Reference no: EM132240032

Assignment Introduction and Overview:

Throughout the SLIS program, you will learn that accessibility and equity of access (to library facilities and spaces, print and electronic materials, the library website, programming, services, and technology) are essential. A concept and design principle that helps ensure equity of access for everyone, whether a person has disabilities (is differently-able), is a member of an underserved or "diverse" population, or is simply a "typically-able" library patron, is Universal Access or Universal Design.

Universal Design is often misunderstood as an accessibility accommodation or a concept intended onlyfor those who are differently-able. This is incorrect. Universal Design and Universal Access can improve access for all of our library patrons. Yes, every single patron who walks through the door. To use our 706 slogan (coined by Kaitlin Scott), "Universal Access/Design is about Everyone, Everywhere, Everytime."

This assignment requires 706 students to simultaneously adopt the role of patron (or someone posing an inquiry) and the researcher/information professional locating resources that effectively address that inquiry. The inquiry must address a topic that in some way incorporates Universal Access and Design.

The Equity of Access course lectures, materials, and initial exercises give everyone the same "starting point" for understanding the concepts of Universal Design and how these concepts apply to Library and Information Science (LIS) institutions. Now that you have had an introduction to these concepts, as well as to the concepts and strategies for effective web searching, we have an assignment that offers direct, hands-on application of the concepts we've been studying. It allows you all to assume the dual role of the library patron and role of librarian/information professional. As the library patron, you present an inquiry that investigates some aspect of or has an impact upon Universal Design/Universal Access. As the library and information professional, you are providing 3 web resources that respond to the patron's inquiry.

Through successful completion of this assignment, the following learning outcomes will be achieved:

1. Students will develop both a foundational and working knowledge of Universal Design and Universal Access as principles of equity of access. These are principles LIS professionals are required to put into action on a daily basis.

2. Students will develop and apply technology skills. Specifically, students will develop web searching and resource evaluation skills.

For the purposes of this assignment, students should:

1. Identify a topic for the inquiry that pertains in some way to Universal Design or Universal Access to information. You may elect to focus upon Universal Design as a general concept within LIS organizations, or may elect to focus on one or more specific areas of focus for Universal Design/Universal Access. Just a few of the possible topic areas include the following:

– Universal Access and Universal Design in library facilities and spaces (one possibility could include Universal Access re: Technology Equipment Selections and Purchases);
– Universal Access and Universal Design of print and electronic materials;
– Website design and accessibility;
– Universal Design/Universal Access in programming;
– Universal Design/Universal Access in library services;
– Universal Design/Universal Access in technology.

Please note: If you have a topic idea and would like to confirm its appropriateness for this assignment, please contact Dr. Copeland.

2. Write an introduction (a well-developed paragraph or two) that describesthesubjectarea,purpose, intended audience, andscopeofyour directory. Some people choose to edit or rewrite the introduction after the search process is complete, but having a working draft is essential for helping to define the parameters of your work.

3. Research the topic that you have identified as the subject of your patron's inquiry. Please select a topic that has quality sources. Please do not tell us that you can not find any reliables ources. If there are not adequate reliable sources, select another area of focus or expand your area of focus within the concepts of Universal Design and Universal Access.

4. Document and reflect upon your research process and modify your research process as you reflect (this is Part A of the assignment);

5. Produce anend-product that addresses the stated inquiry and provides the patron with a variety of resources pertaining to his/her inquiry (this is Part B of the assignment). Part B should contain a well-developed description of each of the identified resources.The end-product is a subject directory, which offers a minimum(total) of 3 web resources (and well-written descriptions of those resources) that address his or her information needs. The web resources may be websites or articles or publications accessed via a website.The end-product must include the following:

– A well-developed introduction;
– A minimum of 3web resources, which must be identified using at least 3 different searchengines on the open web--amixoftoolssuchasDirectories, SearchEngines,MetaSearchEngines, etc. Resources should not come from databases or any resources that are accessed using a username and password, nor from Google Scholar.
o The 3 web resources should be distinct and different resources.
o None of the resources included in the directory should have been located using Google Scholar (we'll discuss why this is important in the course meet-up).
o It is not permissible to have more than 1 of the 3 minimum web resources be from the same website. In other words, multiple webpages from the same website do not count as individual resources.

6. Again, the assignment should result in the creation of three components: 1. The introduction (which should be included in both Parts A and B); 2. The search process (Part A); and 3. The directory created in response to the patron's inquiry. All three components should be combined into a single document.

Part A: Research Process Document

Think of this as the "behind the scenes" document that you, as the librarian or the researcher create as you go through the process of conducting your search and preparing to compile your subject directory. Your subject directory is Part B of the assignment. It is the document that you would present to your patron or end user in response to his or her inquiry.

Part A's objectives include the following:

1. Document your search process. For each identified resource, provide the following information:

– What search engine(s), directories, or other web search toolsdid you use?

– What are your key words and search strings? Include various word forms, Boolean operators, truncation, etc.

– What are the steps you took in your research to yield your results?

– Did you make revisions to your search?

o What revisions did you make?
o Were they effective? Why? Why not?
o How did you go about evaluating sources?

How you format your search process (bullet points, etc.) is up to you, but we need to be able to see the details. Most importantly, you should create a document that could allow you to reflect upon your search process. It is through reflection that we begin to think about what we did and, given the opportunity to perform a task again in the future, what we would repeat or what we might do differently at the next opportunity. Reflecting on our practices and modifying them as necessary is what helps us become effective, efficient searchers.

This is part of teaching you to be a librarian - an information specialist - who is an incredibly effective searcher. You may have false starts, and that is ok. It is absolutely to be expected by even the most experienced searchers. The key is to document your process and apply critical analysis every step of the way. Ask yourself: Where do I start? Where do I need to go next? How can I get there? Documenting your process will help you apply critical analysis and become a more effective, efficient searcher.

Ordinarily, this document would not be shared with the public, as it is documentation for oneself of a cognitive process. However, as you are becoming information specialists and librarians, we need to see your process - and you need to see and reflect upon your process. A sample of one of many ways of formatting the introduction and Parts A and B is available in the assignment's folder in Blackboard.

Part B: A subject directory related to Universal Access and Universal Design.

This is a document that you would share with a patron or with the public for consumption and use. This is your finished product. It is very similar, in many ways, to the annotated bibliography assignment that you have completed or are completing for 701. The annotations for your subject directory should be formal in tone, combine elements of summary and analysis, and provide a useful document to distribute. They should not contain first or second person pronouns. Part B should include a well-written introduction which states the purpose and an overview of the subject directory, an explanation of how the directory is organized, the scope of the directory, the intended audience or users, and anything else that would be helpful to the end-user.

Think: What would I want and need to know about this topic if I were the library patron? Provide that information.

Many of you have commented that you wanted to share all that we are learning and resources with your students, students' parents, friends, family members, etc. Here is your opportunity.

Your work here and its impact can extend far beyond being a course assignment. It can be a product that you create for your own students, library patrons, colleagues, etc.... Make it meaningful. Make it a product of which you are very proud, and through which you (and the people with whom you share it) learn and grow.

Attachment:- Assignment Instructions.rar