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module_3_people_skills_reference_behaviours_ref-ex [2024/09/11 00:08] – ita_hanssensmodule_3_people_skills_reference_behaviours_ref-ex [2025/03/12 18:42] (current) – ellen.forsyth_sl.nsw.gov.au
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 **Online barriers** **Online barriers**
  
-The Australian Human Rights Commission (HRC) has developed advisory notes to draw attention to resources that will help make websites accessible to the broadest possible audience. In these Notes HRC provides advice about how web designers and website owners can avoid disability discrimination. These [[https://humanrights.gov.au/our-work/disability-rights/world-wide-web-access-disability-discrimination-act-advisory-notes-ver|Advisory Notes]] provide background information on accessibility and legal issues, such as the Disability Discrimination Act 1992. +The Australian Human Rights Commission (AHRC) has developed advisory notes to draw attention to resources that will help make websites accessible to the broadest possible audience. In these Notes AHRC provides advice about how web designers and website owners can avoid disability discrimination. These [[https://humanrights.gov.au/our-work/disability-rights/world-wide-web-access-disability-discrimination-act-advisory-notes-ver|Advisory Notes]] provide background information on accessibility and legal issues, such as the Disability Discrimination Act 1992. 
  
 If you are going to be contributing content to your library's website you should understand the techniques for creating accessible content at the Web Accessibility initiative. If you are going to be contributing content to your library's website you should understand the techniques for creating accessible content at the Web Accessibility initiative.
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 Strategic Community Focus - G1: Ensure universal access to library services within the community. Strategic Community Focus - G1: Ensure universal access to library services within the community.
  
-C. Maximise accessibility+C. Maximise accessibility: 
 Access to library services is structured in a way that maximises accessibility and convenience to Access to library services is structured in a way that maximises accessibility and convenience to
 potential users, both when they use the library’s branches and when they access the library remotely. potential users, both when they use the library’s branches and when they access the library remotely.
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   * Be aware that not all disabilities are visible.   * Be aware that not all disabilities are visible.
-  * Be sure customers can reach and access their mobility aids when moving through the library+  * Be sure customers can reach and access their mobility aids when moving through the library.
   * Ask permission before you touch or move a mobility aid.   * Ask permission before you touch or move a mobility aid.
-  * Make sure that audiovisual equipment does not block anyone's view +  * Make sure that audiovisual equipment does not block anyone's view. 
   * Be alert to architectural barriers.   * Be alert to architectural barriers.
   * Be mindful of furniture which may get in the way when you are providing support.   * Be mindful of furniture which may get in the way when you are providing support.
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 **Patrons who are hard of hearing** **Patrons who are hard of hearing**
  
-  * Use non verbal communication - text messages, email, and other communication apps+  * Use non verbal communication - text messages, email, and other communication apps.
   * Be sure you have the person's attention before speaking.   * Be sure you have the person's attention before speaking.
   * Be sure the person can see your face as you speak. Don't put your hand in front of your mouth while you talk or talk as you walk away from the patron.   * Be sure the person can see your face as you speak. Don't put your hand in front of your mouth while you talk or talk as you walk away from the patron.
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   * If a person does not understand your words, try a different phrase.    * If a person does not understand your words, try a different phrase. 
   * Ask the patron to write down a question, or writing down information yourself.   * Ask the patron to write down a question, or writing down information yourself.
-  * Access the [[https://www.communications.gov.au/what-we-do/phone/services-people-disability/accesshub/national-relay-service|National Relay Service]] for support+  * Access the [[https://www.communications.gov.au/what-we-do/phone/services-people-disability/accesshub/national-relay-service|National Relay Service]] for support.
  
 **For the patron who is blind or a patron who has difficulty seeing** **For the patron who is blind or a patron who has difficulty seeing**
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   * Use software with non-text options such as voice-over-IP.   * Use software with non-text options such as voice-over-IP.
   * Provide text on the web site that directs screen-readers to an email form or alternate contact information.   * Provide text on the web site that directs screen-readers to an email form or alternate contact information.
-  * Be aware of what relevant technology your library has, and know how to use it+  * Be aware of what relevant technology your library has, and know how to use it.
  
 [[https://www.ala.org/rusa/sites/ala.org.rusa/files/content/resources/guidelines/GuidelinesVirtualReference_2017.pdf|Guidelines for Implementing and Maintaining Virtual Reference Services]] [[https://www.ala.org/rusa/sites/ala.org.rusa/files/content/resources/guidelines/GuidelinesVirtualReference_2017.pdf|Guidelines for Implementing and Maintaining Virtual Reference Services]]
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 **Exercises for considering disabilities** **Exercises for considering disabilities**
  
-  - Identify possible barriers which make your reference area/service point less approachable?+  - Identify possible barriers which make your reference area/service point less approachable.
   - How do you access the Translating and Interpreting Service (TIS) at your library?   - How do you access the Translating and Interpreting Service (TIS) at your library?
   - Research what apps are available to assist people who are hard of hearing or deaf.  This link has some options to explore[[https://www.hearing.com.au/news-and-articles/top-apps-for-people-with-hearing-loss/| Helpful apps for people with hearing loss]].   - Research what apps are available to assist people who are hard of hearing or deaf.  This link has some options to explore[[https://www.hearing.com.au/news-and-articles/top-apps-for-people-with-hearing-loss/| Helpful apps for people with hearing loss]].
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   * Treat children's questions the same way you treat adults' questions.   * Treat children's questions the same way you treat adults' questions.
   * Match the information you provide with the reading level of the particular child (not just the grade the child is in) and provide the right amount of information for them.   * Match the information you provide with the reading level of the particular child (not just the grade the child is in) and provide the right amount of information for them.
-  * [[Module 10 Children ref-ex]] discusses this in detail.+  * [[Module 10 Children ref-ex|Module 10 Children]] discusses this in detail.
  
 **Working with young adults** **Working with young adults**
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   * The question may come by telephone, but the answer may need to be provided in another format, for example by a reservation, or an e-mail.   * The question may come by telephone, but the answer may need to be provided in another format, for example by a reservation, or an e-mail.
   * Make sure the patron understands the answer. Make sure the patron is ready to take down the answer. "Are you ready for me to read this now?" Offer to spell difficult words or names and check to make sure the patron heard. "Would you like me to repeat that?"   * Make sure the patron understands the answer. Make sure the patron is ready to take down the answer. "Are you ready for me to read this now?" Offer to spell difficult words or names and check to make sure the patron heard. "Would you like me to repeat that?"
-  * Always identify the source of the information first, before giving it. For example, "I'm reading from the 2020 edition of ____, and it says..."; or "I have the 2020 ___ encyclopedia website on my screen, and it says...". Both the title and the date of the source are important, so the patron can evaluate the currency and accuracy of the information.+  *Always identify the source of the information first, before giving it. For example, "I'm reading from the 2025 edition of [name of publication], and it says..."; or "I have the 2025 [name of] encyclopedia website on my screen, and it says...". Both the title and the date of the source are important, so the patron can evaluate the currency and accuracy of the information.
   * Use a standard follow-up question to end the interview, such as, "Does that completely answer your question?".   * Use a standard follow-up question to end the interview, such as, "Does that completely answer your question?".
  
module_3_people_skills_reference_behaviours_ref-ex.1726031320.txt.gz · Last modified: 2024/09/11 00:08 by ita_hanssens