Tech Tools in Pandemic-Transformed Information Literacy Instruction: Pushing for Digital Accessibility.
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| Title: | Tech Tools in Pandemic-Transformed Information Literacy Instruction: Pushing for Digital Accessibility. |
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| Authors: | Rybin Koob, Amanda1 amanda.rybinkoob@colorado.edu, Ibacache Oliva, Kathia Salomé2 kathia.ibacache@colorado.edu, Williamson, Michael3 michael.d.williamson@colorado.edu, Lamont-Manfre, Marisha4 marisha.manfre@colorado.edu, Hugen, Addie5 addison.hugen@colorado.edu, Dickerson, Amelia6 amelia.dickerson@Colorado.edu |
| Source: | Information Technology & Libraries. Dec2022, Vol. 41 Issue 4, p1-32. 32p. 15 Color Photographs, 3 Charts. |
| Subject Terms: | *Computer software, *School environment, *Computers, *Information literacy, *Access to information, *Teaching aids, *Assistive technology, *Educational technology, *COVID-19 pandemic, *Education, Cell phones, Digital technology, Mobile apps, Internet access, Descriptive statistics, Americans with Disabilities Act of 1990, Video recording, Graphical user interfaces |
| Geographic Terms: | United States |
| Abstract: | Inspired by pandemic-transformed instruction, this paper examines the digital accessibility of five tech tools used in information literacy sessions, specifically for students who use assistive technologies such as screen readers. The tools are Kahoot!, Mentimeter, Padlet, Jamboard, and Poll Everywhere. First, we provide an overview of the Americans with Disabilities Act (ADA) and digital accessibility definitions, descriptions of screen reading assistive technology, and the current use of tech tools in information literacy instruction for student engagement. Second, we examine accessibility testing assessments of the five tech tools selected for this paper. Our data show that the tools had severe, significant, and minor levels of digital accessibility problems, and while there were some shared issues, most problems were unique to the individual tools. We explore the implications of tech tools' unique environments as well as the importance of best practices and shared vocabularies. We also argue that digital accessibility benefits all users. Finally, we provide recommendations for teaching librarians to collaborate with campus offices to assess and advance the use of accessible tech tools in information literacy instruction, thereby enhancing an equitable learning environment for all students. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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