Access Enabler Assignment - EDIT 6380, Summer 2004

EDIT 6380
Access Enabler Assignment
Value: 25 points
Preferred mode: Group

Purpose
When school library media center users have a information need, there are many possible barriers that may prevent the learner from successfully using the information. For example, a student who uses a wheelchair may be unable to reach a book on a high shelf and may hesitate to ask for help. A barrier to information access may be a characteristic of the learner (such as an inability to read), the media center environment (such as lack of good signage), or the information system (such as inadequate cataloging). The whole point of cataloging in the first place is to provide thorough access to the collection through many reasonable avenues.

It is your responsibility as a Media Specialist to identify these barriers, research strategies to overcome them, create tools to work around them, and to evaluate their effectiveness. New access avenues may or may not be a part of the catalog database. The purpose of this assignment is to raise awareness about a number of different barriers, provide practice in creating enabler tools, and distribute lessons learned and new resources across the class.

Competencies
Learning needs of students are summarized in the following AASL competencies.

Competency	MAF's comments
Candidates identify barriers to equitable access to resources and services.	You will learn about a number of different barriers from your reading and from brainstorming in class.
Candidates facilitate access to information in print, non-print, and electronic formats.	Depending upon the barrier you choose, access may be improved for resources of any format. Example: computer screens for visually disabled students.
Candidates plan and organize library media centers according to their use by the learning community.	It's important to evaluate your program to identify the specific barriers in your learning community. Overcoming the barriers may require planning and/or reorganization of resources.
Candidates incorporate technology to promote efficient and equitable access to information beyond print resources.	Technology may or may not play a part in the access enabler that you create. Example: the solution may be simply amending the catalog (technology-based solution), or it may require reshelving books on high shelves (low-tech solution).
Candidates demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and procedures.	Solving an access problem may require you to connect with other agencies. Example: federal agencies and audio lending libraries may help solve access problems for visual disabilities.
Candidates collaborate with teachers and administrators to develop a library media program plan that aligns resources, services and information literacy standards with the school's goals and objectives.	All schools have learners of differing abilities. It is likely that school improvement plans will express some version of the laudable "no child left behind" concept. Your access enabler may address part of a diversity issue. For example, ESOL students may need Spanish-language materials to help achieve their learning goals. You may be able to improve access to these materials, thus supporting this part of your school's goals.

Procedures
1. On your own: read ALA Access to Resources and Services in the SLMP about the principles of information access, especially the last 2 paragraphs. Think about your media center experiences (if any) - what access problems have you observed? Or, how can access be generally improved?
2. In class: brainstorm a list of barriers (to help raise awareness). Talk about some examples of access enablers.
3. In class: choose a barrier and form a group for collaboration. (These first 3 steps need to happen before or during our meeting time. Some group time will be provided during the 5 days, so get as far as you can.)
4. During group time: Research or explore the barrier in order to describe and understand its nature thoroughly and to investigate solutions generated by others.
5. Provide a solution (access enabler). This may be

a new resource created specifically to help patrons overcome your barrier
an adaptation of an existing resource to make it more accessible to your patrons
a carefully selected resource that fits the need
a strategy or set of strategies for attacking the barrier or helping patrons overcome it

I recommend that you (as a group) interact with me during group time or electronically once you get to this stage.

6. Describe how the solution fits the problem and how it should be used, installed, and/or facilitated.
7. Describe how you plan to test the effectiveness of your solution.
8. Gather feedback from peers about your solution; apply as you see fit; explain how feedback affects the final product.
9. As an individual: reflect upon how this process may or may not contribute to your developing the skills of a media specialist.

Format

Group Components:

1. Description of barrier (what is it? Why is this a problem?)

2. Your solution, or a description of it

3. Justification: match your solution to the barrier

4. Implementation: what needs to be done to put this in place and gets users involved with it?

5. Evaluation: how will you evaluate its effectiveness? (I don't expect you to carry this out, but do explain how you would)

6. Feedback from peers, application of feedback

Individual components, to be individually submitted:

Reflection that addresses how this process contributes to your professional development. Hint: use the AASL competencies!
Reflection on your group's process

There are no tags for this assignment. Instead, use the components listed above as headings.
Submit one electronic copy of the group portion of this assignment, including an e-copy of the completed rubric, in the WebCT dropbox. Name files in using WebCT filenaming conventions, and follow other guidelines listed there. Each group member should also submit their private reflection via the dropbox. No hard copies are necessary.
Post to each group member's assignment page (unless you're Cohort 8).
Each group member should keep their own archival e-copy.

**6380 Access Enabler Rubric**
Print 1 rubric per group
Component	Group's assessment	Instructor
Includes all components - 15 points; deduct proportionately []Description of barrier []Solution []Justification []Implementation []Evaluation: how will you evaluate its effectiveness? []Feedback from peers, application of feedback []Rubric with self-assessment	.	.
Value - 3 points The product seems to fit the purpose; is inherently worthwhile.	.	.
Explicitly addresses AASL competencies: 3 points []at least 3 []1 or 2 []none	.	.
Mechanics: Grammar, spelling, punctuation 2 points []must be perfect in any elements intended for patron use (.1 per error deduction) [] other parts should be clean enough for efficient communication (not distracting to the evaluator). []Format specs are followed	.	.
Individual components: 2 points []competency reflection []group process reflection	These 2 points will go to individuals, as earned. I will mark them individually and privately.
Total	.	...

Comments

Updated 5-9-08 for Summer 2008.
History: Created by M.Fitzgerald 5-24-04. Updated 5-18-07 by bf (changed mode of submission to electronic,
removed links at bottom to agenda, syllabus, assignments.).
Expires 12-31-08.

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