“Transforming” the Conversation: Rethinking Fair Use in Academic Course Reserves

Buller, Ryan

doi:10.1080/1072303x.2014.964444

Cited by 1 publication

(1 citation statement)

References 2 publications

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“…Disclosure of a disability can be empowering, as noted by Rocco (2001), but it can also be perceived as a barrier (Marshak et al, 2010). We wanted to take up Buller's challenge to be "transformative" in our approach RSR 46,3 to fair use (Buller, 2014), so we began to re-position our services such that a student's disclosure would come as a result of an empowered choice rather than a the result of a barrier we created through practice or policy.…”

Section: Background On Course Reader Servicementioning

confidence: 99%

An accessibility-first approach to online course readers

Kwak

Newman

2018

RSR

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Purpose The purpose of this study was to develop a cost- and labor-efficient method for a small library to produce and deliver accessible course reading packages. Design/methodology/approach Working with approximately 25 courses and instructors in the Fall 2017 semester – including courses in Equity Studies and Disability Studies – the authors produced an inventory of assigned readings and an assessment of the accessibility of scanned texts that were currently being used. Based on this initial inventory, they developed new workflows for providing accessible readings to students that overcame the most common shortcomings and deficiencies. Findings This project established that it is possible for a small library to produce high-quality accessible course readings and that a PDF file is the most appropriate format for providing accessible scanned readings in an online course reader environment. Practical implications This project developed a workflow for producing texts that are designed from the perspective of universal access – that is, all students can engage with these texts without requiring the intervention of accessibility-services-style departments. Originality/value Canadian academic institutions are required to provide accessible texts upon request, a process which relies on students to identify required readings, sign up for specialized services and be comfortable disclosing and discussing their specialized needs. The process developed in this project builds upon a conception of equitable access as being a core principle and strives to create accessible readings as a default rather than as the result of an external request. This case study can be used as an example for institutions – especially small libraries – that are interested in developing a proactive approach to creating accessible readings and course packs.

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Section: Background On Course Reader Servicementioning

confidence: 99%