inclusive arts libraries: challenges in he - speaker presentations

Friday 16th May 2014

Inclusive arts

libraries :

challenges in HE

Introduction to the day

Karen Carden

Resources and Systems

Manager, UAL

Welcome and overview

Jess Crilly

Assistant Director and

Head of Resources

UAL

Camberwell College of Arts

Central Saint Martins

Chelsea College of Arts

London College of

Communication

London College of Fashion

Wimbledon College of Arts

The University

Student printing in the letterpress workshop, LCC. Photo: Enrico Sacchetti.

Our students

..by level of study and origin

2703

2258

13,951

Research and PG

FE

Undergraduate

6130

2665

10097

International

Other EU

UK

Pedagogies

Use of libraries and

information seeking

Access and inclusion?

Are arts students different?

Ana Escobar: LCF Library

Access and Inclusion

The Equality and Diversity Framework covers

the equality strands of…

….. age, caring responsibilities, disability, gender, race, religion

and belief, sexual orientation, socio-economic class and trans

gender

UAL Equality and Diversity Framework.

Are arts students different?

Equality and Diversity Framework. Annual progress report 2013

Disability –

17% of the total student population have declared a disability;

12% have a specific learning difficulty and 5% have another

disability.

The profile of disabled students at UAL is twice that of the HE

sector (9%) but slightly less than the Art and Design sector

(23%).

There are variations in disclosure rates when taking into

account student fee status. In 2012/13, 26% of all Home

Students at UAL had declared a disability compared to 10% of

EU Students and 5% of International Students.

We are committed to…

….being inclusive and accessible

Library Services

Assistant Librarian (Access and

Inclusion) 2012

Co funded by Library Services

and Widening participation

Initial focus on co-ordinating and

embedding disability support

A broadening perspective

The accessible art library?

View from the University Disability Service Caroline Huntley Operations Manager UAL

View from the University Disability Service

Background • I joined UAL in 2012. A project called “improving the

Experience for Disabled Students” was already in the planning stages.

• This brought all Services for Disabled and dyslexic students

together into one centrally-managed service. It had previously been provided by each college, each working in a slightly different way.

• The Assistant Librarian, Access and Inclusion post was

planned as a link between library services and the Disability Services. It originated from the two services working closely together to provide two visually impaired students with access to the reading material on their MA course at LCC.

This is a transcript of Caroline’s spoken presentation as she chose not to use visual aids


Working together

The post began in December 2012 and there have been several

ways in which links have been established and maintained:

• Disability staff attend regular Community of Practice meetings

which bring together Library staff with a specific interest in

Disability/accessibility. Each college Library has one member

of staff who attends. These meetings enable both services to

share information and experiences, view policies and

procedures and resolve issues.



• The Disability Service meet with each individual disabled

student to put in place an Individual Support Agreement

(ISA). The ISA contains details of adjustments and access

requirements which need to be put in place by academic and

support staff and by Library staff if any specific services are

needed. When an ISA contains information about the

student’s access to the library, it is also shared with the

named member of library staff for their college. These are

stored on the LMS and available when a student visits the

library to request a specific service, e.g. help with finding

documents or books.



• Disability Service and Library staff have worked together to

provide information at events, e.g. at the Centre for Learning

Teaching and Development’s Inclusion event in January 2013

where we provided information about assistive technology.

• Both staff groups have attended the same internal and

external training and provided training for each other’s

services. For example, Disability Equality Training and Text

Help Training were organised by the disability Service for

Library staff.



The future • The Access and Inclusion post has now been made

permanent and we will continue to work closely to ensure that information is shared – which will inevitably lead to an ever increasing positive experience for disabled students at UAL.

• For the Disability Service, one of the current hot topics is the

proposed reduction of SFE funding for disabled students’ support and equipment through the Disabled Students Allowance (DSA). The premise of the reduction being that universities should be able to meet the majority of needs for their disabled student population. It is more important than ever that we work with all areas of the university to meet this challenge.


Sara Osman, Assistant Librarian (Access & Inclusion) Leila Kassir, Academic Support Librarian, LCC Library

What we have been doing at

University of the Arts London

Established in 2004

Made up of 6 colleges, each with its own identity and culture

Library Services is a university-wide department

UAL

Image: Cylinders by Kweku Bennin © Luke Potter

Jointly funded Access and Inclusion Librarian post

Aims:

to improve links between the services

to provide a focus for inclusive library services

Access and Inclusion

Image: Scratching below the surface by Dale Allen © Luke Potter

Assistive software rollout

Input to specification for new Library Management System

Access and Inclusion post made permanent

Progress

Image: Out of time by Jane Williams © Luke Potter

Named contacts at each college library

LCC Library Diversity Reps group

Individual Support Agreements (ISA)

Supporting Students

Image: 6 Degrees of Separation by Mette-Sofie D. Ambeck © LCC Library

Audit from Proudlock Associates

LCC Library pilot audit

Aims

Areas considered

Outcomes

Accessibility Audit at LCC

Image: Parallel Lives by Deb Rindl © Luke Potter

Text Help Read and Write Gold and Inspiration networked on all UAL computers

Problems with inconsistency of local provision

Next steps:

Promotion

Training

Assistive Software

Image: Justiniani romanorum imperatoris volumen, ut peculiari vocabulo nu.cupant, totius

iuris sivilis velut colophon © LCC Library

Importance of senior

management support

Need to have someone

focused on getting actions

completed, chasing up etc

Improvements don’t always

need a big budget

There is always more to

do!

What we have learned

Image: A journey by Gail Stuart © Luke Potter

The user’s perspective Sam Winston

Sam’s presentation is uploaded separately as a PDF, as it is rich with images and very large

Experiences in three arts libraries …

Coco Nijhoff

Learning and

Teaching

Librarian

Inclusive Art Libraries: a view from

University for the Creative Arts

University for the Creative Arts

A multi-site arts university with 5 sites (soon to be 4) in Kent and Surrey

Around 6,500 students at undergrad and postgrad level

Degrees awarded include BA (hons), MA, PhD

Also FE/Foundation, PGCE

Subjects include Fine Art, Photography, Journalism, Fashion, Film,

Graphic Design, and others

“Inclusivity” addresses whom?

Dyslexia and print impairments

Specific Learning Difficulties (SpLD)

Physical disabilities

Mental health issues

Adult or older learners

FE – HE transition needs

Language support needs including

International students

Other - ?

By the numbers

In the 2011-12 academic year:

20% of all students at UCA used services for

learning difficulties and physical disabilities

In the 2012-13 academic year:

24% of all students at UCA used services for

learning difficulties and physical disabilities

International students at UCA

Total 900 international students

600 of these are EU

and 300 are from outside the EU

Around 80 nationalities are represented by students

Library and Student Services

Gateway Services provide access to these services:

Careers and Employability

Counselling Services

Learning Disability & (SpLD) Support Services

Disability Services

Student Finances

Language and Study Support

International Student Support

Faith Services

Gateway services

Methodology

2 informal surveys:

Students who use

these services

Librarians across our sites

The student point of view

The results of a small survey of students already identified

and using our services.

Students from these disciplines responded:

Digital Film Arts, Animation, Photography, Illustration,

Fashion and Music Journalism

With the following issues:

Learning difficulties, mental health issues and

international students (non-native English speakers).

Survey questions

We asked 3 questions:

1. Describe your experiences using the Libraries at UCA,

good and bad.

2. What services in the library have you used?

3. What suggestions would you make to help make the

library more usable?

Student responses (dyslexia)

Overall impression and experience:

I don’t like to use the library as I am very dyslexic.

I will ask for help finding books if I am desperate.

I buy my own books through my disability support allowance.

I can’t see where the numbers are going nor any of the signage

I need help finding books

Always good books and magazines available

Sometimes not enough copies of books available

Helpful staff

What services have you used:

I like the journals and magazine and the printers and computers.

I like the DVD section

Computers and books

Student responses (international)

Overall impression and experience:

Helpful staff who take initiative

Many books

Good service

Good technology

Nice seating/design of “pod” spaces

Efficient service

Open 7 days/week

Never a queue to ask for help

What services have you used:

Books, magazines, DVDs, computers, printers, scanners

Online reservations and bookings

Request books from other sites easily

Pre-sessional course where I learned about online resources

Physical space

A variety of study

areas with different

sound, seating, and

lighting choices

includes the silent

“quiet zone”.

Seating

“Pods are a good

seating option,

with large tables

where I can

see my work.”

IT support

“Good IT

support,

helpful staff,

no waiting.”

Student suggestions for improvement

• Newer books

• Better lighting

• More seating

• Clearer signs

• More visually welcoming

• More copies of books

• Labeling of numbers on

books is not clear enough

• Staff should make

exceptions for loan limits

• Access new books more

easily

• Extended library hours

• Would like to meet the

librarian earlier in term

• More instruction with

online resources

Librarian point of view

Survey questions:

1. Name ways in which the library/your site addresses

inclusivity and access, in terms of physical space or online.

2. Give recommendations you would make for improving

accessibility for UCA students based on your experience

in the library or in the classroom.

Best practice at UCA:

print materials

Book retrieval for students with physical disabilities

Extended loan periods for users with SpLD

Book stock offerings at a variety of academic levels

“Well being” book collection

Printed guides designed for accessibility

Plain English, clear layout, font size, paper colour, etc

More best practice:

electronic resources

Assistive software on the E-Zone computers

(Read and Write Gold, Mindview)

including workshops

E-books

remote use, screen readers

and text enlargers

More best practice:

physical space

Lift and automatic doors (including maintenance)

Variety of study zones

to suit individual preferences

Consider lighting, sound, wifi access

Seating at tables and pods and large tables

More best practice:

teaching

Vary teaching approaches for learning styles

Offer audio recordings and PowerPoint files on the VLE

Prepare materials following legibility guidelines

JISC TechDis and British Dyslexia Association

Check UCA student records prior to workshops to see if any

students have reported learning difficulties or physical disabilities

Allow time to meet with deaf students and interpreters prior to start

of workshops

Other services at UCA

Digitization of reading list material on VLE

Alternative Formats service for assessed print impairments

Special events to promote well being (finance, health), including

with local Community Mental Health Team

Librarian-led workshops on research skills for Dyslexia Support

Advisors and Learning Support Advisors

Equality Impact Assessment undertaken with Estates:

Survey of all students as to general physical accessibility of campus

Suggestions from UCA Librarians

Improve induction process

Target services at key points in the year

Provide handouts to Learning Support Assistants prior to sessions

Extend audio recordings for all teaching sessions

Get involved in writing of often impenetrable Unit Briefs

Extend Open Rose Group training to all library staff

Need for improved signage

Signage can be improved,

especially at Farnham

Signage in new build is

“stylish” but not legible

Directional signs are

not easy to understand

And finally…

What are we teaching students

about accessibility?

Employability

The creative industries

Design and new media

Coco Nijhoff, Learning and Teaching Librarian, UCA Epsom

[email protected]

The National Art Library at the Victoria & Albert Museum

Inclusive Arts Libraries Forum

16 May 2014

Vicky Worsfold

54

‘Inclusion’ at the National Art Library

Introduction to the NAL

The NAL’s users

What stops people from using us?

How do we remove those barriers?

– Facilities

– Services

– Training

Problem areas

Future plans

55

The National Art Library

Reference only library

Closed access

Part of the V&A’s suite of study services:

– Prints & Drawings Study Room

– The Archive of Art & Design

– The Theatre and Performance

Collections

Three major roles:

– Public library freely available to all

– Museum library for staff

– Research department

National and international focus

Open 10-5.30 Tues-Sat (6.30 Fri)

56

Collections

Approx. 1 million books, pamphlets, manuscripts...

Collect in all areas that the V&A collects in:

– Glass

– Ceramics

– Fashion

– Furniture

– Architecture

– Sculpture

– Painting

More generally on the History of Art

Supporting sociological/historical texts

57

Collections

Special Collections, including:

– books of hours,

– hand-written correspondence,

– sketchbooks,

– fine typography,

– illustrated books,

– artists’ books & book art,

– livres d’artistes,

– comics,

– Illumination & calligraphy,

– children’s books,

– fine bindings,

– incunabula,

– early printed works from 16th century onwards.

58

The NAL’s users: anyone can walk in the

door…

Students and tutors (60%)

– Art history

– Vocational courses

Art market professionals

Artists, crafts people and designers

Curators

Interested individuals

– genealogists

– collectors

– period renovations etc

Schools (group visits programme)

59

Diversity of the NAL’s users

Sex:

– female 68%

– male 32%

Age:

– 55 to 64 16%

– 65 to 74 16%

– 75 and over 4%

Disability:

– 6% consider themselves to have a disability

International

60

Widening participation?

The Learning and Skills Council describe this as:

“a process where education and training providers successfully

adapt their programmes and ways of working to meet the

learning needs and aspirations of individuals and groups whose

experiences or circumstances inhibit participation.”

61

Barriers which keep people away

Institutional e.g. opening hours, staff attitude, rules and

regulations, charges, book stock policies, facilities

Personal and social e.g. lack of basic skills, low income and

poverty, lack of a permanent address

Perceptions and awareness e.g. people who are educationally

disadvantaged, people who don’t think libraries are relevant to

their lives or needs, lack of knowledge of facilities and services,

or how to use them

Environmental e.g. difficult access to building, poor transport

links, institutional nature of building

62

Removal of barriers in the V&A

Equality and Access Officer: Barry

Ginley

Step-free access at the main

entrance

Bookable wheelchairs and walkers

Bookable escorts (or ask a gallery

assistant)

Parking

63

In the Library: facilities

For mobility impaired users:

Lift access to the NAL

Wheelchairs and escorts available

Wide spacing between desks and

on one level

Height adjustable desk

Fire evacuation provision

Accessible toilets

64


For hearing impaired users:

Vibrating pagers can be picked up

at the main entrance on arrival

(these will activate if there is a fire

alarm or bomb alert)

Hearing induction loop on enquiry

desk points

Signers: 2 members of Library staff

have been trained to level 1

65


For visually impaired users:

JAWS (a device to read out the

contents of a computer screen) and

MAGIC (which magnifies the

contents of the screen)

A wide range of Magnifiers and

TWINKLE (a text/image magnifier)

Text to Speech Scanners

66

In the Library: services

Service adaptations:

– Book delivery direct to desk

– Lockers

– Water etc. permitted

Simplify and clarify procedures

Online registration and ordering

Reprographics

Self-service and self-guided

Offer as much remotely as possible

67

Staff training

General awareness

– Treat a disabled person in the same manner,

respect and courtesy as anyone else.

– Do not make assumptions about the existence or

absence of a disability.

– Take your lead from the person using the service.

– Know where and how to sign post individuals to the

relevant facilities.

Specific training:

– Deaf awareness

– Mental health awareness

– Neurological disorders awareness

– Visual impairment awareness

68

Problem areas

Lift access and building works

Very heavy internal doors

Heavy chairs

High service desk

Light levels

Still relies on staff intervention

69

Plans for the Future

Refurbishment of the reading rooms (2017)

– Learning lessons from the P&D Study

Room

Increase remote service delivery

Further web content

Continue to work with Equality and Access

Officer

Develop new services where appropriate

Staff are given ongoing support and training

Inclusive arts libraries forum Friday 16th May 2014

Qona Rankin, Dyslexia co-ordinator at the

Royal College of Art

Dyslexia in Art and Design

. Indicators of dyslexia may include.

A marked discrepancy between ability and the standard of work being produced.

A discrepancy between evident intelligence and ability to learn what appear to be

simple language based skills.

A problem with word retrieval.

A problem with processing language quickly.

A difficulty with reading and comprehension.

A persistent or severe problem with spelling, even ‘easy’ or common words.

A problem with directionality.

A weakness of short-term memory.

A difficulty in motor integration.

A sequencing problem.

An organisational problem.

A difficulty with time.

“I realise it’s easy to get annoyed when people keep asking the same question all the time, but I’m not stupid or lazy and I don’t like being made to feel that I am.” “ I find it hard to ask for help because I know I should remember.” I’m intimidated asking for help from someone on the desk because the whole library can hear me.” “I would find it really helpful to have a written description of different areas for example furniture, jewellery, architecture so I could browse more easily.” “Even if I’ve been told something once the process doesn’t necessarily stick. There may be just one step of the process I can’t remember.” “It’s one thing finding a title in the catalogue but then you have to physically find the book and that is really hard sometimes.” “ Usually I either struggle or give up.”

• Wassily Kandinsky

• Konrad Klapheck

• Yves Klein

• Alex Katz

• Moholy Nagy

• Egon Schiele

• Victor Vasarely

• Eulalia Valldosera

A different way of processing stuff

Dyslexia

Indicators of

dyslexia may

include.

A marked discrepancy

between ability and the

standard of work being

produced.

A discrepancy between

evident intelligence and

ability to learn what

appear to be

simple language based

skills.

A problem with word

retrieval.

A problem with

processing language

quickly.

A difficulty with reading

and comprehension.

A persistent or severe

problem with spelling,

even ‘easy’ or common

words.

A problem with

directionality.

A weakness of short-

term memory.

A difficulty in motor

integration.

A sequencing problem.

An organisational

problem.

A difficulty with time.

http://www.rca.ac.uk/studying-at-the-rca/support/learning-support/dyslexia-support/

Qona Rankin 02075904544 [email protected]

Strategic perspective Pat Christie Director of Libraries and Academic Support Services UAL

Access and Inclusion Forum:

Strategic Perspective

‘…an agency requires the widest range of skills possible if it is to be successful,

and to deny itself of talent just because the person with the talent doesn’t

conform to a social stereotype is to starve itself of what it needs to thrive’

Ian Lobban (Dir, GCHQ)

Pat Christie,

Director of Libraries and Academic Support Services

2014

Presentation Overview

• National

Perspective

• Institutional

Perspective

• Departmental

Perspective

National Legislation

and Codes of Practice

• The Equality Act, 2010

• Students at the heart of the system’ white paper, BIS, 2011

• National strategy for access and student success in higher

education, BIS, April 2014

‘the vision of this national strategy…… is: that all those with the potential to benefit

from higher education have equal opportunity to participate and succeed, on a course

and in an institution that best fit their potential, needs and ambitions for employment

or further study’

• UK Quality Code for HE: Chapter B4: Enabling student development

and achievement, QAA, 2013

National Reports and Resources

• Resources from HEA: – Thomas, L. (2012) What works: student

retention and success.

– Thomas, L. and May, H. (2010) Inclusive learning and teaching in higher education.

– Wray, M. (2013) Developing an inclusive culture in higher education: final report.

• UKCISA : UK Council for International Student Affairs

• SKILL: National Bureau for Students with Disabilities

• SCONUL, CILIP and ARLIS/UK & Ireland

– Several articles in SCONUL Focus

UAL Perspective: Strategic Context

• Profile of UAL:

– One of the most diverse student bodies of any UK university:

• c40% of our students from outside of the UK

• c17% of our students are disabled (dyslexia students account for 12%)

• c41% of our students are BAME (27% Home)

• c34% of our Home students are working class (SEC 4-7)

• Principal Value:

– Diversity, individuality and equality of opportunity

• Embedded in UAL Strategies:

– Student Experience Strategy; Widening Participation Strategy; Research Strategy and Learning, Teaching & Enhancement Strategy

• Regard ourselves as a national and international leader in widening participation within arts and design sector

Retention and Attainment Gap

as Key Driver for UAL • Significant gaps in retention of 1st year students on to 2nd year for students

from different ethnic backgrounds and with different fee statuses

• Significant gaps in attainment between BAME student groups and overseas

students compared to other student groups

Current UAL Initiatives

• Initiatives currently underway:

– Improving Support for Disabled Students Project

– Widening Participation Review

– RAS Research Projects; Conferences and Publications

– 3 year Longitudinal Study, Shades of Noir, University Chair in Black Art & Design

– International Student Experience Mapping Exercise

Libraries and Academic Support:

Strategic Context

• Accessibility and inclusivity stated as a key value (Library Services

Strategy 2013-2016 and Strategy for Academic Support 2013-2016)

• Being user-centred in all that we do; being mindful of differing

learning needs and differing user behaviours/learning styles

• Maximising access to physical and virtual services and resources;

pro-actively removing unintended barriers

• Working in partnership with academic staff and professional

colleagues to ensure seamless support for students; engaging

students in key service developments

Recent and Current Activities in

Libraries & Academic Support

• Regular activities within the Colleges’

widening participation programmes etc.

• ‘Making the Numbers Count’ Fellowship

Project, 2007/08 – library support for first

generation students

• Various improvements for disabled students,

including upgrading assistive technologies

• ‘International Perspectives on Academic

Support’ Research Project, 2013/14

• Creation of the post of Assistant Librarian

(Access and Inclusion) and A&I Community

of Practice for library staff

Future Priorities for Libraries &

Academic Support • Staff development as key to creating an inclusive service, including cultural

awareness, social model for disability and inclusive approaches to learning and teaching

• Collections, services and staff profile that celebrate diversity of our student community as well as our academic focus – need to be mindful of being overly euro-centric etc.

• Projects that support students transitioning into and through HE – pre-arrival and induction, and beyond (academic support)

• Specific projects aimed at addressing BAME and ISE retention and attainment gaps

• Library building projects that create accessible environments

Being accessible and inclusive in all that we do

Alumni from Hong Kong & Shanghai

inclusive arts libraries: challenges in he - speaker presentations

Education