, outlining the resource

investment necessary to provide alternate formatting in a timely and cost

effective manner; resolving issues around the acquisition and accessibility

of alternatively formatted texts,

3 - Staff Training:

The development of an inclusivity awareness programme to be embedded

into induction/ orientation and on-going staff training,

4- Library Policy:

The development of a clear service policy to be implemented long‐term in a

coordinated way between the Library and the College Disability Service to

enhance inclusion.

An early task of the new committee was to oversee the administration and analysis

of a reader survey. This survey was administered to students registered with non-

traditional services (e.g. mature students, and students registered with the Trinity

Access Programmes or with the Disability Service) and questioned them regarding

their experiences as Library users. The feedback offered by students helped to

direct the work of TIL.

12

Activities of TIL1 - Physical EnvironmentThe Library includes an extensive array of buildings, and as per the Disability Act

2005 these buildings must be accessible by 2015. The Disability Service has

funding for accessibility improvements so as to be compliant with the 2015

deadline.

1.1 - Progress regarding Physical AccessTCDL is mainly housed in more modern buildings, which are generally accessible.

However, accessibility issues can still arise. Recent building projects have

accommodated the principles of Universal Access and existing buildings have

been made accessible through retro-fitting. Work is on-going. The Disability

Service and the Library work together to identify and respond to accessibility

issues in the Library buildings.

1.2 - Development of the ATIC spacesThere are three modern Assistive Technology (AT) resource rooms called

"Assistive Technology Information Centres", or ATIC for short within the Library

(one in BLU libraries complex, one in the Hamilton Library and one in the John

Stearne Medical Library, Trinity Centre). These rooms include computers with

assistive software and other AT, and were refurbished and expanded in 2011.

There are presently 23 machines (2 MACS) across the three Library areas with a

variety of software and hardware to assist students registered with the Disability

service. There are also eight low distraction study spaces available in the Ussher

Library.

Physical Accessibility Outcomes: ATIC room in the Hamilton Library expanded,

Semi-automaton of entrance to the Hamilton Library,

13

Visual Alarms installed in the Berkeley and Ussher Libraries/ATIC Area,

Door Contrasting and Warning Strip/Signage in Ussher Library Orientation

Space,

ATIC spaces refurbished and expanded,

To do: “Evac chairs” to be installed in the BLU complex.

Permanent Loop systems to be installed at the main Library counters.

2 - Information Resources Readers use a number of resource types within the Library including:

- Physical resources (books, periodicals, etc.)

- Electronic Resources,

- Information on the Library Website,

- Reader Training Opportunities.

TIL sought to ensure that all readers can access all Library resources, and that

resources are available in accessible format.

2.1 - The Accessible Information PolicyThe implementation of the College Accessible Information Policy within the Library

is included within the remit of the TIL strategy. The Accessible Information Policy

sets out a formal commitment by TCD that information should be available in an

accessible format, without discrimination against those with print disabilities.

During the summer 2011 the Inclusion Development Officer and Andrew Costello,

Disability Service Assistive Technology Officer, ran workshops for Library staff on

accessibility within everyday tasks such as document creation in MS Office and

Adobe Acrobat, and accessible e-mailing. This workshop will be repeated annually.

Queries from staff regarding accessible information were also responded to as

they arose. 14

2.2 - Accessing Physical ResourcesStudents who have a disability may require additional support whilst using the

Library and so students registered with the Disability Service have specific

supports to allow them access to the Library’s physical information resources.

These supports include ‘Special Borrowing Privileges’ (SBP), which allow readers

to borrow more resources for longer time periods, and access to Educational

Support workers (ESWs) who locate, photocopy, or check out resources for

readers who are unable to do this by themselves. TIL sought to ensure the

processes involved in providing SBPs and using ESWs were clear. To this end, the

Inclusion Development Officer:

Offered a presentation to all Library staff on Disability Service Supports

within the Library. This will be repeated annually,

Clarified the processes involved in SBP and ESW support within a new

Library Code of Practice and Guidelines. This document will be updated

annually and will be available to all staff within the Disability Service and the

Library.

2.3 - Accessing Electronic Resources2.3.1 - Web based resourcesA number of audio-visual clips were filmed for the Library website including clips on

using the Library, the new self-service check out system, and good practices

regarding reading lists. There are plans to develop further resources.

The Library webpage for readers with disabilities was rewritten to update

information on services and to enhance clarity. A companion page on readers with

disabilities was compiled for the Library staff intranet, and a series of webpages on

inclusion in the Library was added to the TIC website (www.tcd.ie/capsl/tic).

2.3.2 - TextHelpThe Library has numerous public access computers situated throughout its

buildings. There are stand-alone computers for accessing the online catalogue and 15

a training room with computers at each station (the South Training Room). New

machines were installed in the South Training Room in 2012 and TextHelp was

installed on them. TextHelp is designed to help computer users with reading and

writing difficulties. It can read text aloud and help you construct words and

sentences. It also has many other features, such as advanced spell checking and

word prediction

2.4 - Accessible TrainingThe Inclusion Development Officer reviewed a number of training events and tours

for Library users and compiled a series of good practice recommendations based

on this experience. These recommendations highlight current and suggested good

practices that enhance the ability of all readers to access the format and the

content of training offered. These recommendations were uploaded and are

available at: http://www.tcd.ie/CAPSL/TIC/projects/inclusive-libraries/training.php.

2.5 - Alternative FormatStudents with print disabilities (e.g. blind students) have difficulty in reading the

written word as presented in a conventional way, such as hard copy books and

documents. Therefore, they require an ‘alternative format’ or alternative mode of

access to this material. Alternative formats include electronic access via a screen

reader, audio access and large print.

Development of an effective process for provision of materials in alternative format

was part of the TIL implementation plan. It is recognised that provision of

alternative formatting can be difficult for many reasons including difficulties:

receiving annotated reading lists in good time,

acquiring intermediate electronic copies of resources for editing,

raising awareness of alternative formatting needs amongst publishers,

securing time and monetary resources to alternatively format from physical

copies.

16

2.5.1 - Alternative Format Report. The Inclusion Development Officer first collated an alternative formatting report

that highlighted difficulties with the alternative format provision, discussed current

practices, and offered recommendations for future practice. A survey of the

alternative formatting experiences of librarians and Disability Services personnel

nationally was included in the report.

The report was brought to a meeting of Library representatives from the

universities and institutes of technology organised by the Higher Education

Authority (HEA). A further meeting with the Irish Publishers Federation was

planned but never took place. Attempts to engage directly with publishers were

then suspended as TIL sought to use the Copyright Review as a platform for

change.

2.5.2 - Addressing Reading List DifficultiesUntimely provision of reading lists can lead to delays in the provision of alternative

formats. Sometimes students do not receive reading lists at all, and resource

information is given out on PowerPoint slides during lectures. Many reading lists

fail to conform to a citation format.

Following discussion, a series of good practice reading list guidelines were collated

and circulated, and video clips explaining the importance of timely reading list

provision were produced and publicised.

As these measures did not significantly increase the numbers of reading lists

received by the library, it was decided to seek Library access to the Virtual

Learning Environment (VLE) as this would allow subject librarians to view reading

lists or materials suggested within lecture presentations. Work is on-going to gain

Library access to the VLE.

17

2.5.3 - Pilot of flow chartTo date, all alternative formatting in TCD has been done on an ad hoc basis by

those familiar with the process. There is a need to agree and clarify a process that

can be followed by the Disability Service and the Library in TCD. Therefore, an

alternative formatting process and flow chart was composed with input from both

the Disability Service and the Library (see appendix). It is hoped that this will be

piloted over the coming academic year and will clarify individual roles and

responsibilities in the alternative formatting process.

2.5.4 - Role of Publishers: Copyright SubmissionThe alternative formatting process would run considerably smoother and faster if

TCD could work closely with publishers to obtain intermediate electronic formats of

resources in cases where the Library has already purchased a copy of the

resource needed.

In 2011 the Minister for Jobs, Enterprise and Innovation set up the Copyright

Review Committee to examine the current copyright legislative framework in

Ireland to identify any areas of the legislation that might be deemed to create

barriers to innovation and to make recommendations to resolve any problems

identified. The Review will ultimately present a report to Government with a set of

recommendations for legislative change.

The Review engaged in a consultation process where interested parties were

invited to submit their views for inclusion in the review. TIL decided to submit to

this process, focusing on the aspects of copyright law that deal with the alternative

formatting process. The submission confirmed TIL’s satisfaction with the proposed

changes to section 104 of the Copyright Act, which clarifies when and who may

make an accessible copy, and to whom it may be lent or transferred.

It noted note however that proposed changes made no reference to the availability

of intermediate electronic versions of resources without which the alternative

18

formatting process remains costly and time consuming. It therefore recommended

that:

Publishers are given an anticipatory duty to retain intermediate electronic

versions of resources that can be supplied in a timely manner when

requested for the purpose of creating an accessible resource for a person

with a disability who is the owner or lawful user of a work in accordance with

section 104 of the Copyright Act.

The intermediate electronic documents follow an agreed standard to ensure

accessibility.

In April 2012 the Association of Higher Education Access and Disability (AHEAD)

held a meeting for Library and Disability Service personnel from universities and

Institutes of Technology to prepare their submission for the copyright review. The

Inclusion Development Officer also inputted into this submission.

2.5.5 - Developing a SharePoint repository Currently the Disability Service holds alternatively formatted resources created for

students registered with the service dating back to the academic year 08/09. These

are currently held on a computer in the Disability Service but ultimately the

Disability Service is seeking to house these materials in a national repository.

While awaiting action at a national level, the Library and Disability Service agreed

to collaborate on an institutional repository.

Resources mainly comprise word documents, and relate to a few hundred books

broken up into one file per chapter. Following a series of meetings it was decided

to use SharePoint for this repository. Work on this repository is on-going.

Access to Information Resources Outcomes:Accessible Information Policy:

Presented to Library staff on Accessible Information. This will be repeated

annually.

Accessing Physical Resources:

19

Presented to Library staff on Disability Service Supports within the Library.

This will be repeated annually.

Clarified the processes involved in SBP and ESW support within the new

Library Code of Practice and Guidelines. This document will be updated

annually and will be available to all staff within the Disability Service and the

Library.

Accessing Electronic Resources:

Filmed and uploaded a number of audio-visual clips.

Developed and updated webpages with information for readers with

disabilities.

Texthelp added to new machines in the South Training Room.

Accessible Training:

A series of good practice guidelines for accessible training collated and

uploaded.

Alternative Format:

Report and survey on alternative formatting compiled and sent to the HEA.

Alt formatting process flow chart compiled and awaiting approval.

Response to the Copyright Review submitted to the Copyright Review

Board.

Agreed to host alternative formatting process on SharePoint.

To do: Develop further audio visual materials for Library readers.

Pilot new alternative formatting process over 2012-13,

Get subject librarian access to all VLE modules to ensure access to

recommended readings.

Upload alternatively formatted materials to SharePoint site and give

permissions to Subject Librarians.

Seek collaboration in the building of a national alternatively formatted

repository.

20

3 - Staff TrainingTIL sought to embed inclusion into continuing professional development (CPD) for

library staff. CPD is beneficial to the Library and to the Library’s readers. The

benefits of CPD training in inclusion and disability awareness include:

CPD enhances knowledge of the services and supports available for readers in

the Library or through the Disability Service,

CPD allows Library staff to keep abreast with changes in College policy

regarding equality, inclusion and accessibility.

CPD offers the opportunity to raise awareness of disability and inclusion with

new and continuing staff.

3.1 - Presentations and Workshops:TIL ensured that Library staff would be offered the opportunity to attend an annual

presentation regarding supports within the Library for disabled readers. This

incorporates an ATIC tour. Staff are also offered the opportunity to attend a

refresher course on the Accessible Information Policy. TIL also sought to develop a

FETAC customer care course that incorporates inclusion and work on this is

ongoing.

3.2 - Online Staff Training Resources:The Inclusion Development Officer also developed an online self-evaluation for

librarians, which allows them to evaluate their practices for inclusion. This can be

accessed from www.tictool.ie. The self-evaluation was piloted on members of the

Library Users’ Education Committee in early 2012 and is now publically available

for use by all Library staff both within and external to TCD.

Training and Awareness Raising Outcomes: Developed ‘Disability Service Supports within the Library’ presentation. This

will be repeated annually.

Developed presentation on Accessible Information. This will be repeated

annually.

21

Developed an online self-evaluation for librarians. This is available at

www.tictool.ie.

To do: Develop accredited Customer Care course for front line library staff.

4 - Policy and ProceduresThe TIL process ran for eighteen months but sought to future proof the progress it

made through embedding into policies and processes that would run beyond its

funding cycle. TIL focused on two main pieces of policy:

- The Library Reader Charter,

- The Library Code of Practice and Inclusive Guidelines.

4.1 - Library Reader CharterAt the beginning of the TIL process there was an existing Library Reader Charter

highlighting reader rights and responsibilities in relation to the Library. It was

decided to update this charter to ensure inclusion was embedded into it. The

updated charter, which affirms the Library’s commitment to inclusion, was

approved by the Library and College Archives Users’ Committee in February 2012.

4.2 - Code of Practice and Guidelines.It was decided to develop a Code of Practice and Inclusive Guidelines document to

further elaborate on the Library’s commitment to inclusion, and to offer guidance

for Library staff on how to ensure inclusive service provision. This document has

now been compiled with input from the Disability Service and the Library. It covers:

Physical Environment,

Access to Library Resources,

Information Technology within the Library,

Access to Library Facilities,

Counter Services,

Library organised training and events.

22

This document has been designed for use as a reference by both services that will

ensure readers with disabilities experience an inclusive Library service. It will be

updated annually in consultation from both areas.

4.3 – TIL Monitoring CommitteeA monitoring committee has been established to continue to monitor and enhance

inclusion within the library. This committee will meet bi-annually and will include

representatives from the Disability Service and the Library. The update of the Code

of Practice and Inclusive Guidelines will be included within the remit of this group.

Outcomes Updated Library Reader Charter approved.

Agreed to TIL Monitoring Committee for on-going oversight of inclusion and

accessibility in the Library.

Guidelines and Code of Practice document completed.

Current position and Future Plans of TILSuccesses to date Resources and Facilities

Enhanced physical access to Library buildings and services,

Refurbished and expanded ATIC spaces,

Added TextHelp to new machines in the South Training Room,

Compiled and circulated alternative formatting report and survey results,

Submitted response to the Copyright Review board regarding Copyright Act

amendments.

Filmed and uploaded a number of audio-visual clips for library users.

Developed and updated Library webpages.

23

Training Developed presentation on Disability Service Supports within the Library to

be repeated annually,

Developed presentation on Accessible Information to be repeated annually,

Developed an online self-evaluation for librarians on www.tictool.ie.

Policy Gained approval for updated Library Reader Charter.

Developed the Library Code of Practice and Inclusive Guidelines, which

articulates the policies and processes involved in ensuring inclusion within

the Library.

Agreed to TIL Monitoring Committee for on-going oversight of inclusion and

accessibility in the Library.

Challenges arisingChanging needs means continued monitoring and updating of COPThe Library Code of Practice and Inclusive Guidelines were collated as part of the

project. This document describes all the processes that the Library and Disability

Service engage in to ensure an inclusive environment. However, as the Library

services and facilities continuously evolve and develop so too will the needs of its

users. Therefore the Code of Practice and Inclusion Guidelines will need to be

updated annually, and the TIL Monitoring Committee will need to ensure that this is

done.

Continuous awareness raising neededThroughout the strategy TIL sought to embed inclusion into continuing professional

development. An online self-evaluation for librarians was developed and piloted,

and two presentations ‘Disability Service Supports within the Library’ and

‘Accessible Information’ were offered to all staff.

24

Training will need to continue on an annual basis beyond the life cycle of this

project as new staff are recruited to the Library, and as processes between the

Disability Service and the Library evolve and change. Therefore, it is necessary to

get a long term commitment to disability awareness raising. It is hoped that by

including training processes within the Library Code of Practice and Guidelines

they will continue annually.

Progress still needed on Alternative FormattingFrom the beginning it was recognised that ensuring the efficiency of the alternative

formatting process would involve a number of tasks including:

Ensuring annotated reading lists are received in good time,

Agreeing a system for seeking intermediate electronic copies of resources for

editing,

raising awareness of alternative formatting needs amongst publishers,

While there has been some progress (e.g. agreeing a new alternative formatting

process to pilot), more needs to be accomplished regarding access to reading lists

and the development of a repository. TIL is also awaiting the outcome of the

Copyright Review. These actions were not completed before the project deadline

of October 2012, and so provisions for continuation of work had to be agreed.

TIL: Future Direction and Recommendations Update Inclusion Guidelines and Code of Practice annually. This should be

done collaboratively between representatives of the Disability Service and

the Library and should review processes from the preceding year,

considering the effectiveness of current processes and any changes that

may affect processes.

Establish a TIL Monitoring Committee with representatives from the

Disability Service and the Library. This group should meet twice annually.

Pilot new alternative formatting process over 2012-13

25

Develop an alternative formatting repository, give permissions to subject

librarians, and seek to give permissions to Disability Services in other HEIs.

Develop further audio visual materials for Library readers.

Continue with annual “Disability Service Supports in the Library”

presentations, and offer a refresher on Accessible Information each summer

to address recommendations from the Library Disability Services External

Review.

26

AppendicesAppendix 1 - Terms of Reference.Oversight committee objective.The objective of the Library Disability Services Review Implementation Oversight

Committee is to oversee the implementation of recommendations arising out of

Library Disability Services review, 2009. This will be done through the Trinity

Inclusive Library (TIL) strategy.

TIL ObjectiveThe aim of TIL is to embed inclusion within the mainstream practices of the Library.

This strategy is an off shoot of the Trinity Inclusive Curriculum strategy. TIL is

committed to an inclusive, barrier free library environment where the diverse

College population can access all resources, whether printed or electronic in a

comfortable, accessible, physical environment.

Actions to enhance the inclusivity of the Library include: Develop strategic and service action plans, and a clear service policy, that can

be implemented long‐term in a coordinated way between the Library and the

College Disability Service to enhance inclusion,

Develop accessible informational resources which will enhance the service the

Library provides readers,

Ensure that the Library website complies with the Accessible Information Policy,

and identify any issues that impede universal access to catalogues and external

databases, so as to seek solutions.

Raise awareness amongst Library staff, and devise an inclusivity awareness

programme that becomes part of an induction/ orientation programme and on-

going staff training

Collaborate with other academic libraries to work on a model for provision of

information in alternative format, outlining the resource investment necessary to

provide alternative formatting in a timely and cost effective manner; resolving

issues around the acquisition and accessibility of alternative format texts.

27

Oversight Committee ResponsibilitiesThe responsibilities of the TIL Oversight Committee are:

to facilitate, oversee, and actively contribute where appropriate to the

implementation of inclusive practices within the Library following the

recommendations of the Library Disability Services Review.

to provide a forum for consultation regarding the implementation of inclusive

practices.

This will include:

Providing advice, guidance and support to the TIL Development Officer in

developing initiatives and influencing Library policy and procedures.

Providing advice, and contributing to the dissemination of information on

inclusion throughout the Library via the appropriate committees and/or other

structures.

Assisting in the development of an overall strategy for raising awareness of, and

for promoting, inclusion; including the creation of training programmes on

inclusion.

Asking evaluative questions about the strategy direction and suggesting

modifications to strategy activity where appropriate.

Ensuring that the strategy remains ‘on track’ and does not deviate into areas

unconnected with the project plans.

28

TIL Oversight Committee Membership(1) Jessie Kurtz, Deputy Librarian (Chair)(2) Declan Treanor, Director of College Disability Services,(3) Michelle Garvey, TIL Development Officer(4) Trevor Peare, Keeper, (Reader Services) (5) Arlene Healy, Sub Librarian, (Science, Medicine & Engineering &

Electronic Information Services)

(6) Ruth Potterton, Assistant Librarian (Readers’ Services)(7) Catherine McDonagh, JSML Executive(8) Hamilton Library Executive – pending(9) BLU Counter Executive – pending(10) Subject Librarian – Sciences – pending(11) Sean Hughes, Subject Librarian – Arts, Humanities & Social

Sciences(12) Christoph Schmidt-Supprian, Assistant Librarian, Collection

Management.

Membership of the committee shall be for the duration of the TIL strategy

(September 30th 2012)

The TIL Development Officer shall act as secretary to the Committee. She will also

present regular progress reports to the committee.

MeetingsThe group will normally hold meetings once per term. Additional meetings may be

held for any urgent issues that may arise from time-to-time. Agenda and

Committee papers will be circulated at least 3 days in advance of meetings.

29

Appendix 2 - Alt formatting flow chart

If found

For those not found

If found

If none found

If received

If yes

If none received

30

Subject librarian (SL) checks for existing

versions in the library in one of the listed MRFs.

Student uses / ESW

edits, as necessary

SL contacts publisher / author and requests

suitable MRF using letter template provided.

Lecturer supplies reading list and lecturer, student and Educational Support Worker (ESW) agree priorities.

ESW creates alternative format

from hard copy.

Student registers with Disability Service (DS) and

school informed of alt. formatting needs.

ESW gives copy to student, uploads to

TCD SharePoint repository and registers

resource with TextAccess

DS sends annotated list of resources needed in alt format to the library

along with brief description of suitable machine readable formats (MRFs).

ESW retrieves any resources already

alternatively formatted by TCD or Irish HEI.

Student uses / ESW edits, as necessary

Student uses / ESW

edits, as necessary

Student uses / ESW edits, as necessary

Subject librarian (SL) decides if MRF is available

to buy and appropriate for general use. Purchases

if yes, and budgets permit.

Introductions

1. The DS contacts all lecturers involved in the alternative formatting process and

explains the process and the need to receive reading lists in advance of term.

1.1a - If dealing with new students:As soon as the DS becomes aware that a new visually impaired student is starting

at TCD:

i) DS makes contact with relevant Heads of Department (HD) to introduce the

Educational Support Worker (ESW) who will be working with student (if

already in place) and advises HD that ESW will be making contact regarding

alternative formatting process.

ii) If possible HD provides contact details for relevant lecturers.

iii) ESW makes contact with HD/lecturers and arranges a meeting to explain the

alternative formatting process (extremely important so that lecturers

understand how the process works, how long it takes and why reading lists

are required early).

1.1b - If dealing with continuing students:Prior to the beginning of each semester (at least six weeks prior to teaching

commencement)

i) ESW contacts student or relevant HD to identify lecturers for new semester.

ii) ESW makes contact with relevant lecturers.

For lecturers unfamiliar with alternative formatting process:

iii) ESW meets lecturers to explain the alternative formatting process.

1.2 - For all students: ESW requests reading lists.

Annotated Reading Lists Supplied

2. Lecturer supplies prioritised reading list with proper citations and details at least

six weeks prior to teaching commencement.31

Reading Lists include:

i. Priority (top five 1,2,3,4,5, asterisk others)

ii. Relevant chapters/sections including pages (no point in scanning a whole

book when only chapter 17 is relevant!)

iii. availability of material in electronic format

iv. weblink/name of e-text database (e.g. JSTOR) where available

Priority(give top five

+ asterisk

others (1

being most

important))

Citation (preferably

Harvard

style)

Relevant

Chapters/Sections(Please indicate page

numbers where

possible)

Availability

online/as e-

text (Please

indicate which

database)

Link/location of material(Please include library

catalogue number or ISBN if

unsure of online availability)

Priorities Agreed

3. ESW and student meet to prioritise the reading list based on lecturer’s

annotations and the student’s planned assignments.

This is particularly important for postgraduate students where self-directed

research is emphasized.

Obtaining existing machine readable formats (MRFs)

4. The ESW seeks existing MRFs to use / edit as necessary.

4.1 - If directed towards MRF by the lecturer: The ESW retrieves it and either edits it or passes it to the student as required.

(Jump to step 11)

4.2 - If not directed towards MRF by lecturer:

32

The ESW seeks existing MRFs in TCD’s repository of alternatively formatted

materials.

If found:

The ESW retrieves it and either edits it or passes it to the student as required.

(Jump to step 11)

4.3 - If TCD has not previously completed an alternative formatted version of a

resources:

The ESW seeks existing MRFs on TextAccess.

If found:

DS requests it.

ESW edits it or passes it to the student as required. (Jump to step 11)

If no Irish HEI has previously completed an alternative formatted version of a

resource move onto step 5.

Forward to the Subject Librarian

5. ESW sends annotated list of resources needed in alt format to the library along

with brief description of suitable MRFs based on an assessment of student

needs (some text-to-speech software will read web pages and PDF documents,

depends on students disability).

Subject Librarian Search

6. Subject Librarian (SL) carries out a full search of e-text databases/online

resources for appropriate intermediate MRFs.

If appropriate MRF is found:

i. The ESW edits as necessary and passes to the student.

(Jump to step 11)

33

Requesting from Publisher:

7. SL contacts the publisher and requests MRF.

If material unavailable in appropriate MRF:

The SL contacts the publisher, author or supplier using the agreed template

(see appendix).

If appropriate MRF provided by publisher or supplier:

the SL forwards to the ESW, ESW edits as necessary and passes to the student. (Jump to step

11)

Seeking MRF to Purchase:

8. Subject Librarian (SL) considers if MRF is available to buy and appropriate for

general use (may be worthwhile for core texts).

If MRF is available and appropriate for general use:i. The SL buys for the whole class if budgets permit.

Obtaining a physical Copy

9. DS obtains physical copy to create an MRF.

If no MRF available SL informs DS who either buy the book or retrieve from

Library.

Converting the Physical Copy to MRF

10. ESW scans material and creates MRF

10.1 - If resource is too thick to be photocopied without spine removal:

ESW brings book to spine chopping/removal facility (this is not to occur for

library owned books without speaking to the relevant SL first).

34

10.1a – If weight and quality of book inappropriate for scanning: ESW photocopies pages from resource.

10.2 – ESW scans material and edits in order of priority

Each scanned piece is saved as one document, with a title similar to

the actual title of the article/chapter.

10.3 - ESW alternatively formats file as necessary and passes to student.

Store and record Resource

11. Resource is uploaded to repository and recorded with TextAccess.

11.1 - ESW uploads file to SharePoint repository and informs SL of new file

(may make sense to send quarterly updates to SL).

11.2 - ESW adds record to Text Access [include a password protected

hyperlink/URI to SharePoint repository].

Add to Library System

12. SL initiates the addition of the record to local Library System (as attribute of

library record – e.g. available in alternative format)

Clean Up

13 Return any resources to the library.

If resource had spine removal:

13.1 - Book rebound if financially appropriate.

13.2 - Book sold/brought back to Library

35

Resources:Jisc TechDis Guide to obtaining resources in Alternative formats:

http://www.jisctechdis.ac.uk/pages/detail/online_resources/Guide_obtaining_textbo

oks_alt_format

Publisher Lookup:The Publisher Look-Up Service was established to help universities find the correct

publisher contact from whom to request electronic files of textbooks in order to

support students with print-related disabilities.

USA: http://www.publisherlookup.org/

UK: http://www.publisherlookup.org.uk/

Formats to seek:For all students the most preferable formats are:Daisy or .doc (.docx, other plain text or rich text formats),

Other formats that are appropriate but will require work:PDFs: Often these will need to be scanned and converted back to Word

documents.

Audio books

HTML: though if there are print restrictions then this method is very slow.

Template for requesting electronic resources from publishers.(Compiled by Julie Tonge, Former Access Librarian, UCD).

Dear Sir/Madam

 

Please would it be possible for you to send me an accessible electronic version of

the following:

 

Author: _____________________

Year: _______________________

36

Title: _______________________

ISBN: ______________________

 

The file is for ______________, who is a print impaired student who is studying for

a degree in __________ at _________________. Access to this text is required for

his / her ___________________ module.

 

In order to support this student we need to access copies of texts which are

compatible with _______________ software.

 

If possible we would like your permission for our Library to retain the document for

future use by visually or other print impaired students.

 

The Library has already bought printed copies of this title.

 

I appreciate your assistance and I look forward to your reply.

 

Best wishes 

37