Web accessibility trends in university libraries and library schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose Only properly designed web sites are accessible to people with print disabilities. The purpose of this paper is to follow up on earlier investigations of this kind by looking at the web sites of all 56 ALA‐accredited library schools, and of the libraries on these campuses. Design/methodology/approach Bobby 3.1.1 was used to evaluate compliance with major accessible web design guidelines. In addition, key web pages were checked manually for the presence of skip‐navigation components, and the sites' re‐design status was ascertained. The results were presented in the form of basic descriptive statistics, including percentages of Bobby‐approved pages and the average number of barriers per page. Correlations of the current accessibility data with older data sets and with library school ratings were also calculated. Findings The results indicate that despite an increase in accessibility, only 50 to 60 per cent of the web sites were free of Bobby‐detectable errors. Canadian sites were more accessible than US sites. Contrary to previous findings, recently redesigned sites tended to be more accessible. Highly ranked sites also tended to have higher accessibility scores. US sites showed a random‐like up‐and‐down movement in accessibility status between 2002 and 2006. Research limitations/implications The collected data reflect compliance with only a subset of accessible design principles. Practical implications More education and continued advocacy is needed to increase web accessibility at libraries and library schools and to help establish library schools as models of program accessibility. Originality/value This is the only study that provides trend information about the accessibility of a broader set of library and library school web sites.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.022 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it