Contextual Background:
In our handling sessions we are introducing a large volume of students to selections of material from the archive, to show them the kind of resources we hold. We give them information about the collections, safe handling, and how they can book research appointments with us in the future. The sessions are quite short in which to transmit this information. A large number of students have English as a second language. Many are also neurodiverse. Many have never visited an archive before.
Evaluation:
We tend to try to select more visually engaging material than a high volume of written material, which students would struggle to read in the time. It varies but generally students seem to find it engaging to look at the material. Material is generally arranged on a group of central tables so that we can continue to keep an eye on it during the session, so students are arranged around it and rotate to look at it.
We provide written captions for material and printed leaflets that students can take away with a summary of the collections we hold, links to our catalogue, and our email address for how to book appointments. We also have QR codes for follow up information or to the section of our website. This seems to work well, but often I am not sure how much is understood by students who have English as a second language.
We have also produced online instruction videos when the students follow the links, on how to search our catalogues. These seem to all help students know how to book with us, but sometimes still need more clarification.
We introduce the instructions for how to handle material by talking and demonstrating physically. Challenges are particularly with instructions about *when* students should wear gloves, and when they should not. We sometimes also struggle to get students to follow our instructions about photography, depending on copyright restrictions.
Moving forwards:
We should continue to bring written captions for the material we have out on display, to help contextualise material and so students can use translation software to translate the captions if they need to. We can continue to talk through some of the material verbally and go round to speak to students individually as they are browsing to share more, or answer questions. These captions also derive from our catalogue descriptions, and we have been developing new cataloguing guidelines to ensure that the way we are describing material is inclusive.
In terms of imparting information on how to book appointments, we use a leaflet, and talk through it in person. We also have QR codes we share during the session for links to our ‘Visit Us’ page, to our workshop sessions on Academic Support online, and to more information on our collections via Libguides. One improvement to the leaflet might be to integrate the QR codes into it to facilitate accessibility. This helps to support providing material in multiple formats for different access needs. (UAL, 2023).
Regarding the verbal guidance and demonstration on handling archive material, one suggestion might be also to produce a poster/laminated guidance for handling guidelines and photography so the students can refer to it during the session. (A physical poster rather than a Powerpoint because sometimes for handling sessions the room set up does not require a projector). Alternatively, we can continue as we do already by physically demonstrating good archive handling and repeating as necessary.
Regarding the physical arrangement, for different access needs such as if people need to sit down, we have chairs on standby for use and prop up larger items on display wedges so it could be visible from a lower angle if someone was in a wheelchair. The digitisation of some of our material by via Digital Collections also has helped us to share the material itself in different ways. However, copyright restrictions also prevent us doing this universally.
Regarding the content itself, we select things in dialogue with the tutors relating to what will be relevant to their session, and to focus on more visually interesting material for the impact in a short period of time. But doing more research into the material and finding new ways to make the material relatable by connecting to contemporary practices and culture could help make it more engaging for a young and diverse audience.
References (additional to word count)
Oliver, M. (2004). ‘The Social Model in Action: if I had a hammer’ in Barnes, C. and Mercer, G. (ed.) Implementing the Social Model of Disability: Theory and Research Leeds: The Disability Press, pp. 18-31.
UAL Diversity and Inclusion Toolkit Disability Inclusion Toolkit (2023) Available at: https://canvas.arts.ac.uk/sites/explore/SitePage/45680/disability-inclusion-toolkit (Accessed 14/03/2024)