Out.
Clayton Copeland: And are you going to caption it, or should I do it on this end? I think that people are allowed to capture it on their own with this new iteration of zoom. So if they click on the closed captions, they
Clayton Copeland: Oh, no, I can turn them on also. So okay, I guess. Do you want me to show them throughout the
Julie Edwards: No. That's okay, because they're welcome. They they'll be able to do that. Anyone who needs it, and sometimes people get really distracted by them. Sometimes people want them so awesome. Okay.
Julie Edwards: hello, and welcome. I see people joining us.
Julie Edwards: We'll get started in a few minutes here, but if you would like.
Julie Edwards: you can feel free to hop over to the chat and say, Hi, tell us where you're from. We do publish the Chat Transcript, because there's often so much good information being shared in there. So if you don't want to hop over to the chat, you don't have to. But if you would like to pop over to the chat and say, Hi.
Julie Edwards: we would love to see where everyone is joining us from Hi, California. hey? Wisconsin, Philly, hey? Newfoundland.
Julie Edwards: hey? Seattle, Vancouver, South Carolina. Lots of Canadians in here today. Hi.
Julie Edwards: Alabama, New York! Well, hey? Massachusetts So do I just see somebody's got 10 inches of snow in North Dakota.
Julie Edwards: hey? New York.
Julie Edwards: North Carolina, hey, London, i'm assuming London, England. I know there's I've made this mistake before we're assuming. But hi!
Julie Edwards: Hello! From Washington State. I consider you all my neighbors. I'm here in Montana. We I know we've got Idaho in between us.
Julie Edwards: Hey, Oklahoma? Lots of people from the Midwest
Julie Edwards: Andrews, Massachusetts, hey? I used to work in Peabody, the other Pv library
so nice to see everybody joining us
Julie Edwards: Lots of people from Canada, hey? Boston!
Julie Edwards: So nice to see you all
Julie Edwards: welcome. Welcome, hey? Texas, hey, Delaware!
Julie Edwards: Fantastic. Looks like a good mix
Julie Edwards: people from all over the place. This is my favorite part. I've said this to those of you who have been in the Webinars before. I say this every time, like i'm a huge fan of the license plate game. And so this is my like nerdy version of the license plate game with
Julie Edwards: my library and colleagues
Julie Edwards: fantastic. So we are right at the top of the hour. It is 120'clock here in Missoula, Montana, which is where I am joining you from, and we'll go ahead and get started.
Julie Edwards: So i'm Julie Edwards. I'm a librarian and instructional designer with Niche Academy, and I would like to welcome you to this Webinar universal design and universal design for learning, foster inclusion, equity, diversity, and accessibility solutions in libraries. So we'll get started here in just a minute. But I do want to do a little bit of our standard housekeeping.
Julie Edwards: Let me introduce Niche Academy really, quickly. We are an easy to use all in one learning platform that helps libraries create and deliver effective training and measure learner's success.
Julie Edwards: So our software is the perfect tool. If you're looking to increase, e resource, usage, improve and measure learner's success and deliver training to impact patrons and staff.
Julie Edwards: If you're interested in finding out more about our platform chatting with a member of our team. Hearing what your colleagues have to say, i'll drop a link to our website in the chat so that you can learn more about who we are and what we do.
Julie Edwards: So a few more housekeeping pieces, and then we'll get get on to the Webinar. I am recording this, and we will make the recording available to everyone who has registered. After the presentation you will get a direct email from us when the recording is ready. I will also be sharing the Chat transcript.
Julie Edwards: and some resource documents that Dr. Copeland is sharing with us today. So we're not going to share the slides because they'll be available in the presentation, but the resources within the slides will be made available to you, and that's so that we can make sure in this case that if you reuse the information. You're
Julie Edwards: Dr. Kublin changes the slides a lot, and so we want to make sure that you're using the most up to date version of her information. So I will email all of that to you when it's ready. That's a very long way of saying You can just sit back and listen. Engage with the material. You'll have access to everything after the fact.
Julie Edwards: so you can turn on closed captioning at the bottom of your screen by clicking on that button in zoom. If you would like to use that.
There are lots of people in this Webinar today, so almost 450 of us. Please use the chat box to chat with each other. But if you have a question for the presenter, please put that in the Q. A. Box.
Julie Edwards: so that it doesn't get lost in the chat. I will do my best to moderate the Q. A. At the end of the Webinar. So any questions for Dr. Copeland, please put in the Q. A. Box.
Julie Edwards: This Webinar series is part of our commitment to solving bigger problems together and providing continuing education in the library world. I am so happy that you are joining us today. I see so many of you here from all over the place Fantastic.
Julie Edwards: So our presenter today is Clayton Copeland. Dr. Copeland is the director of the High School Laboratory for leadership in the equity of access and diversity, and helps manage the Linda Lucas Walling collection for disabled children.
Julie Edwards: Her research focuses on equity of access to information for underserved populations and literacy, and she pursues research interest in technology universal design facilities, planning materials and programming for children and young adults and information behavior.
Julie Edwards: Dr. Copeland teaches courses in foundations of library and information, science, technology, information, literacy, information, resources, planning, library and information, facilities and materials and programs. I am absolutely delighted that she is with us today, and I will turn the Webinar over to her.
Clayton Copeland: Thank you, Miss Edwards. It is such a high honor and privilege to be with each and every one of you today, and I thank you this, Edwards, for this incredible opportunity.
Clayton Copeland: I am so excited for us all to come together and have a conversation day around something that is both a personal and professional action for me.
Clayton Copeland: I was also born 3 months premature. and as a result of that premature birth
Clayton Copeland: I have vision in one i'm uncorrected, and I also use a walker for ambulatory purposes.
Clayton Copeland: and for me, growing up in rural South Carolina.
Clayton Copeland: I had 2 phenomenal school librarians who opened the world for me
Clayton Copeland: with books and literature and literacy
Clayton Copeland: and learning.
Clayton Copeland: and my whole heart's desire has been to make the difference that they made from me.
Clayton Copeland: or just one other
Clayton Copeland: person.
Clayton Copeland: So today I want to talk with you about bringing
Clayton Copeland: ideas. inclusion, diversity.
Clayton Copeland: equity, and accessibility, solutions to your library.
Clayton Copeland: I'll also say that, and welcome the opportunity to continue the conversation long after today's Webinar.
Clayton Copeland: So if you have any questions, or if ever I can be of help to you in any way
Clayton Copeland: I want to do that.
Clayton Copeland: and I want to learn from you as well.
Clayton Copeland: So please feel free to reach out to me
Clayton Copeland: and Clayton. Could I interrupt you just briefly. That sounds like there are some quite a few people who are having a hard time hearing. I don't know if you could just speak up a little bit.
Julie Edwards: That sounds a little.
Clayton Copeland: Get it up a little bit more, and
Clayton Copeland: that sounds better. Okay, thank you so much for letting me know, and apologies to everyone.
Clayton Copeland: Usually I don't have that issue. I inherited my grandfather's voice, and my students say, Dr. Koplin, you don't really need a microphone.
Clayton Copeland: so i'm glad we got that straight
Clayton Copeland: today. I just have a kind request. I want to share information, and I want us all to be able to share it widely. But I do ask that you don't distribute information without prior written permission and appropriate attributions, because I update this information so frequently.
Clayton Copeland: and I want to ensure that all information is most current, and before it is distributed beyond today's attendees, I want to make sure that you have the most current information as you are sharing.
Clayton Copeland: So when I think about today's communities.
Clayton Copeland: I think of communities that are synonymous with multiple diversities.
Clayton Copeland: Our communities are a 1 million of
Clayton Copeland: cultures, ethnicities.
Clayton Copeland: races, languages, socioeconomics.
Clayton Copeland: religions, and other belief systems.
Clayton Copeland: Education, Lgbtq. I. A plus communities.
Clayton Copeland: various identities. socioeconomics. abilities.
Clayton Copeland: and disabilities.
Clayton Copeland: And of course across this spectrum. I'm sure you're thinking of multiple other diversities that should be included in this list.
Clayton Copeland: and I hope that you will share those as well.
Clayton Copeland: We also must consider
Clayton Copeland: the concept of intersectionalities, and the fact that
Clayton Copeland: every human being on the planet
Clayton Copeland: represents simultaneously multiple diversities that are part of the whole
Clayton Copeland: together. They form
Clayton Copeland: who we are as individuals.
Clayton Copeland: and perhaps in thinking about our own identities, it's quite possible that we
Clayton Copeland: put more emphasis on certain facets of our identities
Clayton Copeland: than we do on others.
Clayton Copeland: just a few facts
Clayton Copeland: worldwide. 1 billionpeople, or about 15% of the population, has a characteristic that society defines as a disability. This is according to the World Health Organization
Clayton Copeland: in the United States. About one in 4 has a characteristic that society defines as a disability, and this is according to the centers for disease, control, and prevention.
Clayton Copeland: There are multiple contributors to the social construction of disability
Clayton Copeland: and ability.
Clayton Copeland: and
Clayton Copeland: yes, I acknowledge that there are many challenges that come with
Clayton Copeland: characteristics that are
Clayton Copeland: socially recognized as disabilities, and there are disabilities that are not yet socially recognized
Clayton Copeland: formally as being a disability.
Clayton Copeland: As librarians.
Clayton Copeland: We have the opportunity, through our planning.
Clayton Copeland: through our implementation. to help deconstruct
Clayton Copeland: some barriers that can create disabilities.
Clayton Copeland: We have instead, the opportunity to create environments that foster abilities to
Clayton Copeland: share one's contributions, and often there are many abilities that are born
Clayton Copeland: out of
Clayton Copeland: disabilities.
Clayton Copeland: My mom loves to tell me all the time that I came out talking
Clayton Copeland: very, very verbal.
Clayton Copeland: and she went to pick me up from preschool one day, and Mrs. Glen, my teacher, stopped her at the door. I was maybe 2 years old.
Clayton Copeland: and I had not yet received my first walker.
Clayton Copeland: and Mrs. Glenn said, oh, my! We don't know what to think of Clayton.
Clayton Copeland: she said. and my mom said, oh, gosh! What do you mean? What happened?
Clayton Copeland: She thought I had perhaps been like Peter Rabbit in Mr. Mcgregor's garden, and had found myself some mischief. and Mrs. Glen said, No, you don't understand, she said. Most of the children in this class are saying.
Clayton Copeland: but ball.
Clayton Copeland: and today Clayton said, just as sweetly as anything.
Clayton Copeland: Mrs. Glenn, I would like to play with my ball now, but I can't reach it. Could you please help me
Clayton Copeland: so, because I had not yet had my own mobility and some of the independence that would later come. With that
Clayton Copeland: I had learned and had developed very strong verbal skills. With disabilities
Clayton Copeland: also come unique abilities
Clayton Copeland: that would not have been born without the challenges.
Clayton Copeland: There are multiple contributors to the social construction
Clayton Copeland: of disability and ability.
Clayton Copeland: Some of these contributors include design.
Clayton Copeland: perception. social values. and language
Clayton Copeland: with perception.
Clayton Copeland: We'll go through the following slides here, and as we go through these slides, I'll be verbally describing them. and the question at the top is, which person
Clayton Copeland: does not have
Clayton Copeland: a disability.
Clayton Copeland: So in this first image we have a black and white photograph
Clayton Copeland: of 2 small children
Clayton Copeland: appearing to be somewhere between age, 3 and 4, though that is a guesstimate.
Clayton Copeland: Both children are wearing pigtails and a ponytail.
Clayton Copeland: They have their shirts, their names written on their shirts.
Clayton Copeland: and they appear to have a darker complexion.
Clayton Copeland: One of the children in the image
Clayton Copeland: could possibly have some markers
Clayton Copeland: of a genetic disability.
Clayton Copeland: The next image on this screen we see 2 children together.
Clayton Copeland: Both of these children
Clayton Copeland: are more darkly complexed.
Clayton Copeland: There appears to be an older child holding either a friend or a sibling.
Clayton Copeland: In this image
Clayton Copeland: there are no visual indicators of a disability. No
Clayton Copeland: child is wearing glasses or hearing aids.
Clayton Copeland: There are no mobility, devices or anything
Clayton Copeland: in the image, though one child is holding the other.
Clayton Copeland: we are uncertain whether that is just a pose for the image or the photograph. or if
Clayton Copeland: the younger child is being assisted in some way.
Clayton Copeland: the next image on the screen is of a young child wearing a blue shirt. sitting at a desk.
Clayton Copeland: and very attentively writing something on a piece of paper.
Clayton Copeland: It would appear as though the child is looking straight ahead to
Clayton Copeland: blackboard at the front of the classroom, perhaps.
Clayton Copeland: and this next image is of 2 older adults
Clayton Copeland: who are
Clayton Copeland: great here.
Clayton Copeland: and they are riding a bicycle.
Clayton Copeland: It would appear as though they are carrying flowers in the back of the bicycle.
Clayton Copeland: So the question is.
Clayton Copeland: which person
Clayton Copeland: does not have a disability.
Clayton Copeland: and I welcome your contributions in the chat there.
Clayton Copeland: It's very interesting, as we consider that label of ability versus disability.
Clayton Copeland: The realities of social constructions and personal values and identities
Clayton Copeland: that are part of the societies in which
Clayton Copeland: we live.
Clayton Copeland: It was very interesting. A few years ago I conducted a research study
Clayton Copeland: to look at library accessibility from the perspectives
Clayton Copeland: of both patrons who identified as being typically able
Clayton Copeland: or not having disabilities and patrons who identified as having disabilities.
Clayton Copeland: The first question was a simple yes or no question. Do you have a disability?
Clayton Copeland: And then the second question was, do you have one or more of the following characteristics.
Clayton Copeland: and some of the list included the following. blindness or visual impairment. corrected vision. meaning the need to wear glasses or contact lenses.
Clayton Copeland: deafness or hearing, impairment. hearing loss. head or brain injury. mental illness.
Clayton Copeland: mobility or orthopedic impairment or arthritis. speech or communication, impairment.
Clayton Copeland: a neurological impairment. cognitive impairment.
Clayton Copeland: learning disability. Or the newer term learning difference.
Clayton Copeland: post-traumatic stress disorder. Although post-traumatic stress disorder is listed in the latest diagnostic manual as simply post-traumatic stress
Clayton Copeland: so I want to acknowledge that and other.
Clayton Copeland: It was interesting to me that
Clayton Copeland: several respondents reached out to me and said one of 2 things. Oh, gosh! I've never thought of myself as having a disability.
Clayton Copeland: But I do have one or more of these characteristics. I guess I should go back and change my answer to question one.
Clayton Copeland: And then I had other respondents who said, I've always identified as having a disability. But I've had great difficulty in having that socially
Clayton Copeland: recognized.
Clayton Copeland: So social values do contribute to
Clayton Copeland: the construction of disability and ability. Inaccessibility places unnecessary barriers in environments
Clayton Copeland: does not allow for flexibility or alternative methods
Clayton Copeland: for accomplishing tasks.
Clayton Copeland: And it can perpetuate a myth of disability.
Clayton Copeland: meaning that.
Clayton Copeland: or the presence or absence of certain characteristics, someone is less than less able, less capable.
Clayton Copeland: perhaps even in some interpretations less worthy.
Clayton Copeland: There are also multiple challenges that will frequently here in our advocacy, work for bringing ideas, inclusion, diversity, equity, and accessibility, solutions.
Clayton Copeland: not only to libraries, but to society at large.
Clayton Copeland: Some of these include finances.
Clayton Copeland: disabling environments. and overcoming societal prejudices
Clayton Copeland: or stereotypes.
Clayton Copeland: What I want us to talk about today
Clayton Copeland: is our power in
Clayton Copeland: dispelling and redistributing some of these barriers
Clayton Copeland: and thinking of them, reframing them as new areas of opportunity.
Clayton Copeland: As we'll talk about today, universal design offers us an opportunity to say no when we are advocating for
Clayton Copeland: particular accessibility, name in our library. No, this doesn't make a difference for the one in 4 who has a disability. It makes a difference for every single patron
Clayton Copeland: he uses
Clayton Copeland: our library's resources whether that's in the physical or built environment. or virtually
Clayton Copeland: online. Now there are some additional expenses that can come with accessibility. But there are also many myths associated with that.
Clayton Copeland: For example, according to the job accommodation network for Jan.
Clayton Copeland: The vast majority of accommodations that one needs in order to perform a job costs less than $500,
Clayton Copeland: Most cost less than 250, and many. many
Clayton Copeland: cost absolutely nothing.
Clayton Copeland: It can be a matter of knowing what tools and resources are already at our disposal, and knowing how to use them.
Clayton Copeland: We also need to think about disabling environments.
Clayton Copeland: For example.
Clayton Copeland: do we consider every person who wears classes or contact lenses
Clayton Copeland: as having a disability. And the first time I heard that question I really had to think about.
Clayton Copeland: and the answer is, No, we don't necessarily think
Clayton Copeland: of those individuals in the same way with the same stigmas
Clayton Copeland: as we might with other disabilities.
Clayton Copeland: Why? Because their needs have been appropriately accommodate it.
Clayton Copeland: And while we can't do that in every single situation.
Clayton Copeland: There's a huge opportunity, and I argue responsibility
Clayton Copeland: for us to create
Clayton Copeland: accessible, enabling environment that allow individuals to function with independence and to share their contributions with our libraries, and indeed with society at large.
Clayton Copeland: And so a big piece of this is overcoming societal prejudices and stereotypes.
Clayton Copeland: Why is it that we consider certain characteristics or needs disabilities. and not others?
Clayton Copeland: Why is it that some visible disabilities have more stigma than invisible disabilities? Is it simply because they're not known or recognized immediately upon interaction with someone.
Clayton Copeland: What are the factors there? And what do we need to
Clayton Copeland: re-examine as we're looking toward more accessible policies, procedures, environments, programs, and services.
Clayton Copeland: How can we, as librarians and information professionals.
Clayton Copeland: learn how our differences
Clayton Copeland: create abilities?
Clayton Copeland: Every single person has special abilities
Clayton Copeland: to share with the world.
Clayton Copeland: We don't have to wait or feels stuck.
Clayton Copeland: Maybe i'll see the animation on the screen of the kid full and bubble gum out of his hair.
Clayton Copeland: Now, why did I put this image there?
Clayton Copeland: Because so frequently what I hear from will mean. and some of the most kind people I know
Clayton Copeland: our librarians. and they say
Clayton Copeland: I want to help.
Clayton Copeland: But I don't want to say or do the wrong thing.
Clayton Copeland: So sometimes I feel a little stuck.
Clayton Copeland: and what I want to say today
Clayton Copeland: is that we don't have to feel stuff.
Clayton Copeland: because
Clayton Copeland: ultimately we are all human beings.
Clayton Copeland: We all have differences. It's just that some are more visible
Clayton Copeland: than others.
Clayton Copeland: So one of our number one solutions here is actually one that originated in the field of architecture.
Clayton Copeland: universal design. or you D.
Clayton Copeland: And very basically
Clayton Copeland: defined.
Clayton Copeland: Universal design refers to making small changes to benefit everyone.
Clayton Copeland: There's a puzzle here on the screen, and each puzzle piece represents a different diversity.
Clayton Copeland: physical abilities. age.
Clayton Copeland: skills, experiences. preferences.
Clayton Copeland: strengths. cultures.
Clayton Copeland: learning, styles, or a new term that i'm. Being introduced to learning, variabilities.
Clayton Copeland: language. perspectives. senses. religions, and other belief Systems
Clayton Copeland: Universal design very briefly helps to ensure that any culture.
Clayton Copeland: age. size. wait. race.
Clayton Copeland: gender ability. keep filling in with other diversity. Can experience an environment that promotes their health. safety, and welfare
Clayton Copeland: today and in the future. And as we go to our library stakeholders and administrators.
Clayton Copeland: and also decision making entities for the library.
Clayton Copeland: Our argument for universal design can be. This makes a difference; for every single patron
Clayton Copeland: who uses our library.
Clayton Copeland: Socially universal, design ensures safety and security.
Clayton Copeland: Economically. it's cost efficient over time. Environmentally
Clayton Copeland: it's resource
Clayton Copeland: efficient.
Clayton Copeland: And what we can say is to a common
Clayton Copeland: statement.
Clayton Copeland: Well, we don't have people with disabilities who use our libraries.
Clayton Copeland: I have 2 follow up questions, for, like
Clayton Copeland: number one.
Clayton Copeland: How do we know?
Clayton Copeland: Because some disabilities are visible.
Clayton Copeland: and others
you know
Clayton Copeland: 2?
Clayton Copeland: If we truly don't have
Clayton Copeland: groups of people with disabilities visiting our libraries.
Clayton Copeland: we have a major missed opportunity.
Clayton Copeland: There is something we are not doing that we need to be doing in order to create
Clayton Copeland: welcoming libraries clear. All of our patrons are able to be
Clayton Copeland: and want to be.
Clayton Copeland: There are multiple dimensions of access and accessibility.
Clayton Copeland: the physical or built environment.
Clayton Copeland: the virtual environment, meaning the website, social media, electronic materials.
Clayton Copeland: interpersonal interactions
Clayton Copeland: in marketing.
Clayton Copeland: in terms of the physical environment. There are things that we can do in conducting accessibility. Audits of the built in that
Clayton Copeland: first get organized.
Clayton Copeland: second.
Clayton Copeland: obtain floor plans.
Clayton Copeland: conduct surveys that are optimized, formatted and
Clayton Copeland: tested
Clayton Copeland: for accessibility.
Clayton Copeland: and perhaps most significantly
Clayton Copeland: identify and collaborate with community partners.
Clayton Copeland: As we are working to include
Clayton Copeland: people with disabilities and other diversities, we need to identify other allies in helping us to reach those individuals and groups
Clayton Copeland: and
Clayton Copeland: ringing their voices to the table. There should never be a library board.
Clayton Copeland: or even advisory committee that is not
Clayton Copeland: representative of and inclusive of everyone
Clayton Copeland: in the community.
Clayton Copeland: So our challenge is to begin identifying
Clayton Copeland: and collaborating with community partners.
Clayton Copeland: working together with those who have lived experiences
Clayton Copeland: to summarize barriers
Clayton Copeland: and solutions. because perhaps no one. no better solutions to a barrier.
Clayton Copeland: Then the very people who have experienced those barriers.
Clayton Copeland: make decisions and set priorities. maintain documentation.
Clayton Copeland: make changes.
Clayton Copeland: But then follow up what went well
Clayton Copeland: with that implementation of those changes.
Clayton Copeland: What do we need to perhaps do a bit differently.
Clayton Copeland: Some of you in the field of education may be familiar with an old term
Clayton Copeland: monitor and adjust
Clayton Copeland: in terms of our programs and services. It is essential
Clayton Copeland: that we implement strategies for universal design for learning.
Clayton Copeland: and I love the image on the screen. Here we are. A tree trunk
Clayton Copeland: is one hand
Clayton Copeland: reaching out to hands of all different shapes.
Clayton Copeland: sizes
Clayton Copeland: Through universal design for learning
Clayton Copeland: we have opportunities to implement multiple means of representation which we can also think of as our what
Clayton Copeland: multiple means of action and expression
Clayton Copeland: our hell
Clayton Copeland: and multiple means of engagement.
Wow!
Clayton Copeland: Multiple means of representation in Maine.
Clayton Copeland: employing a variety of different delivery methods during the height of COVID-19
Clayton Copeland: accessibility to libraries, programs, and services in many instances
Clayton Copeland: increased for people with disabilities
Clayton Copeland: because we were putting into place
Clayton Copeland: some best
Clayton Copeland: practices offering a variety
Clayton Copeland: of different delivery methods. We had online programming that was available. Many libraries. We're learning out hotspots, such that communities without our individuals, without Internet, access at home could then gain that access
Clayton Copeland: through the parking lot in libraries. Others were gaining Internet access. Many libraries suddenly instituted, cut herb delivery service.
Clayton Copeland: which enabled patrons, whether they had disabilities or simply aging.
Clayton Copeland: Or perhaps we're simply tired
Clayton Copeland: to come by the library and retrieve materials.
Clayton Copeland: So we saw an expansion in flexibility and options
Clayton Copeland: for using the library's services and making connections
Clayton Copeland: with our librarians.
Clayton Copeland: One of the dearest things I heard about the library system during Covid
Clayton Copeland: was putting the librarians on task to contact
Clayton Copeland: all of the frequent library patrons just to check in with them and see how they were doing. If there was anything they needed.
Clayton Copeland: If the library could be of help
Clayton Copeland: in any way.
Clayton Copeland: Captioning programs and videos and transcribing audio are also practices for our virtual and face to face programs and services that are very, very important.
Clayton Copeland: Effective use of color is also important. So here. This refers to having items. Everything we produce from our signage to materials that we distribute to our website have an effective use
Clayton Copeland: of Co.
Clayton Copeland: So.
Clayton Copeland: having high contrast.
Clayton Copeland: Typically, this means either having a very, very dark background, such as black.
Clayton Copeland: with a very light text, such as white.
Clayton Copeland: or
Clayton Copeland: conversely, having the opposite
Clayton Copeland: incorporating digital materials to reinforce concepts and to allow learners to even replay parts of information, can also be very useful
Clayton Copeland: to illustrate the point about the importance of sufficient contrast here.
Clayton Copeland: Believe it or not. I say this with all due respect.
Clayton Copeland: This color scheme is one that encountered a recent presentation.
Clayton Copeland: Sure it was well intentioned.
Clayton Copeland: It was being used to show
Clayton Copeland: team spirit
Clayton Copeland: and colors for a particular organization.
Clayton Copeland: but it's unreadable
Clayton Copeland: in terms of multiple means of action and expression.
Clayton Copeland: offering a variety of evaluation.
Clayton Copeland: For example, in my classes, students have the option of writing a traditional narrative report or completing an audio visual presentation
Clayton Copeland: in libraries. It's important to offer participants
Clayton Copeland: options for completing tasks, and there doesn't need to be a stigma, but just a recognition that there are multiple ways of successfully completing a task.
Clayton Copeland: Think about a children's program.
Clayton Copeland: and part of one of the activities as the children were being read to was to create an image of some of the characters in the book.
Clayton Copeland: but there were varying age ranges and varying abilities tending the story time.
Clayton Copeland: and the librarian was incredibly thoughtful. Construction, paper and safety scissors.
Clayton Copeland: We're there for children with
Clayton Copeland: more developed motor skills, and they were able to
Clayton Copeland: cut out the shapes if they chose.
Clayton Copeland: But for children who weren't as comfortable, using scissors, etc.
Clayton Copeland: There were 3 cut items that they could use to create the activity
Clayton Copeland: or to create the end result.
Clayton Copeland: Multiple means of engagement means stimulating interest, motivation, and persistence.
Clayton Copeland: varying activities, integrating learning, and constructing communities of learners. And this also can help foster exclusion, because.
Clayton Copeland: as individuals overcome fear of the unknown.
Clayton Copeland: and become friends with one another.
Clayton Copeland: Suddenly
Clayton Copeland: we become oh, yes, that's my friend Clayton.
Clayton Copeland: not the girl who uses the walker.
Clayton Copeland: There are some accessibility strategies that we can use throughout our libraries and information.
Clayton Copeland: We need to be in all documents and signage that we are producing, using sans Sarah text formats. These are easier to read
Clayton Copeland: or handouts. Font sizes should be at least
Clayton Copeland: 12 points, but
Clayton Copeland: for enlarged print
Clayton Copeland: 18 point, one is considered the minimum for accessibility.
Clayton Copeland: One of the most thoughtful
Clayton Copeland: considerations a conference made a few years ago
Clayton Copeland: was having the presenters
Clayton Copeland: provide handouts in multiple formats. There were some
Clayton Copeland: materials that were available in a size 12.
Clayton Copeland: There were some materials that were available in a
Clayton Copeland: specialized for users with dyslexia.
Clayton Copeland: and there were some handouts in a size, 18 font
Clayton Copeland: and no participant had to self-disclose a need for an accommodation
Clayton Copeland: Simply the option they needed was there.
Clayton Copeland: Obviously, if we are putting together a presentation our font sizes should be much larger.
Clayton Copeland: Some of the more common strategies i'm. Sure you've heard about are avoiding writing post sentences
Clayton Copeland: in capital letters
Clayton Copeland: and using bold rather than color
Clayton Copeland: to display emphasis.
Clayton Copeland: and finally creating accessible documents. And this is something that we're going to touch on today. But it's certainly something that i'm also happy to have later discussions on, and perhaps even for anyone who's interested offer a workshop in creating
Clayton Copeland: accessible documents
Clayton Copeland: so very simply something that we can do today.
Clayton Copeland: To begin fostering accessibility is to set templates
Clayton Copeland: in our word processing and presentation
Clayton Copeland: programs such that we're doing things like using an accessible font by default in creating accessible documents, ensuring that we are using headings and subheadings, that we are actually changing the structural integrity behind documents.
Clayton Copeland: and such that they are accessible and readable by assistive and adaptive technologies, such as screen readers.
Clayton Copeland: Again, the font considerations just to illustrate the point
Clayton Copeland: of what is and is not as readable as it should be
Clayton Copeland: in the virtual environment. Have some resources here that will be in your handout. Just an introduction to web accessibility. Why, web. Accessibility is important, and some things that we can do
Clayton Copeland: to have our websites and our social media platforms become an open door to our libraries where everyone
Clayton Copeland: feels welcome.
Clayton Copeland: There are also some built-in assistive technologies that we all have in our operating systems, and so i've included some resources there for further exploration
Clayton Copeland: in terms of management. We want to think about things like building awareness. you know. I have to say I've never met
Clayton Copeland: a librarian who didn't have a I believe, in the innate goodness of individuals, and in their desire
Clayton Copeland: to create accessible libraries.
Clayton Copeland: Sometimes it's just a matter of not being aware of what can or should be done
Clayton Copeland: to create those.
Clayton Copeland: So it's about adopting a philosophy of inclusion.
Clayton Copeland: focusing on ability and ability born through differences being proactive
Clayton Copeland: rather than
Clayton Copeland: reactive. It may be
Clayton Copeland: my little Southern
Clayton Copeland: traditions that if someone says to me.
Clayton Copeland: may I help you
Clayton Copeland: very frequently with my little independent street? Thank you so very kindly, but I've got.
Clayton Copeland: We can simply reframe our language to.
Clayton Copeland: How may I help you
Clayton Copeland: and open that door for that person to say? Well, it would be really helpful if you
Clayton Copeland: good things.
Clayton Copeland: Now, in today's society there are multiple points of view on the use of of language.
Clayton Copeland: and the use of language is something that varies over time, and it's certainly something that holds different opinions.
Clayton Copeland: I want to say that I respect and value the opinions of every single individual.
Clayton Copeland: Every person has a right to determine which use of language is preferred.
Clayton Copeland: Okay.
Clayton Copeland: the form of language with regard to disability that I was initially introduced to you, and to which I personally ascribe
Clayton Copeland: is person first language.
Clayton Copeland: So, rather than saying the disabled child.
Clayton Copeland: the child who has a disability.
Clayton Copeland: the child who uses a welfare.
Clayton Copeland: The child who
Clayton Copeland: has a learning difference.
Clayton Copeland: Interestingly.
Clayton Copeland: person, first, language and identity. First language
Clayton Copeland: come out of the same roots
Clayton Copeland: of disability as a social construct those who ascribe to identity. First language
Clayton Copeland: tend to say.
Clayton Copeland: I am disabled. I am disabled by society
Clayton Copeland: because society has not made
Clayton Copeland: appropriate accommodations for my differences in my needs
Clayton Copeland: in terms of what language should we use in an environment
Clayton Copeland: right now? What I'm hearing
Clayton Copeland: is to default to person, first language and then in interactions. If it becomes clear that someone has a different
Clayton Copeland: preference, we should model their preference and follow along and show respect for that preference. Another option, and it's becoming more and more frequent is for organizations to adopt both forms of language interchangeably. So They're both simultaneously being used.
Clayton Copeland: There's also a resource here for us to explore attitude and implicit bias.
Clayton Copeland: and it's so important that we avoid assumptions
Clayton Copeland: and check against implicit by it.
Clayton Copeland: No, as I was growing up as a child, I would walk into a space, and because I had a lazy eye, and I that wandered off to the left
Clayton Copeland: and used a Walker branchulatory purposes. There could very frequently be an automatic assumption that I also had cognitive or other challenges.
Clayton Copeland: And I say this again very respectfully. I've been very blessed in life to be able to graduate high School as valedictorian of my high school class.
Clayton Copeland: and then to
Clayton Copeland: earn a 4 all the way through earning a Phd. In a post-doctoral fellowship
Clayton Copeland: in childhood literacy. I say that not to brag on myself, but
Clayton Copeland: just as a a reminder for us all to not make assumptions of others, and always check against our biases.
Clayton Copeland: Biases are things that we all have as part of human nature.
Clayton Copeland: Our choice lies in how we move forward
Clayton Copeland: such an important part in creating this awareness and in affecting change is education.
Clayton Copeland: So thank you. Thank you for caring. Thank you for being here today.
Clayton Copeland: and wanting to learn together
Clayton Copeland: more about some of these topics.
Clayton Copeland: It's also very important that we review our policies and procedures with regularity.
Clayton Copeland: that we put a philosophy of inclusion into action, conducting community analyses.
Clayton Copeland: knowing our users, seeking and including our users.
Clayton Copeland: If we have non users.
Clayton Copeland: how can we get them to join us.
Clayton Copeland: Users need to see themselves.
Clayton Copeland: So one strategy is to consider narrative or story based marketing strategies.
Clayton Copeland: explore funding possibilities. See the
Clayton Copeland: information Brokers
Clayton Copeland: make connections.
Clayton Copeland: offer safe havens.
Clayton Copeland: adopt a team approach, Include?
Julie Edwards: Oh, you you're muted.
Clayton Copeland: thank you. Include creative and create inclusive advisory boards.
Clayton Copeland: and to also seek and create partnerships.
Clayton Copeland: Who can be our allies? How can we all strengthen one another.
Clayton Copeland: Use creative solutions such as what we have? There are so many tools and resources that we can begin using today your resource handouts on how to
Clayton Copeland: go ahead and incorporate a system and adaptive technologies and principles of universal design and user-centered design into every
Clayton Copeland: Okay.
Clayton Copeland: I'll close today with a few quotes that were actually shared with me by Miss Pamela Nash Davenport, an alum of the University of South Carolina's
Clayton Copeland: School of Information Science.
Clayton Copeland: She did work with us at the South Carolina State Library as the director of the Talking Books program, which is a division of the National Library for the Blind, and print disabled.
Clayton Copeland: and Miss Davenport currently works with the National Library for the blind and print disabled
Clayton Copeland: in Washington, DC. As a network consultant. and she she, with her permission, I'm sharing these with you today.
Clayton Copeland: Organization doesn't really accomplish anything.
Clayton Copeland: Plans don't accomplish anything either
Clayton Copeland: theories of management. Don't. Much matter.
Clayton Copeland: Endeavors succeed or fail because of the people involved only by attracting the best people.
Clayton Copeland: Will you accomplish great days?
Clayton Copeland: So i'm asking you all today thanking you for being.
Clayton Copeland: How can we all work
Clayton Copeland: together
Clayton Copeland: to accomplish great
Clayton Copeland: thanks
Clayton Copeland: in our interact interpersonal communications.
Clayton Copeland: as we can
Clayton Copeland: see here. Another wonderful quote.
Clayton Copeland: I've learned
Clayton Copeland: that people will forget what you said. People will forget what he did. but people will never
Clayton Copeland: forget
Clayton Copeland: how you
Clayton Copeland: finally from Miss Davenport for. So
Clayton Copeland: we need to make sure
Clayton Copeland: that everyone feels
Clayton Copeland: included. Let's continue to work toward a common goal that all
Clayton Copeland: may read.
Clayton Copeland: I thank you all so much for your time and your attention today for this opportunity to be with you all.
Clayton Copeland: I do very humbly share with you information about
Clayton Copeland: a book that I was most privileged to write some chapters for, and also to Co-edit. and it's disabilities in the library fostering equity for patrons and staff
Clayton Copeland: with disabilities
Clayton Copeland: sharing this book with you today is important because of all of the voices
Clayton Copeland: who are included
Clayton Copeland: in this book.
Clayton Copeland: 99 of the contributors for this work
Clayton Copeland: are
Clayton Copeland: people with disabilities. They are people
Clayton Copeland: with disabilities; they are librarians, with disabilities.
Clayton Copeland: They are parents. children, and grown children.
Clayton Copeland: You have disabilities. but as they all share
Clayton Copeland: our disabilities also come.
Clayton Copeland: and I hope that this book, which is available for you at a 20% discount.
Clayton Copeland: We'll give you
Clayton Copeland: a toolbox
Clayton Copeland: for ways to create inclusive, diverse.
Clayton Copeland: accessible.
Clayton Copeland: Let's think about ways that you bring
Clayton Copeland: ideas to your libraries and beyond.
Clayton Copeland: Thank you.
Julie Edwards: Thank you so much, Dr. Cobland, and thank you for all of you for attending. I'm, seeing just some beautiful Thank you, is coming to you in the chat. Somebody saying your presentation made me better
Julie Edwards: What I've learned today. Take one step, take another tomorrow, and another in the next day. So such beautiful comments. Thank you all so much. We do have a few questions we can get to, maybe a couple of them.
Julie Edwards: So someone saying, I think this is a pretty common thing and sort of it's an example of of what you were talking about earlier in the presentation, Dr. Copeland, this person is saying, we have a regular patron in a wheelchair. We've made the technology room available to her. So she doesn't have to wheel herself further. But sometimes when she goes to the back of the library it takes her a long time to go short distance.
Is it appropriate to offer to push her so she gets there more quickly, or should we just let her go at her own pace.
Clayton Copeland: And so that is, I thank you for that question, because it is so essential to respect the autonomy of the individual.
Clayton Copeland: There are a couple of different layers to my answer, and the first layer makes me very sad to even have to acknowledge it.
Clayton Copeland: But i'm list.
Clayton Copeland: and that is to check with
Clayton Copeland: your library's administration about any potential liabilities
Clayton Copeland: with offering assistance if someone were to get injured
bye.
Clayton Copeland: Now, as a human being, I applaud you, and I want you to help her.
Clayton Copeland: and so.
Clayton Copeland: but I want you to help her if she wants the help.
Clayton Copeland: And so
Clayton Copeland: what is very important in etiquette
Clayton Copeland: is never to touch one's device
Clayton Copeland: without first asking permission.
Clayton Copeland: Number one that could put somebody in an unstable
Clayton Copeland: position if they're using a walker, for example, and somebody grabs the walker, it could throw them off balance and make them fall.
Clayton Copeland: So
Clayton Copeland: always think of
Clayton Copeland: the device.
Clayton Copeland: Please pardon the Clock Times in the background. I have a friend who refers to them affectionately as the ice cream truck and we get to decide what flavor of ice cream we're gonna have.
Clayton Copeland: Okay.
Clayton Copeland: but going back to this very important question, it's important to
Clayton Copeland: say to this individual.
Clayton Copeland: I really would like to offer you
Clayton Copeland: a helping hand. Is there some way that I can be of help to you. That would be comfortable.
Clayton Copeland: Just know that I want to
Clayton Copeland: get back here.
Clayton Copeland: and that allows the person to have that autonomy. But remember that a mobility device is an extension of the body.
Clayton Copeland: and so we should not touch a device without
Clayton Copeland: information. and a device should never be moved.
Clayton Copeland: much the same as if someone has a service animal. An animal wearing a best should never be spoken to
Clayton Copeland: or interacted with in any way without prior permission.
Clayton Copeland: Excellent answer. Thank you so much, thank you.
Julie Edwards: someone says, and I think this is a good question, because I I bet this is not the only person who has it. Someone says this is a seems like a really basic question. But could you please define equity for us.
Clayton Copeland: defining equity. Yeah. And there are so
Clayton Copeland: many different ways that I've seen equity defined.
Clayton Copeland: But I think the one that
Clayton Copeland: means the most to me, and that I see most frequently is, Equity means ensuring that everyone
Clayton Copeland: is able to participate. And so it's, ensuring not
Clayton Copeland: quality
Clayton Copeland: that everybody has the same thing.
Clayton Copeland: but rather that everyone has what they need
Clayton Copeland: in order to achieve accessibility
Clayton Copeland: and equity of access.
Julie Edwards: Fantastic! That is such a nice, simple, eloquent answer.
Julie Edwards: There are so many questions coming in, and we're not going to be able to to get to all of them. Let me just quickly ask, and several people have asked any thoughts or recommendations for those of us who are in those old library buildings that are not ada accessible, that we, you know we can't move a pillar because it's holding up the second floor. Any thoughts about arranging the space?
Clayton Copeland: Yes, absolutely. And so one of the the major things that we want to consider in our spaces is thoughtfulness. 36 inches between spaces, and that includes in the stacks is the absolute minimum
Clayton Copeland: absolute minimum. 45 is always better.
Clayton Copeland: Okay. And so, keeping that in mind and keeping in mind, not
Clayton Copeland: how the space appears when it is perfectly arranged and not in use, but how the space is going to be impacted. For example, when chairs are pulled out from tables, or when furniture is inadvertently moved and not put back in the correct place.
Clayton Copeland: or when a shelving stool is left in the stacks.
Clayton Copeland: So in terms of spaces always allowing for ample space between and among objects.
Clayton Copeland: and I will refer you directly to a chapter in the book Disabilities in the library that was written by Dr. Bridge Sliff, who is
Clayton Copeland: Emeritus faculty with the University of Illinois, Urvana champaign he's also a a library administrator and a building library building consultant, who has planned over 200 library facilities
Clayton Copeland: and in disabilities in the library he talks about
Clayton Copeland: some of the things that we can do in our spaces to make them more accessible and usable for everyone
Clayton Copeland: while meeting the letter of Ada, but moving beyond it.
Julie Edwards: Thank you so much for that. So we are at the top of the hour. I really want to thank you so much, Dr. Copeland. There are just people are just so happy with this presentation in the chat. Thank you for sharing your knowledge, your expertise with us. We we really appreciate it.
Clayton Copeland: Thank you for the opportunity. I'm most humbled and please everyone if there is an opportunity for future collaboration. My email addresses here, my telephone number, and this is my personal cell phone number. It's all here.
Clayton Copeland: Please reach out and contact me. I would love to continue our conversation.
Julie Edwards: Thank you so much. And just as a reminder to everyone. I will be sharing this recording. I'll be sharing some resources that Dr. Copeland is going to put together for us.
Julie Edwards: I'll be sharing the Audio Transcript and the Chat Transcript, so that you'll all have the amazing information from this Webinar and your fingertips in just a few days. Thank you all for joining us, and we look forward to seeing you at the next. Webinar. Have a great afternoon.