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A Book for All Seasons Why shifting demographics will change the way we read Ryan Klomp, University of Ottawa Tim Nolan, McMaster University.

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Presentation on theme: "A Book for All Seasons Why shifting demographics will change the way we read Ryan Klomp, University of Ottawa Tim Nolan, McMaster University."— Presentation transcript:

1 A Book for All Seasons Why shifting demographics will change the way we read Ryan Klomp, University of Ottawa Tim Nolan, McMaster University

2 CADSPPE Canadian Disability Service Providers in Postsecondary Education

3 Agenda I.Shifting Demographics II.Scope of the Change III.Shifting Technologies IV.Alternative Formats V.A Model for Change

4 Shifting Demographics The changes in the way we read

5 Shifting Demographics Increasing population of individuals with a print disability –Global trends to aging population –Education as a life-long pursuit in knowledge economy Shifting reader base Increased need for innovative technology to support populations with disabilities Issues of access to education

6 Shifting Demographics (2000)

7 Shifting Demographics (2025)

8 Shifting Demographics (2050)

9 Print Disabilities Print disability is present when individuals who for reasons of functional limitations, cannot access print material. This includes individuals who are: –Blind/Visually Impaired –Physical Disabilities –Perceptual Disabilities Learning Disabilities Cognitive Impairments

10 Alternative Formats Electronic Text –Word –WordPerfect –PDF (if accessible) Large Print Braille DAISY (Digital Audio) MP3

11 Scope of the Situation Impacts of inaccessible text

12 Changing Seasons … Limited access to print material results in limited knowledge, limited understanding of the world Limits individuals ability to impact the environment Lowers contributions to economy, community, etc. Perpetual reliance on social programs Most apparent in postsecondary context

13 Education Gap

14 Employment Gap /

15 Postsecondary Context In the Postsecondary context the problems are most acute: –Delays in text titles being identified –Delays in reproduction in alternative formats (timelines/volume) –Reproduction and re-distribution problems –Lack of standards –No systemic cataloguing and sharing international copyright conventions as a barrier

16 Your experience … What is your experience with these issues? –Publisher –Professor –Educational Professionals –Librarian –Personal

17 Shifting Technologies Technologies to support individuals with a print disability

18 Adaptive technologies Any technology that allows individuals to have access to materials that have embedded barriers. –Hardware –Software –Physical Aids

19 Technologies Screen Readers Text-to-Voice DAISY MP3 Kurzweil ™ Screen Magnifiers / Enhancers: Zoomtext™ Refreshable Braille Displays

20 Text-to-Voice Multi-channel text inputs –Focuses concentration (AD[H]D) –Provides access (blind, visually impaired) –Supports decoding and reinforces retention Bi-channel access to text Sample digital voice http://adaptech.daws

21 Shifting User Needs Analogue to digital Large-print to eText Partial transcriptions to full transcriptions (Braille) Static to interactive, e.g. study- aids, workbooks, etc. Textbooks to supplementary readings Print journals to electronic materials

22 Production of Alternative Format

23 Chaffee Amendment –Requires electronic formats from publishers –Allows decentralized reproduction in alternative format Canadian Copyright –Allow decentralized reproduction in electronic, Braille, audio –Covers domestic and international works International conventions –Impact domestic laws that inhibit access to international works

24 Today’s Environment University/Colleges produce any/all formats –Quality of production –Quantity of production –Duplication of efforts –Informal Sharing –Potential for piracy? Publisher’s loose the right to control of reproduction –What … –When … –How much …

25 Potential Solutions Two possible approaches – we must choose: –Decentralized –Centralized

26 A Model of Change Creating Accessible Texts by Design

27 A Publisher-Centered Model 1.Student orders book through store 2.Bookstore contacts publisher 3.Publisher orders book from producer 4.Publisher send book Bookstore To central repository 5.Publisher is credited (tax- deductible) 6.Student buys text

28 A Model for Change Responsibilities Point of alternative format reproduction resides with the publishers Costs associated with the production reside with the government Responsibility for timeliness for identify the title reside with the institution Responsibility for timely production resides with producers Redistribution and collection resides with National library Responsibility to purchase the work resides with the student The model creates a shared level of responsibility and commitment

29 Benefits of Model Copyright Protected - Publishers Have Control No Need for Copyright Exemptions [Chaffe, Section 32(2)] Publishers increase revenue accompanied by tax savings Ensure timely access Texts are accessible by design Issues of reproduction/distribution are addressed Enhanced employment opportunities for persons with disabilities Strategic advantage with educational partners

30 Positive Outcomes Potential for Improved academic performance results in –Higher-graduation rates –Decreased reliance on social support programs –Potential for greater employment opportunities Postsecondary institutions can focus on other aspect of accessibility

31 Outcomes for Alternative Format Producers Encourages More Producers in the Marketplace Encourages Economies of Scale/Scope

32 If you can buy it … so can the consumer Discussion

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