Tech Tools in Pandemic-Transformed Information Literacy Instruction

Pushing for Digital Accessibility

Keywords: ADA Accessibility, interactive learning technologies, classroom engagement, information literacy instruction, one-time library instruction, pandemic-transformed pedagogy, educational technology tools, digital accessibility

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.

Author Biographies

Amanda Rybin Koob, University of Colorado

Assistant Professor, Literature and Humanities Librarian

Kathia Salomé Ibacache Oliva, University of Colorado Boulder

Assistant Professor, Romance Languages Librarian

Michael Williamson, University of Colorado Boulder

Assistant Director, Assessment and Usability, Digital Accessibility Office

Marisha Lamont-Manfre, University of Colorado Boulder

Accessibility and Usability Assessment Coordinator, Digital Accessibility Office

Addie Hugen, University of Colorado Boulder

Senior Accessibility Tester, Digital Accessibility Office

Amelia Dickerson, University of Colorado Boulder

Accessibility Professional, Digital Accessibility Office

References

“About NVDA,” NV Access, accessed June 17, 2022, https://www.nvaccess.org/about-nvda/.

Ann Rosnida Md Deni and Zainor Izat Zainal, “Padlet as an Educational Tool: Pedagogical Considerations and Lessons Learnt,” Proceedings of the 10th International Conference on Education Technology and Computers (October 2018), 157, https://doi.org/10.1145/3290511.3290512.

Ariel Pomputius, “Assistive Technology and Software to Support Accessibility,” Medical Reference Services Quarterly 39, no. 2 (2020): 203, https://doi.org/10.1080/02763869.2020.1744380.

Berhanu Abera, “The Effects of COVID-19 on Ethiopian Higher Education and Their Implication for the Use of Pandemic-Transformed Pedagogy: ‘Corona Batches’ of Addis Ababa University in Focus,” Journal of International Cooperation in Education 24, no. 2 (2021): 3–25. Another study focuses on Polish primary school integration of iPads.

Carolyn M. Plump and Julia LaRosa, “Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices,” Management Teaching Review 2, no. 2 (2017): 156, https://doi.org/10.1177/2379298116689783.

Carrie Scott Banks et al., Including Families of Children with Special Needs: A How-To-Do-It Manual for Librarians (Chicago: American Library Association, 2014).

Christopher J. E. Anderson, “Repurposing Digital Devices: Using Poll Everywhere as a Vehicle for Classroom Participation,” Journal of Teaching and Learning with Technology 7, (2018): 154, https://eric.ed.gov/?id=EJ1307006.

Claire Kearney-Volpe and Amy Hurst, “Accessible Web Development: Opportunities to Improve the Education and Practice of Web Development with a Screen Reader,” ACM Transactions on Accessible Computing 14, no. 2 (July 21, 2021): 8:2.

Darren H. Iwamoto, Jace Hargis, Erik Jon Taitano, and Kv Vuong, “Analyzing the Efficacy of the Testing Effect Using Kahoot! on Student Performance,” Turkish Online Journal of Distance Education 18, no. 2 (2017): 83, 89, https://eric.ed.gov/?id=EJ1145220.

“Digital Accessibility,” Georgetown Law, accessed June 15, 2022, https://www.law.georgetown.edu/your-life-career/campus-services/information-systems-technology/digital-accessibility/.

Education of Individuals with Disabilities, 20 U.S.C. §§ 1400–1485 (Suppl. 2 1988), https://tile.loc.gov/storage-services/service/ll/uscode/uscode1988-03202/uscode1988-032020033/uscode1988-032020033.pdf.

Emily K. Chan and Lorrie A. Knight, “‘Clicking’ with Your Audience: Evaluating the Use of Personal Response Systems in Library Instruction,” Communications in Information Literacy 4, no. 2 (March 1, 2011): 192–201, https://doi.org/10.15760/comminfolit.2011.4.2.96.

Fernando H. F. Botelho, “Accessibility to Digital Technology: Virtual Barriers, Real Opportunities,” Assistive Technology 33, no. S1 (2021): S31, https://doi.org/10.1080/10400435.2021.1945705.

Forrester Research, Inc., Accessible Technology in Computing: Examining Awareness, Use, and Future Potential, Redmond, WA: Microsoft Corporation (2004): 9, http://download.microsoft.com/download/0/1/f/01f506eb-2d1e-42a6-bc7b-1f33d25fd40f/researchreport-phase2.doc.

“Free Accessibility Tools and Assistive Technology You Can Use Today,” Bureau of Internet Accessibility (blog), October 26, 2018, https://www.boia.org/blog/free-accessibility-tools-and-assistive-technology-you-can-use-today.

“Get Started on Android with TalkBack,” Android Accessibility Help, accessed June 16, 2022, https://support.google.com/accessibility/android/answer/6283677?hl=en.

“Introduction to the ADA,” ADA.gov: United States Department of Justice Civil Rights Division, accessed June 15, 2022, https://www.ada.gov/ada_intro.htm.

Jared Hoppenfeld, “Keeping Students Engaged with Web-Based Polling in the Library Instruction Session,” Library Hi Tech 30, no. 2 (2012): 238, https://doi.org/10.1108/07378831211239933. See also Anderson, “Repurposing Digital Devices,” 154.

Jillianne Code, Rachel Ralph, and Kieran Forde, “Pandemic Designs for the Future: Perspectives of Technology Education Teachers during COVID-19,” Information and Learning Sciences 121, no. 5/6 (January 1, 2020): 419–31, https://doi.org/10.1108/ILS-04-2020-0112.

Jonathan Lazar, “Planning for Digital Accessibility in Research Libraries,” Research Libraries Issues, no. 302 (2021): 20, https://doi.org/10.29242/rli.302.3.

Kathia Ibacache et al., “Emergency Remote Library Instruction and Tech Tools: A Matter of Equity During a Pandemic,” Information Technology and Libraries 40, no. 2 (2021): 8, https://doi.org/10.6017/ital.v40i2.12751.

Kathleen Puckett and Kim W. Fisher, “Assistive Technology,” in The SAGE Encyclopedia of Intellectual and Developmental Disorders, ed. Ellen B. Braaten (Thousand Oaks, CA: SAGE Publications, Inc., 2018), 100–101.

Liya Deng, “Assess and Engage: How Poll Everywhere Can Make Learning Meaningful Again for Millennial Library Users,” Journal of Electronic Resources Librarianship 31, no. 2 (2019): 63, https://doi.org/10.1080/1941126X.2019.1597437.

Lucyna Kopciewicz and Hussein Bougsiaa, “Understanding Emergent Teaching and Learning Practices: iPad Integration in Polish School,” Education and Information Technologies 26, no. 3 (2021): 2916, https://doi.org/10.1007/s10639-020-10383-1.

Maureen Knapp, “Technology for One-Shot Instruction and Beyond,” Journal of Electronic Resources in Medical Libraries (2014): 224, https://doi.org/10.1080/15424065.2014.969969.

Patricia A. Baszuk and Michele L. Heath, “Using Kahoot! to Increase Exam Scores and Engagement,” Journal of Education for Business 95, no. 8. (2020): 550, https://doi.org/10.1080/08832323.2019.1707752.

Paul F. Burke et al., “Exploring Teacher Pedagogy, Stages of Concern and Accessibility as Determinants of Technology Adoption,” Technology, Pedagogy and Education 27, no. 2 (2018): 149–63, https://doi.org/10.1080/1475939X.2017.1387602.

Razzaqul Ahshan, “A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic,” Education Sciences 11, no. 9 (2021): 487, https://doi.org/10.3390/educsci11090483.

Sabeerah Abdul-Majied, Zoyah Kinkead-Clark, and Sheron C. Burns, “Understanding Caribbean Early Childhood Teachers’ Professional Experiences During the COVID-19 School Disruption,” Early Childhood Education Journal (2022), https://doi.org/10.1007/s10643-022-01320-7.

“Using Padlet to Enable Online Collaboration Mediation and Scaffolding in a Statistics Course,” Education Sciences 11, no. 5 (2021), 6, https://eric.ed.gov/?id=EJ1297247.

Vian Ahmed and Alex Opuku, “Technology Supported Learning and Pedagogy in Times of Crisis: The Case of COVID‐19 Pandemic,” Education and Information Technologies 27 (2021), https://doi.org/10.1007/s10639-021-10706-w.

William W. Sannwald, Checklist of Library Building Design Considerations, 6th ed. (Chicago: ALA Editions, an imprint of the American Library Association, 2016).

Published
2022-12-19
How to Cite
Rybin Koob, A., Ibacache Oliva, K. S., Williamson, M., Lamont-Manfre, M., Hugen, A., & Dickerson, A. (2022). Tech Tools in Pandemic-Transformed Information Literacy Instruction. Information Technology and Libraries, 41(4). https://doi.org/10.6017/ital.v41i4.15383
Section
Articles