LITERATURE SURVEY

ON
(ACADEMIC LIBRARY)
REPORT
Submitted to the Department of Library and Information Science,

School of Open Learning, University of Delhi

Project Work in LIS-Literature Survey and Field Survey Library and

Information Science
2023-2024

Submitted by:- Supervisor

Priyanka Ms. Sadhana
Roll No. SUUG22015547
Course:- BLISc
Semester:- Ist
 DECLARATION

I hereby declare that the Literature Survey entitled “Use of Audio-Visual Devices for Physically
Challenged Childrens in Libraries” is based on the original research work carried out by me
for partial fulfilment of the requirements of the Paper No.106: Project Work in LIS - Literature
Survey and Field Survey, Department of Library and Information Science, School of Open
Learning, University of Delhi, Delhi.

Place: Delhi Name: - Priyanka

Date: 07/01/2024 Roll No: - SUUG22015547
 LIST OF ABBREVIATIONS

1. LISTA- Library, Information Science & Technology Abstract

2. EBSCO- Elton B. Stephens Company
3. LISA- Library and Information Science Abstracts
4. DOAJ- Directory of Open Access Journals
5. JCCC- J-Gate Custom Content for Consortium
6. UGC- University Grants Commission
7. MLA- Modern Language Association of America
8. NLM- National Library of Medicine
9. AT- Assistive Technology
10. PwVI- Persons with Visual Impairment
11. NCR- National Capital Region
12. IT- Indian Institutes of Technology
13. PWDs- Persons with Disabilities
14. TTY- Teletypewriters
15. TDD- Telecommunications Device for the Deaf
16. NVDA- Non -Visual Desktop Access
17. WAI- Web Accessibility Initiative
18. ICHR- Indian Council of Historical Research
 Contents

Declaration i
Certificate ii
List of Abbreviations iii
Contents iv
Preface v
List of Core Journals vi
State of the Art Report
Chapter-1: Introduction 07-09
18.1 Purpose of the Literature Survey 07
18.2 Objectives of the Literature Survey 08
18.3 Scope of the Study 08
18.4 Methodology 09
18.5 Arrangement of Entries 09

Chapter-2: Bibliography with Abstract 10-13

Chapter-3: Assistive Technologies 14-24
 PREFACE

This Literature Survey report on “Use of Audio-Visual Devices for Physically

Challenged Childrens in Libraries” has carried out to fulfill the requirements of
the Paper- B-106: Project Work in LIS – Literature Survey and Field Survey for
the academic session (2022-2023).

The presentation of Literature Survey on Use of Audio-Visual Devices for

Physically Challenged Childrens in Libraries and related studies is grouped
under Three (3) chapters:
Chapter – 1
Introduction
Chapter -2
Assistive Technologies
Chapter – 3
Bibliography with Abstract gives complete citation information about the vari-
ous literatures used in the study with proper abstract according to Modern Lan-
guage Association of America (MLA) Handbook for written of research papers,
7th edition.
 List of Core Journals

S. No List of Core Journals

1 Sage journals

2 Defence Science Journal of Assistive Technology

3 Journal of Education and Practice

4 DESIDOC Journal of Library Information Technology

5 International Journal of Recent Technology and Engineering

7
 Chapter –1

INTRODUCTION

A literature review is an overview of the previously published works on a topic. The

term can refer to a full scholarly paper or a section of a scholarly work such as a book,
or an article. Either way, a literature review is supposed to provide the researcher/author
and the audiences with a general image of the existing knowledge on the topic under
question. A good literature review can ensure that a proper research question has been
asked and a proper theoretical framework and/or research methodology have been cho-
sen. To be precise, a literature review serves to situate the current study within the body
of the relevant literature and to provide context for the reader. In such case, the review
usually precedes the methodology and results sections of the work.
Producing a literature review is often a part of graduate and post-graduate student work,
including in the preparation of a thesis, dissertation, or a journal article. Literature re-
views are also common in a research proposal or prospectus (the document that is ap-
proved before a student formally begins a dissertation or thesis).[1]
A literature review can be a type of review article. In this sense, a literature review is
a scholarly paper that presents the current knowledge including substantive findings as
well as theoretical and methodological contributions to a particular topic. Literature re-
views are secondary sources and do not report new or original experimental work. Most
often associated with academic-oriented literature, such reviews are found in academic
journals and are not to be confused with book reviews, which may also appear in the
same publication. Literature reviews are a basis for research in nearly every academic
field.

8
1.1 PURPOSE OF THE LITERATURE SURVEY

The literature review plays a very important role in the research process. It is a source
from where research ideas are drawn and developed into concepts and finally theories.
It also provides the researcher a bird’s eye view about the research done in that area so
far. Depending on what is observed in the literature review, a researcher will understand
where his/her research stands. Here in this literature survey, all primary, secondary and
tertiary sources of information were searched. The study of literature on “Use of
Information Sources in College Libraries” in general and in the field of library and
information science particular revealed several efforts made by the scholars in different
discipline.
The purpose of the literature survey is to collect a lot of number of journals article about
a particular topic like as I have collected 47 articles of “Use of Information Sources in
College Libraries” with abstract. The main aim of this collection is to provide a guide-
line and brief information of researcher, user and other person who want information
about this topic.

1.2 OBJECTIVES OF THE LITERATURE SURVEY

The main objective of the Literature survey is to:

(i) know who writes, what and where about (Use of Information Sources in
College Libraries);
(ii) identify the tools and sources of (Use of Information Sources in College
Libraries), and
(iii) prepare the relevant bibliographic entries with abstract of the related topic.

9
1.3 SCOPE OF THE STUDY

The literature survey is conducted for the period 2018 - 2019. It includes the articles of
journals, which are subscribed by the Central Library, University of Delhi, Delhi. A
search has been conducted on the terms “Use of Information Sources”, “Periodicals”,
“Newspapers”, “Electronic Information Sources” in LISA, Emerald, LISTA, Science
direct, EBSCO and other database to complete review of literature for the proposed
study, including search on e-journals websites. In addition to above searches,
bibliography of journal article are also reviewed for more sources as well as websites
and consulted various eminent experts.

1.4 METHODOLOGY

For preparing of this literature survey, I have taken a lot of steps for collecting the
articles about the “Use of Audio-Visual Technologies for disabled students in
Libraries”. First Sir/madam, told us about the what is literature survey and what are the
steps involved for preparing it. He had given me the topic – “Use of Audio-Visual
Technologies for disabled students in Libraries” for the survey. I went to the
department library and central library for collecting articles from journals on my
assigned topic. I
also consulted electronic resources for collecting articles such as emerald,
JCCC@UGC Infonet, Open-J gate, Directory of Open Access Journals (DOAJ), etc.
After the verification of the entries of the articles by the supervisor my last was the
preparation of the report.

10
1.5 ARRANGEMENT OF ENTRIES

All the entries of the literature survey are arranged alphabetically by surname of the
author according to Modern Language Association of America (MLA) handbook for
writers of research papers, 7th edition. The prescribed style is used throughout the
literature survey report including
within the text. All the bibliographical entities including review with abstract and
without abstract are presented in the report.

11
 CHAPTER-2
Introduction:
In 21st century, libraries have been changed in a revolutionary way due to use of various in-
formation and communication technologies and its application in libraries, library services
and products as well as library activities. While visually impaired students are pursuing
higher education, there is greater challenge to streamline them in this educational
environment. They are not expected to receive only text-based information as per syllabus
but also to get all related information that will help them to develop their personality. In
order to make visually impaired students self- reliant they should have access to the
instructions, assignments, self-learning and various e-resources. One of the various ways to
support them is providing all the assistive technologies to improve their performance in
educational endeavor.
Definition of Assistive Technology:
“Assistive technology (AT) is any item, piece of equipment, software program, or product
system that is used to increase, maintain, or improve the functional capabilities of persons
with disabilities.”
Assistive Technologies in Libraries: Assistive technology is also called ‘adaptive technol-
ogy’, which enables blind, partially blind, disabled students to live independently. Blind stu-
dents can listen to screen text even if they cannot see it. Partially blind students can read
computer screen text by increasing the font size through screen magnification software. Those
students who are unable to handle the mouse and keyboard, can enter data on the computer
by making use of smart keys specially designed for them. This is possible through various
software with specially designed devices. Library staff should also be aware of such software
and devices with proper training to handle it effectively. It is expected that the web page of
the library shall be supported with screen reading software and follow guidelines for Web
Accessibility initiatives. The library infrastructure, services, products, materials and programs
shall be accessible for persons with disabilities through disability concern assistive
technologies and devices. The assistive tools and applications such as braille and talking
books, variable speech control recorder, screen reader software, scanning and reading
appliances, audio library system, tactile graphics etc. can be made available by the libraries to
visually impaired students to improve the accessibility initiative. For developing knowledge
society, it is essential to provide assistive technology by libraries to visually impaired
students.

12
High-tech and Low-tech: AT for Every Library
AT devices can vary in complexity from very simple, low-tech devices, such as easy grasp
pencils and tactile globes, to more complex, higher-tech ones, such as page-turners and
text-to-speech software.

Pencils with soft grips are easier for students with physical disabilities to hold onto.

High-tech forms of AT are usually based on existing information technology. An adaptive

keyboard is one example. New developments are constantly being created. For example,
Google Glass has exciting potential for meeting any number of assistive technology needs
all at once. Its hands-free capacity can allow persons with physical disabilities access to
electronic resources more easily if they are unable to operate a mouse or trackpad, and the
bone-conduction speaker it employs can transmit audio from screen readers, for example,
directly to the user's inner ear, maintaining privacy and allowing screen readers to be used
in environments where they might otherwise be disruptive.

13
 A man shows how easy it is to wear Google Glass.

Also, not all AT is electronic or computer-based. Other forms of AT include:

1. Desks or tables that adjust to the appropriate height for students who use wheelchairs or
who have other mobility impairments.
2. A large print map for students with low-vision.
3. Student tracking programs to help students with learning disabilities.
4. Crayons with built up handles to help students with fine motor disabilities.

A student who uses a wheelchair is able to sit at a table because it has been adjusted to the appropriate height.

14
Hearing Disabilities
Students with hearing disabilities need improved visual cues and text descriptions. Exam-
ples of AT of potential use to those with hearing disabilities include: closed-captioned visual
resources (some programs / websites do this automatically, like YouTube, hearing loops, aka
audio loop, video phones; instant messaging; TTD/TTY phones; headphones audio that is
specifically designed to send both audio channels into both ears of any headphone; screen
flash (where apps or programs are designed to flash instead of relying on audio to get your
attention); and communication boards (analog or digital).
Learning Disabilities
Useful AT for students with learning disabilities includes tools to improve focus and provide
extra educational guidance.
Some examples of AT of potential use to those with learning disabilities include: Kurzweil
reading software / text-to-voice synthesizers (now built into most devices and operating sys-
tems); speech recognition programs and other dictation features; word recognition and word
prediction features; pens that scan text to read it aloud and define words; e-Books with inter-
active glossaries, adjustable Lexile levels, and text-to-speech; and Bookshare and Learning
Ally.
Also, large text is easier to focus on. Apps for mobile phones and tablets are a convenient
option and they are often free. There are apps for dysgraphia, dyslexia, and other learning
disabilities.
Intellectual or Developmental Disabilities
Many of the tools helpful to students with other disabilities are beneficial for those with cog-
nitive disabilities, especially those that provide extra help and guidance communicating and
carrying out sequences of tasks.
Some examples of AT of potential use to those with intellectual or developmental disabilities
are: communication boards (both physical displays and portable electronic handheld de-
vices, and also in the form of apps for mobile phones and tablets); and "tip sheets" or apps
that guide students through common library tasks such as checking out a book are possible
accommodations.

15
Assistive technologies for Visually Impaired Students/ Teachers/ Readers:
1. Screen reading software: Screen reader is an important type of assistive technology
with the help of which the information in the form of text and images on the computer can
be read. The screen reader software are useful for students who are blind, partially blind,
visually impaired, and deprived of education because of weal eyesight. Even though blind
students cannot read like normal students, they can better understand the text with the help
of screen reader software. Free and opensource screen reader NVDA (Non -Visual Desktop
Access) by ‘NV Access for Microsoft Windows Operating System’ and commercially avail-
able JAWS (Job Access with Speech) screen reader are most popular. Other screen reader
software contain Open book, Zoom Text, Kurzweil, Voice Over, BRELTTY, ORCA, Web
Anywhere.
2 Screen Magnification software: MAGic screen magnification software allows users to
customize the computer's monitor view for ease of reading. Screen magnification software
enables low vision people or readers to operate the computer independently.
This screen magnification software has following features.
i) Screen magnification software increases the size of a computer screen from 1.1 to
36 times, making it easier for low vision readers to operate a computer.
ii) This software is with color enhancement feature which reduces glare and eye fa-
tigue.
iii) With this software, low vision readers can easily find and track the mouse.
iv) It helps to locate the cursor with colorization.
v) Screen magnification software is basically featured by a human voice which can
help to read documents, e-mails and web pages.
vi) It is supported with large-print user guide and more than five hours of basic train-
ing in accessible DAISY text and audio.
vii) There are two options available in this software, with speech and without speech.

3 SAFA: Screen Access for All SAFA is an open-source software. This Screen Reading
Software has been developed by Media Lab Asia and National Association of Blind (NAB),
Delhi. This software supports various Indian languages like Marathi, Hindi, English and
Sanskrit, With the help of this software, visual impaired users can read and write in their
own language. SAFA software detects text language.
4 Low Vision Devices Kit: Low vision tools are very useful for low vision readers as these
tools enable the visually impaired students or readers to make more use of their vision so
that they can perform daily tasks more easily and enthusiastically. Vision tools like optical
and non-optical aids are very easy to use and they are relatively inexpensive but digital and
electronic devices can be a bit difficult and expensive to use, however such devices require
training in every library for low vision students to use them effectively.
16
Some of the low vision tools are given below.
1 Spectacles:
i) Prismatic Spectacles 10D: Prismatic Spectacles are useful reading aids for visually
impaired people and students with low vision. Prismatic Spectacles allow blind stu-
dents to read with both eyes at the same time. The lens is 20 mm high and 35 mm
wide. These lenses are light and brake resistant. They are coated with Broadband
anti-reflective (BBAR) coatings, anti-scratch coating, which reduces reflection and
glare and increases the scratch resistance of the lens. These lenses are available in
4D, 6D, 8D, 10D, 12D variants.
ii) Aspheric Spectacles 20D: (Recommended for monocular vision) Available in two
powers 16D and 20D.
2 Lenses of Different size and Features Fresnal book Magnifier: Fresnal book Magnifier
are most suitable for reading books and newspaper.
These are available in two types of lenses like Twin lens and Hard lens.
Hand Held Magnifier:
These magnifiers are provided with special handle to hold firmly on reading material.
They are available in different sizes
1. Square 32mm 12D,
2. Round 75mm 5D & 12D,
3. 75mm -8D

17
Pocket Magnifier:
Various magnifiers useful for visually impaired students, teachers and readers are: Pocket
Magnifier 32mm- Square –
Pocket Magnifier –Pen with Magnifier –
Illuminated Magnifier 28D with Torch –
Illuminated Magnifier 20D with Torch –
RUBY (Handheld Video Magnifier): The Ruby is a handheld video magnifier that is small
in size and light in weight. It means it can be carried anywhere, even from your pocket or
hand purse. It Helps blind students to read and view a document. This magnifier is great for
reading bills, letters, checks and receipts. Ruby is easy to use and available in two models
viz. RUBY and RUBY + in US and Canada.

3. Plex Talk device: Plex talk device is a lightweight device with the help of which a visual
impaired student can read. It is a digital book player, Mp3 music player and voice recorder,
which one can take anytime, anywhere and it eliminates the difficulties in the education of a
low vision student. Plex talk device is one such device which looks like a keypad but has no
numerous buttons like the keypad.

Plex Talk device

There are only 10 buttons on it with a display on those buttons. That display can be kept
on/off by blind students because this device has a talking system.
Some important features of Plex talk device are: - Plex talk device is DAISY Book
player, Mp3 Player and voice recorder. - It can take files from PC to this device and can
transfer files from this device to PC using USB cable. - This device basically has speakers
and stereo earphones. - The battery in this device is rechargeable. It also includes an AC
Adapter. - The size of this device is 2.2 x 4.4 x 0.6 with a Weight of 110 grams. hence it is a
lightweight device. - This device requires Windows 2000, XP or Vista system. - Memory
18
card drive specifications - Type SD/SDHC - FM radio facility is also available in this
device.
4. Type Ability:
Keyboard Learning Software: This software is specially designed for visual impaired stu-
dents to learn computer keyboard. Just like typists’ type using 10 fingers, visual impaired
students can learn computer keyboard with the help of this software. This software is com-
patible with Jaws screen reader software. In order to develop typing skills, to increase typ-
ing speed, 99 lessons have been completed in this software. With the help of lesson wise
guidance in this software, low vision students can learn to read and type. It also has a facil-
ity for teachers to create lessons in software and see how the students are typing in the pro-
cess. Each user can also set their typing level.
EL-Braille Note Taker Machine: EL-Braille note taker machine is of 5th generation and it
has a 14 cell Braille Display. It can be taken anytime, anywhere.

EL-Braille Note Taker Machine

It has a friendly 8-dot keyboard and Bluetooth 4.1 and USB-C connectivity. The Focus 14
Blue can be paired for smartphones, iPads, tablets and other mobile devices. EL-Braille
Note Taker Machines is featured with A Braille Display, provision of Braille Keyboard,
Latest Windows 10, Latest Jaws V17, 64 GB Internal Memory with 32 GB SD Card, Blue
Tooth, Wi-Fi and A phone with SIM card slot Lan-USB ports.
Kibo XS device: It is a device useful for converting text books in accessible form for
visually impaired students.
The Kibo XS Device helps you do the following things.
1. Kibo Access Device reads any printed and handwritten document in audio format.
2. The device can translate any of your documents in more than 100 languages.
3. With Kibo Access Device, you can download any of your translated/original
Documents in editable Unicode format Like .doc, .docx, .txt, .zip.
19
 4. The 11 languages in which Kibo XS device translates a document are Hindi, Punjabi,
Gujarati, Marathi, Telugu, Kannada, Tamil, Malayalam, Sanskrit, English.
5. The weight of the device is less than 400g, which makes it a portable device.
Web Accessibility Initiative (WAI): In the future, in order to increase content accessibility,
new adaptation approaches could be investigated by leveraging open data and standards to-
gether with emerging web technologies. The Web has become an integral part of today's
modern technology in daily life of people Students with disabilities shall use it in a normal
way. For example, if a student cannot hear, he can use captions to watch the video, If one
cannot type, he can type using a mouth stick And if it doesn't look right, it can use a screen
reader to read aloud. Digital collection made available on the library web should be sup-
ported by screen readers. For Accessibility to library notice board, existing e-resources as-
sistive technology should be promoted. Assistive software and equipment, training, trained
staff, user friendly devices and use of standards in web accessibility is a necessary
requirement.
4. Methodology
The qualitative approach was used as the methodology of this research. The qualitative
approach is characterized as being qualitatively descriptive. The data sources that were
obtained directly via direct interviews with the persons who were the topic of the research
will serve as the foundation for the discussion. The sample included 60 students with
disabilities from four different schools in Abha City in Saudi Arabia.
The great majority of the information was gleaned via the use of handwritten notes, video
recorders, audio recorders, and tape recorders. This investigation made use of many
different kinds of data, including primary data obtained through oral or interview-based
methods and secondary data collected from existing data sources, such as data that had
been previously archived. Both primary and secondary data were utilized in this
investigation. Inter- view-based methods were used throughout the majority of the data
collection process. To gather information for this study, the researchers used a wide range
of methods, one of which was research carried out in the field. To provide a further level
of specificity, the re- searchers fulfilled their information requirements by doing a field
study.

20
5. Discussion: In an ICT driven environment, at international and national level the efforts
initiated to provide maximum services in all fields to the persons with disabilities have been
relentlessly brought out useful outcomes. The rights conferred to them through the legisla-
tion have been provided at their doorstep and the libraries can offer a greater role in educa-
tion to provide all its information services and products through the assistive technologies.
The proper training and education to library staff as well as visually impaired persons with
disabilities is need of the time. Along with the provision of these assistive technologies,
Web Accessibility Initiative (WAI) will further contribute towards making easy access of e-
journals and e-database to visually impaired students and teachers. Providing braille conver-
sion software and alternative format services will certainly add to the value of efforts of-
fered by libraries to the visually impaired students/ teachers. Considering all these aspects,
creating virtual learning environment in education institutions must have a top priority in
which the visually impaired students can avail all the necessary facilities for catering to
their all-educational needs.

6. Conclusion: The libraries are supposed to make available various assistive technologies
for students, teachers and readers who are visually impaired to make them capable for
teaching, learning and reading, through these assistive technologies, they can exploit all the
information services and products and library facilities as a general reader can exploit
through creation of virtual learning environment. Specific legal provisions for use of assis-
tive technologies to offer better library services to student with disabilities be followed by
all libraries and information centers. All reading resources must be made available by fol-
lowing standard accessibility guidelines with trained staff and user-friendly devices. There-
fore, use of assistive technologies in libraries for visually impaired readers would certainly
streamline them into the educational process without any lacunas and difficulty to access all
types of resources. It will certainly help to improve the capabilities of visually impaired stu-
dents, teachers and readers.

21
 Reference:-

1. Reference: Tripathi, Manorama; Shukla, Archana (2014). Use of Assistive

Technologies in Academic Libraries: A Survey, Assistive Technology, 26:2, 105-118,
DOI: 10.1080/10400435.2013.853329 Retrieved from https://www.atia.org/home/at-re-
sources/what-is-at/
2. Ferati, M., Vogel, B., Kurti, A., Raufi, B., & Astals, D. S. (2012). Web accessibility
for visually impaired people: requirements and design issues. In Usability-and Accessi-
bility-Focused Requirements Engineering (pp. 79-96).
3. Springer, Cham.Shanimon, S., & Rateesh, K. N. (2014). Theoretizing the Models of Dis-
ability Philosophical Social and Medical Concepts- An Empirical Research Based on
Existing Literature. International Journal of Scientific and Research Publications, 4(6),
1–7.
4. Ghosal, A., & Chandra, A. (2019). The Social Model: Disability as a socially constructed
Phenomenon, International Journal of Engineering Development and Research, 7(2),
381–384.
https://www.ijedr.org/papers/IJEDR1902071.pdf

5. National Commission Persons with Disability. (2007). Rights, not Charity: Guidelines
towards an Inclusive Society and a Positive Difference in the Lives of Maltese and
Gozitan Disabled People.
http://crpd.org.mt/wpcontent/uploads/2016/07/Dritijiet-mhux-karita-EN.pdf
6. Adeyoyin, S. O. (2005). Strategic planning for marketing library services. Library man-
agement, 26(8/9), 494-507.
https://doi.org/10.1108/01435120510631783.
7. Carson, G. (2009). The Social Model of Disability. Scotland: Scottish Accessible Infor-
mation Forum.
http://www.saifscotland.org.uk/wp-content/uploads/2014/04/social-model-of-disabil-
ity.pdf

22
 Chapter -3

Abstract with bibliography

1. As a library, NLM provides access to scientific literature. Inclusion in an NLM data

base does not imply endorsement of, or agreement with, the contents by NLM or the
National Institutes of Health.
Learn more: PMC Disclaimer | PMC Copyright Notice Afr J Disabil. 2023; 12: 1141.
Published online 2023 Aug 31. DOI: 10.4102/ajod.v12i0.1141
PMCID: PMC1047622
Abstract
Assistive technologies (ATs) enable persons with visual impairment (PwVI) to equitably
benefit from public library resources and services as their sighted counterparts. However,
the extent to which this facility is available and used at public libraries in less-developed
countries remains largely unknown. This study reports on the investigation done on the
availability and use of ATs by PwVI at public libraries in the cities of Ekurhuleni and
Johannesburg in South Africa. The study used a multimethod and explanatory sequential
design in which data were collected through questionnaires administered with 131 librarians
and interviews held with 10 PwVI. The findings of the study point towards inadequate
availability of computers with internet services, audiotapes, screen magnifying and reading
software, and these were used for, among others, leisure, research, job searching and
communication.
The study concludes that certain ATs were inadequately available and used by PwVI at some
libraries in the cities of Ekurhuleni and Johannesburg. The study recommends training for
PwVI on how to use ATs, marketing of available ATs, training of staff on how to render AT-
based services as well as management availing adequate budget for the development of AT-
based collection. The study contributes to the understanding of the types of ATs available and
used by PwVI in public libraries.
Keywords: assistive technologies, persons with visual impairment, print disability, City of
Ekurhuleni (CoE), City of Johannesburg (CoJ), South Africa

23
2. SANAMAN, GAREEMA and Kumar, Shailendra, "Assistive Technologies for People
with Disabilities in National Capital Region Libraries of India" (2014). Library Philos-
ophy and Practice (e-journal). 1200. http://digitalcommons.unl.edu/libphilprac/1200
Abstract T
his paper aims to study the current status of the various Assistive Technology facilities avail-
able for the people with disabilities in National Capital Region Libraries, India. The study
depicts the lack of Assistive Technology facilities in National Capital Region libraries. The
study concludes that there are negligible amount of Assistive Technology facilities for the
deaf/hearing impaired and locomotor impaired users in the institutions/libraries. Research
limitation: The total number of 15 libraries was selected for the study as there were many
libraries that do not have the sufficient Assistive Technology facilities to serve the people
with disabilities. Research implication: This study will prove useful for the LIS profession-
als and the research community to provide an insight into the current status of the Assistive
Technologies available in NCR Libraries, India. Originality/value: This paper identifies the
current status of the Assistive Technology facilities available for the people with disabilities
in NCR Libraries as there is almost no literature and research available which is relevant to
this area.
Keywords: Assistive Technology, People with Disabilities, NCR, Assistive Software,
Assistive Hardware
3 .DESIDOC Journal of Library & Information Technology, Vol. 42, No. 2, March
2022, pp. 130-135, DOI : 10.14429/djlit.42.2.17558 2022, DESIDOC
Abhay Chaurasia, and Ajay Pratap Singh Banaras Hindu University, Varanasi - 221
005, India $ Raja Rammohun Roy Library Foundation, Kolkata - 700 064, India
E-mail: abhay.chaurasia17@bhu.ac.in
Abstract
This paper aims to give a brief about the services provided by libraries to disable library us-
ers using software and hardware technologies. In this era, the development of technologies,
information and communication technologies, etc., is widespread and being disseminated
and published globally. Usually, it is convenient for a library professional to differentiate be-
tween individuals in need of assistance. This paper emphasizes specialized equipment, tech-
nologies, and services that provide a barrier-free environment to the disabled users in librar-
ies and information Centre’s, leading to many technological innovations and advancements
for general and disabled persons. This study will be helpful for persons with disabilities, LIS
specialists, and other professional communities to provide information about the situation
and the variety of assistive technologies available in libraries.
Keywords: Library services; Information services; Technologies for persons with disabili-
ties; Assistive technologies.
24
4. JOURNAL OF INDIAN LIBRARY ASSOCIATION, VOL. 58 (2), APRIL - JUNE,
2022
Ms. Babita Yadav Research Scholar, Department of Library and Information Science,
Mizoram University, Aizawl – 796 004, MIZORAM, INDIA. Email: babitan-
ica@gmail.com (Corresponding author) Dr. S. N. Singh Professor, Department of Li-
brary and Information Science, Mizoram University, Aizawl – 796 004, MIZORAM,
INDIA. Email: drsinghsn@yahoo.com
Abstract
This research study aims to identify assistive tools for persons with disabilities and the satis-
faction with information services provided by the libraries of the Indian Institutes of Tech-
nology (IIT). Students from the top ten IITs (Indian Institutes of Technology) were targeted
for this survey research study. The students were enrolled in undergraduate, postgraduate,
and doctoral programs. A semi structured questionnaire was designed in the print and web
formats to seek their opinions on assistive technologies. A snowball sampling technique was
used to collect data from the students with disabilities. A total of 217 samples were collected
and tabulated into graphs and charts. The respondents gave positive feedback on the services
and infrastructure provided by the IIT libraries to persons with disabilities. They were satis-
fied with the assistive tools and outreach but needed more training on the use of emerging
technologies and services. They made a heavy use of laptops and mobile devices to access
library resources and services. They were somehow dependent on the library and empha-
sized that library staff should be trained in helping and assisting students with disabilities.
Many research studies have been conducted globally and in India. This research study was
conducted in one of the premier institutions of India. The research findings are pretty in-
sightful on the feedback of persons with disabilities on the library services. The findings
would be helpful for policymakers and librarians who wish to design a lab for or provide
services to persons with disabilities. Keywords: Persons with Disabilities, Assistive Technol-
ogies, Inclusive Services, Inclusive Library, Information Services, Library Services, Special
Services, IIT Libraries

25
5. Indian Journal of Information, Library & Society, 34, 3-4(2021):
Research Scholar, Department of Library and Information Science, Shivaji University,
Kolhapur, vijayyadav99@gmail.com
Research Guide & Deputy Librarian, Barr. BalasahebKhardekar Knowledge Resource
Centre, Shivaji University, Kolhapur – Maharashtra (India), dbs.lib@unishivaji.ac.in
Associate Professor, Department of Library and Information Science, RashTrasant
Tukadoji Maharaj Nagpur University, Nagpur, Maharashtra (India),
shalinilihitkar2015@gmail.com
Abstract
The spirit of the first three laws propounded by Dr. S. R. Ranganathan stressed on equal op-
portunities to all readers-both normal and ab normal which are taken as the guiding princi-
ples for providing library services to all without any discrimination. This includes students
with disabilities like visually impaired, hearing impaired and physically disabled and so on.
This study makes an attempt to apply the spirit of the five laws of library science and estab-
lished norms as the guiding principles for providing library services to persons with disabili-
ties (PWDs). Also tried to enumerate the assistive technologies to be used by the libraries
for providing effective services to persons with disabilities (PWDs)and tries to unearth the
extent to which such principles are put into practice.
Keywords: Five Laws of Library Science, Library services, People with Disabilities

6. Josiline Phiri Chigwada

https://orcid.org/0000-0003-0964-3582
Chinhoyi University of Technology, Zimbabwe
Josephine Dinar Phiri
University of Zimbabwe, Zimbabwe
ABSTRACT
Access to information for all is a major component of library and information science in this
digital era. Libraries in institutions of higher learning are mandated to provide information
to all the patrons regardless of their ability to deal with the issue of inclusivity and social
justice. A study on the innovations was conducted specifically for patrons with special needs
in academic libraries. Different assistive technological types of equipment were outlined as
well as the challenges encountered when using the assistive technology tools and applica-
tions. The observation was done at one of the academic libraries, and it was discovered that
the library has a disability center that is used by patrons with special needs and manned by
a trained librarian. The authors recommend the introduction of such services in all the aca-
demic libraries to cater to patrons with special needs.

26
7. International Education Studies; Vol. 14, No. 7; 2021
ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science and Education
1 Department of Special Education, Faculty of Education, Anadolu University,
Eskişehir, Turkey Correspondence: Elif Akay, Department of Special Education, Fac-
ulty of Education, Anadolu University, Eskişehir, Turkey. E-mail: eli-
fakay@anadolu.edu.tr
doi:10.5539/ies.v14n7p1 URL: https://doi.org/10.5539/ies.v14n7p1
Abstract
Learning is the process of restructuring mental schemas through adaptation to new experi-
ences. Instructional materials help form a suitable and individualized educational environ-
ment for students with hearing loss while facilitating lexical development and comprehen-
sion of academic content. This case study aims to demonstrate the contribution of visual and
audiovisual materials to the efficiency of the Social Studies Course for 4th-grade students
with hearing loss. Findings of the study have been collected through video recordings of the
lessons, validity meetings, the research log, realia, photographs/images, graphic organizers,
and educational videos/documentaries. Data analysis demonstrates that the use of visual and
audiovisual materials contributes substantially to students’ (a) comprehension of the ques-
tions and explanations, (b) participation in and drawing conclusions from classroom discus-
sions, and (c) understanding of new vocabulary and concepts. Based on the results, it can be
argued that the use of visual and auditory materials presented so as to cater to the individual
needs of the students, together with various educational strategies, provides significant ad-
vantages in the acquisition of academic knowledge by students with hearing loss.

27
8. DESIDOC Journal of Library & Information Technology, Vol. 36, No. 3, March
2016, pp. 93-
97 DOI: 10.14429/djlit.36.3.9803 2016, DESIDOC

Abstract:
This study has two primary objectives: first, to determine whether or not students with vis-
ual impairments make use of multimedia services, and second, to compile a list of the chal-
lenges that handicapped face while attempting to use such services. This research was a de-
scriptive qualitative field study that used a qualitative technique of qualitative description.
In addition to interviews and written documentation, observation was another method that
was used while compiling this data. The study is significant as it shows the availability of
media services in schools’ libraries for students with disabilities. According to the findings
of this investigation, pupils seem to make effective use of the multimedia services provided
by the library for patrons with disabilities. The library offers a variety of services and amen-
ities. Students use of technology, such as laptops and projectors, to get access to material
via both visual and audible channels might be seen as evidence that they have achieved this
goal. The inadequacy of the service infrastructure and the antiquated nature of the technol-
ogy makes it difficult to make use of the benefits offered by multimedia services. In addition,
there is a severe lack of librarians with experience working with
multimedia technology in the world's educational institutions at the present moment.
Keywords: Multimedia, Disability, Utilization, Libraries.

28
 FIELD SURVEY
On
Use Of Audio-Visual Devices for
Physically Disabled children In
College Library
PROJECT

Submitted to the Department of Library and Information-

Science, School of Open Learning, University of Delhi
In partial fulfilment of the requirements of the Paper No
106 : Project Work in LIS-Literature Survey and Field
Survey Library and Information Science

2023-2024

Submitted by Supervisor

Priyanka Ms. Sadhana

Roll No. 22-1-16-100367

© Department of Distance & Continuing Education, Campus of Open Learning, School of Open Learning,

29
 University of Delhi

INDIAN COUNCIL OF HISTORICAL RESEARCH

The Indian Council of Historical Research (ICHR) is a captive body of the Ministry of
Education, Government of India established by an Administrative Order. The body has
provided financial assistance to historians and scholars through fellowships, grants, and
symposia.
The ICHR receives grants-in-aid from the Department of Higher Education, grants-in-
aid from various Indian states, private donations, and the proceeds of revenues from the
sale of publications of the ICHR. The ICHR is based in Delhi, with regional centres
in Pune (Maharashtra), Bengaluru (Karnataka), and Guwahati (Assam).
It was established on 27 March 1972.
Its first chairman was the historian Ram Sharan Sharma.[1] Historians who have served
as members or functionaries of the ICHR include Irfan Habib, Tapan Raychaudhuri,
and Barun De.

30
Objectives:

The objectives of the ICHR, as enunciated in the initial pamphlet published by the De-
partment of Education, Government of India in 1972 are as under:
• to bring historians together and provide a forum for the exchange of views between
them;
• to give a national direction to objective and scientific writing of history and to have
rational presentation and interpretation of history;
• to promote, accelerate and coordinate research in history with special emphasis on ar-
eas that have not received adequate attention so far;
• to promote and coordinate a balanced distribution of research effort over different ar-
eas; and
• to elicit support and recognition for historical research from all concerned and ensure
the necessary dissemination and use of results.

Organization

The ICHR is headed by an Honorary Chairman. The Member Secretary functions as the
Secretary of the Governing Council during its General Body and special meetings and as
the day-to-day Head of the Department in ICHR.
The Members of the Council of ICHR (Governing Body) are nominated for a period of
three years. The Chairman of the Council of ICHR is nominated by the Department of
Education in an honorary capacity and his term is not co-terminus with that of the mem-
bers of the Constituted Council. The day-to-day functioning of the ICHR is looked after
by the Director who acts as ex officio Member Secretary of the Council. In 1991, a trend
was started to have a separate post of Member Secretary of the ICHR, with Profes-
sor MGS Narayanan being selected as the First Member Secretary of ICHR. The institu-
tion has been continually embroiled in intra-rivalries between the Chairmen, Member
Secretaries, and the Directors, at the cost of historical research. The main reason, as per
many, has been the deputing of persons from here and there as the Member Secretaries
and the undermining the office of the Chairman and the Director of the institution.

31
Chairmen

• K.M. Acharya (acting), 2007 - 2007

• Sabyasachi Bhattacharya, 4 March 2007 – 3 March 2010
• Sabyasachi Bhattacharya (acting), 4 April 2010 – 20 May 2011
• Basudev Chatterjee, 20 May 2011 - 2014
• Yellapragada Sudershan Rao, 28 June 2014 - 26 June 2017
• A.P Jamkhedkar, 15 February 2018 – 14 January 2022
• Raghuvendra Tanwar, 14 January 2022 – present

Composition of the Council

The ICHR Council consists of the following members:
• Nineteen historians nominated by the Government of India, with one of them being
appointed as the Chairman of the Council
• Representative of the University Grants Commission
• Director General of the Archaeological Survey of India
• Director General of the National Archives of India
• Four persons to represent government who shall be nominated by the Government of
India and which shall include one representative each of the Ministry of Education,
the Department of Culture and the Ministry of Finance, and
• the Member Secretary, who is appointed by the Council of the ICHR on a deputation
basis for a period of three years, with the approval of the Ministry of Human Re-
source Development, Government of India.

Publications

The ICHR publishes online as well as on print media. It publishes two journals: the In-
dian Historical Review (bi-annually) and Itihas (in Hindi). It also provides publication
subsidies to seminars, books, congress proceedings, and journals. The editing and publi-
cation has been outsourced to certain publishing houses.

32
 Library

LIBRARY RULES

 When you are inside the library keep yourself engaged and don’t disturb
others.
 When you are entering the library please carry your identity card.
 Do not lend your identity card to others, do not use others identity cards.
 Leave your bags, books, notebooks, notes, etc. in the place allotted,
except whitepaper (for taking down notes) no other material is allowed.
 If you are not able to replace the books in proper place, just leave it on
the table; do not keep in wrong place.
 Please avoid hiding books in different place.
 Use of mobile phones and smoking is not permissible in the library.
 Library is a service organization, not only for today but, for generations.
So kindly avoid tampering with books or any other document.
 Marking the contents of books is not permissible.

In case you have any complaints or suggestions feel free to approach the librarian or
write your suggestions views/complaints and drop it in the suggestion box in the library.

33
 Library PROFILE

Name of the College Indian Council of Historical Research

Address 35, Firoz Shah Road, Mandi House, Delhi

Type of Institution Government

Name of the Librarian/ Dr. Jyotsna Arora
In-charge (Librarian)
Website www.ichr.ac.in
Year of establishment 27th March 1972

Library Automated Yes

Name of Software Koha

Library Committee Yes

The above table shows the college profile, which contains Name of the College, Name
of the Library, Name of the Librarian/in-charge, Website, Year of establishment, Library
opening Hours, etc.

34
Types of Information Sources ICHR

Books (Reference and Textbook) 95,000

Subscribed Journals 234

Subscribed Magazines 172

Newspaper 26

Chart Title

100000
80000
60000 Column2
40000 Column1
20000
Series 1
0
Books Subscribed Subscribed Newspaper
(Refrence and Journals Magzines
Textbook)

Series 1 Column1 Column2

The above table and graph shows Books and Other resources.

35
 Electronic Resources

S. No. Resources ICHR

1. E – Books Yes
2. E – Journals Yes
3. Educational CDs Yes

4. Online Access to da- No

tabase

The above table shows that college has electronic resources.

36
 Tools/Equipment
S. No. Tools/ Equipment ICHR

1. Computers 340

2. Printers 22

3. Television 2

4. Scanner 5

5. Projector 18

6. Telephone 25

7. Barcode Reader 4

8. Braille Equipment 15

Chart Title
400

350

300

250

200

150

100

50

0
Computers Printers Television Scanner Projector Telephone Barcode Braille
Reader Equipment

Series 1 Column1 Column2

The above table shows that which tools/equipment are in their college library.
This college having Braille facility. In this facility they provide audio to the stu-
dents and having some Braille books also.
37
 Services

S. No. Services ICHR

1. Book lending Yes

2. Inter library loan Yes
3. Abstracting Services Yes
4. Indexing Services Yes
5. Reference Services Yes
6. Newspaper Clipping Yes
7. OPAC Yes
8. Routing of Periodicals Yes
9. User Education Yes
10. Open Access Yes
11. Multimedia Services Yes
12. Compilation of bibliographies Yes
13. Internet Yes
14. Printing No
15. Scanning Yes

The above table 8 shows that college providing lots of services to their users.

38
FINDINGS, CONCLUSION AND SUGGESTIONS
(Findings, Conclusion and suggestions of Literature Survey and Field Survey)
FINDINGS
Reading material may be in existence in a library, but cannot be utilized by users
unless there is adequate manpower to service and make them available. The li-
brary staff acts as mediator between the documents and the readers. It is human
being run an organization. The usefulness of a library and its collection depends
on the initiative and efficiency of the library staff. The study reveals that St.
Stephans College Library has maximum staff strength. The library mostly run by
qualified staff. The staff of St. Stephans College Library is very active and help-
ful.

CONCLUSION
The result of the field survey indicates that the existing resources and services of
the St. Stephans college library is almost up to requisite standard. They need im-
provement in terms of faculty, facilities and services up to a level where they can
function as the active part of the network. They will have to be modernized in or-
der to be able to takeout the challenge of providing effective support to fulfill the
needs of its users. Some of the recommendation proposed would not only make
the better use of existing resources but also make available needed and relevant
information at the grassroots. The finding on the mode of providing accesses in-
formation resources through e-resources sharing show that the library engaged in
stand-alone subscription to electronic information resources from database pro-
ducer, download resources from the websites and create folders in library portals
and through individual- orientation request.

SUGGESTIONS
It is also suggested that libraries have to play their role more actively and there
should be such courses designed for students to learn searching skills for using
these electronic sources. There should also be such training session in which stu-
dents are taught about bibliographic management tools to manage electronic doc-
uments and resources because mostly students reported that they learn to use
these sources by self practice and gradually. Thus the library should update and
aware its users about its services.

39
BIBLIOGRAPHY

1. ^ "The man who made history". The Times of India. 22 August 2011. Retrieved 19
September 2020.
• Official website
• Indian Council of Historical Research - Sudhir Chandra - Economic and Political
Weekly, Vol. 7, No. 28 (Jul. 8, 1972), pp. 1311-1313
• www.delhi.gov.in

40
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