ACRL News Issue (B) of College & Research Libraries C&RL News ■ F e b ru a ry 2000 / 115 INTERNET RESOURCES Electronic resources on disabilities A wealth of information on topics from jobs to recreation by Je n n ifer Church, Sharon Drouin, and Katherine Rankin I n dividuals w ith disabilities re p re s e n t th e largest m inority g ro u p in th e U nited States. M em bers o f this d iv erse p o p u la tio n se e k i fo rm atio n that can h e lp th e m lead h ap p ier, m o re p ro d u c tiv e lives. F ortunately, th e rap id d e v e lo p m e n t o f electro n ic re so u rc es has e n ­ a b le d n e w levels o f e a se a n d access to this inform ation. Libraries can e n h a n c e this o p ­ p o r tu n ity b y d e v e lo p in g c o m p r e h e n s iv e g u id e s for lo cating relev an t resources. W eb sites, electro n ic journals, a n d e le c ­ tro n ic d iscu ssio n lists offer a b ro a d ran g e o f to p ical co v e ra g e re la te d to th e c o n c e rn s o f th o se w ith disabilities. T h e se in clu d e infor­ m atio n o n areas su c h as assistive te c h n o l­ ogy; e d u c a tio n ; o rg an izatio n s a n d a sso c ia ­ tions; d e sig n in g o r re n o v a tin g b u ild in g s for accessibility; th e text o f th e A m ericans w ith D isabilities Act; finding a n d a d a p tin g to jobs; recreatio n al o p p o rtu n itie s; g u id e s w ith infor­ m atio n o n accessib le hotels, m otels, re sta u ­ rants, a n d sights; a n d in fo rm atio n o n b e in g a p a re n t o f a child w ith a disability. In a d d itio n to su p p ly in g in fo rm atio n d i­ rectly to p e o p le w ith disabilities, th e re are also electro n ic re so u rc es th at fu rn ish infor­ m atio n for p ro fessio n als w h o w o rk w ith the d isab led . T h e re are e v e n n u m e ro u s sites that fo cu s o n d e sig n tips for m a k in g th e W eb frien d lier for p e o p le w ith disabilities. This se le c te d list o f electro n ic re so u rc es identifies in fo rm atio n so u rc e s o n disabilities n in g en eral, assistive tech n o lo g y , asso ciatio n s a n d organizations, g o v ern m en t resources, an d ­ sites c e n te re d o n specific disabilities, as w ell as W eb p a g e accessibility. General Web sites and directories • A b led a ta . This site is part o f th e N a­ tional Institute o n D isability a n d R ehabilita­ tion R esearch (NIDRR), w h ich is p art o f th e U.S. D ep artm en t o f E d u c a tio n . It in ­ c lu d es g e n e ra l in­ fo rm a tio n o n d is­ a b ilitie s, a ssistiv e te c h n o lo g y . T ech Act projects, th e U.S. g o v e rn m e n t, in d e p e n ­ d e n t living, e q u ip m e n t resale, disability re ­ s e a rc h , a n d d isa b ility p e rio d ic a ls . Access: h ttp ://w w w .a b le d a ta .c o m /S ite _ 2 /lin k s .h tm . • CODI: C o r n u c o p ia o f D isa b ility In fo r ­ m a tio n . CODI covers a w id e ra n g e o f topics in c lu d in g e d u c a tio n , statistics, g o v e rn m e n t d o c u m e n ts, c o m p u te r access, law s, b o o k s, ag in g , assistiv e te c h n o lo g y , a n d u n iv ersal desig n . Access: h ttp ://c o d i.b u f f a lo .e d u /. • C o lle g e a n d U n iv e r s i t y D is a b ilit y R e s o u r c e s . This site links to disability re ­ so u rce s services, esp ecially at colleges a n d u n iv e r s itie s . A ccess: h t t p : / / w w w . d i s s e r v . s tu . u m n .e d u /U D S /. • D is a b ility R e s o u r c e s M o n th ly (DRM ) R e g io n a l R e s o u r c e D ir e c to r y . A directo ry About the authors Jennifer Church is inform ation commons librarian a t the University o f Nevada, Las Vegas; e-mail: jchurch@nevada.edu; Sharon Drouin is a library assistant and a member o f the ADA Task Force at the University o f Nevada, Las Vegas; e-mail: sdrouin@nevada.edu; Katherine Rankin is special formats ca taloger a t the University o f Nevada, Las Vegas; e-mail: krankin@nevada.edu http://www.abledata.com/Site_2/links.htm http://codi.buffalo.edu/ http://www.disserv umn.edu/UDS/ mailto:jchurch@nevada.edu mailto:sdrouin@nevada.edu 116 / C&RL News ■ February 2000 o f resources for librarians assisting patrons with disabilities. This site has general infor­ mation about library services for patrons with disabilities, mail lists and electronic journals, professional organizations, technology for patrons with different types of disabilities, and also has a monthly newsletter on disabilities in general. A c c e s s : http://w w w .geocities. com/~drm/DRMreg.html. • DO-IT: D isab ilities, O p p o rtu n itie s, In te rn e tw o rk , an d T e ch n o lo g y . Lists pro­ grams for high-school students with disabili­ ties who are pursuing academ ­ ics and careers. This site covers the use o f technology to maxi­ mize independence, productiv­ ity, and participation o f people with disabilities; includes devel­ opment resources for Web accessible design. A ccess: http://www. Washington.edu/doit. • E m p o w e rm e n t Z o n e. This site has in­ formation on how to find assistive technol­ ogy, civil rights, education, relationships, sexuality, and housing for people with dis­ abilities. Access: http://www.empowemientzone. com/. • Indie: The Integrated Network o f D is­ ability In fo rm a tio n an d E d u ca tio n . Indie has a wide range o f topics o f interest to people with disabilities including lifestyles, Web sites for particular disabilities, rehabili­ tation, transportation, organizations, housing, media, recreation and culture, resource cen ­ ters, libraries, and social development. A c­ cess: http ://•www. indie. ca / index, html. • JAN: J o b A cc o m m o d a tio n N etw ork. Internet toll-free consulting service that pro­ vides information about job accommodations for people with disabilities and the employ­ ability o f people with disabilities. Also lists Web sites about different disabilities and dis­ cusses disability etiquette. A c c e s s : http:// janweb.icdi.wvu.edu/. • NARIC: T h e N atio n al R eh ab ilitatio n In f o rm a tio n C en ter. Covers topics about rehabilitation, such as research projects, or­ ganizations, databases, directories, guides to periodicals on rehabilitation, assistive tech­ nology, and Internet resources. You have to browse by the listed areas and cannot type in s e a r c h to p ic . A c c e s s : h ttp :/ / w w w . naric.com. • Y a h o o . Y ahoo’s disability Web pages cover a wide range o f topics, including li­ brary standards for service to patrons with disabilities and library resources. A c c e s s : http://clir.yahoo.com/Society_and_Culture/ Disabilities. E le ctro n ic jo u rn a ls • Able In fo rm er. A monthly online news­ letter o f resources for people with disabili­ ties. Includes disability and medical resources, a directory o f products, resources and ser­ vices, business and employment opportuni­ ties, having fun, travel, sports, dating, din­ ing, books, speaking up, classified ads, and o th e r W eb s ite s . A c c e s s : h ttp :/ / w w w . sasquatch.com/ableinfo/. • D isabled News. A monthly newsletter by a person with a disability on topics related to living with a disability. A ccess: http:// www.pioneerpublications.com/disabled.htm. D iscu ssio n g ro u p s • ADAPT-L. An online discussion group that focuses on adaptive technology and li­ b r a r ie s . A c c e s s : S u b scrib e at listserv@ american.edu. • AXSLIB-L. An online discussion group for librarians concerned with accessibility issues. A ccess: Subscribe at lis ts e r v @ m a e ls tr o m . stjohns.edu. • DISLISEM. An online discussion group for librarians with disabilities and library sci­ en ce students with disabilities. A ccess: Sub­ scribe at listserv@vm.sc.edu. • DSSHE-L. An e le c tro n ic discussion group for college students with disabilities and for office staff who provide services to students with disabilities at universities and colleges. A ccess: http://otpt.ups.edu/listservs/ DSSHE-L/home.html. • U n iv e rs ity o f M a ry la n d D isability L istserv Lists. Lists many electronic discus­ sion groups having to do with disabilities. A ccess: http://www.inform.umd.edu/EdRes/ Topic/Diversity/Specific/Disability/Listservs/. A s sis tiv e te c h n o lo g y W eb Sites a n d d ire c to rie s • A lliance fo r T ech n o lo g y A ccess (ATA). A national net­ work o f technology resource centers and technology vendors dedicated to connecting chil­ dren and adults with disabili­ ties to technology tools. The site http://www.geocities http://www http://www.empowemientzone http://www http://clir.yahoo.com/Society_and_Culture/ http://www http://www.pioneerpublications.com/disabled.htm mailto:listserv@vm.sc.edu http://otpt.ups.edu/listservs/ http://www.inform.umd.edu/EdRes/ C&RL News ■ February 2000 / 117 contains a library o f assitive technology re­ sources, links for advocacy issues, and op­ portunities for membership. A ccess: http:// w ww. ataccess. org/. • T he A rch im e d e s P r o je c t This project is a part of the Center for the Study for Lan­ guage and Information (CSLI), an indepen­ dent research lab at Stanford University. Its primary goal is to educate software and hardware devel­ opers about the barriers and opportunities that technology presents for individuals with disabilities. A ccess: http://www-csli.Stanford. edu/arch/ index. html. • EASI: Equel A ccess to s o ftw a re a n d In fo rm a tio n . EASI is part o f the Teaching, Learning and Technology Group, an affiliate o f the American Association for Higher Edu­ cation. EASI provides “information and guid­ ance in the area of access-to-information tech­ nologies by individuals with disabilities.” The site includes live and archived Webcasts. A c ­ cess: http: / / www. rit. edu/~eas i/. • M icrosoft A ccessibility Site. This com ­ prehensive site featuring Microsoft products offers coverage under the headings Accessi­ bility; News & Events, Products & Aids, Train­ ing, and D eveloping Technology. A ccess: http:// www. m icrosoft. com/enable/. • N ational C e n te r f o r A ccessib le Me­ dia. NCAM is a research and development facility sponsored through public television station WBGH in Boston. It works to make “media accessible to underserved populations such as disabled persons, minority-language users, and people with low literacy skills.” A ccess: http://www.wgbh.org/wgbh/pages/ ncam/. • Trace R esearch & Development Center. Trace is an interdisciplinary research devel­ opment and resource center on technology and disability centered at the University of Wisconsin, Madison. It is funded through the National Institute on Disability and Rehabili­ tation Research (NIDRR). Trace is designated as the Rehabilitation Engineering Research Center (RERC) on Information Technology Access. Access: http://www.trace.wisc.edu/. • W ebABLE! This site is designed to “stimulate education, research, and develop­ ment o f technologies that will ensure acces­ sibility for people with disabilities to infor­ mation systems” and technologies. It includes a database listing Internet-based resources on accessibility as well as books, press releases, white papers, articles, plans, standards, ref­ e re n ce gu id elines, and jou rnals. A c c e s s : h ttp : // www. w ebable. com/. E lectro n ic jo u r n a ls • I n f o r m a tio n T e c h n o lo g y a n d D is­ abilities. A refereed journal concerning the theoretical issues surrounding the develop­ ment and effective use o f new and emerging technologies by computer users with disabili­ ties. It can be read on the Web or subscribed to individually and received via e-mail. A c­ cess: http:// w ww . rit. edu/~easi/ itd. html. Web a cce ssib ility • All th in g s Web: Could H elen K eller read y o u r page? Discusses how to make Web pages accessible to people with visual dis­ abilities and to people with physical disabili­ ties. Also discusses how to minimize load time o f Web pages and general Web design fun­ damentals. A ccess: http://www.pantos.org/ atw/354l2.html. • Bobby. A Web-based tool developed by researchers from the Center for Applied Special Technology and Web consultants that a n a ly z e s W eb pages for th eir a c c e s s ib ility to people with dis­ abilities and also lists browser compatibility errors. O nce a site receives a Bobby-approved rating, it can dis­ play the Bobby icon. A ccess: http://www. cast.org/bobby/. • Web A ccessib ility In itiativ e (WAI). This site includes resources on making Web pages accessible, guidelines, news, and lists of interest groups. Access: http://www.w3.org/ WAI/. A sso cia tio n s and o rg a n iza tio n s • ADDA: N a tio n a l A tten tio n D eficit D is­ o r d e r A ssociation. Pro­ vides information about http://www-csli.Stanford http://www.wgbh.org/wgbh/pages/ http://www.trace.wisc.edu/ http://www.pantos.org/ http://www http://www.w3.org/ 118 / C&RL News ■ February 2000 research, treatment, and support groups. A c ­ cess: http://www.add.org/. • A m e rica n A sso cia tio n o f P eo p le w ith D isab ilities. AAPD is a nonprofit, cross-dis- ability, advocacy-centered organization that focuses on issues o f econom ic circumstances, productivity, ind ependence, full citizenship, and total integration into all aspects o f so ci­ ety. A ccess: http://www.aapd.com/. • D isab led P e o p le ’s I n te rn a tio n a l. The purpose o f Disabled P eop le’s International (D P I) is to prom ote the hum an rights o f people with disabilities through full partici­ pation, equalization o f opportunity, and d e­ velopment. DPI has m em ber organizations in more than 110 countries with consultative status to ECOSOC, UNESCO, and the ILO. DPI also has official observer status at the United Nations G eneral Assembly. A ccess: http://www.dpi.org/. • L e a rn in g D isab ilities A s s o c ia tio n o r A m erica. LDA is a national organization with 50 state affiliates and m ore than 775 local c h a p te r s . It is d e ­ voted to defining and finding solutions to the broad spectrum o f learning problems and issues, such as attention deficit dis­ order, dyslexia, tran­ sitional concerns, and testing. A ccess: http:// www.ldanatl.org/. • NAD (N a tio n a l A s s o c ia tio n o f T h e D eaf)- O ffers inform ation on co n fe re n c e w orkshops and publications. A ccess: http:// www.nad.org/. • N atio n al O rg a n iz a tio n o n D isability. The National Organization on Disability pro­ motes the equal participation o f Am erica’s 54 million men, w om en, and children with disabilities in all aspects o f life. A ccess: http:// www.nod.org/. E le c tro n ic jo u rn a ls • NAD E -Z in e: N atio n al A ss o c ia tio n o f th e D eaf. A bimonthly electronic journal that focuses on issues and concerns relevant to the deaf and hearing-impaired community. Access: http ://www. nad. org/ezinehome. html. G o v e rn m e n t re so u rce s • FCC D isab ilities Issu es T ask F o r c e H o m e p a g e . This federal task force centers on issues o f telecom m unication accessibility for the disabled. The site includes a section called Disability Issues and a section co n ­ cerning current events and trends that per­ tain to telecom m u nication access. A ccess: http:// w w w . fee. gov/dtf/. • P r e s id e n t’s C o m m itte e o n E m p lo y m e n t o f P e o p l e w i t h D i s a b i l i t i e s Homepage for the federal agency w hose mis­ sion is to facilitate the com m unication, coor­ dination, and prom otion o f public and pri­ vate efforts to en hance the em ploym ent ol p e o p le w ith d is a b ilitie s . A c c e s s : http:// w w w50.pcepd.gov/pcepd. • S o cial S e cu rity D isab ility I n f o r m tio n . Information on disability programs o f­ fered by Social Security, including the co m ­ plete text to the 1997 13th edition o f the So c i a l S ecu rity H a n d b o o k . A ccess: http://www ssa.gov/odhome/odhome.htm. • U.S. A cce ss B o a rd : A cce ssib ility f o r P e o p le w ith D isab ilities. Independent fed­ eral agency w hose primary mission is a cces­ sibility for people with disabilities. The Ac­ cess Board develops minimum guidelines and requirements for standards issued under the Americans with Disabilities Act (ADA) and the Architectural Barriers Act (ABA). A ccess: http://www.access-board.gov/. • U.S. C en su s B u reau . Provides informa­ tion and statistics on disability from the U.S. Census Bureau. A ccess: http://www.census, go v/hhes/ww w/disable. htm l. • U.S. D e p a rtm e n t o f Ju s tic e ADA H om e P ag e. This site contains com prehensive in­ formation on the ADA, interpretation, enforce­ ment, new or proposed regulations, techni­ cal assistance program, and m ore. A ccess: a http://www.add.org/ http://www.aapd.com/ http://www.dpi.org/ http://www.ldanatl.org/ http://www.nad.org/ http://www.nod.org/ http://www http://www.access-board.gov/ http://www.census C&RL News ■ February 2000 1119 http://w w w .usdoj.gov/crt/ada/adahom l. htm. • U.S. G eneral Services A dm inistration, C e n te r fo r In fo rm a tio n T e ch n o lo g y Ac­ co m m o d a tio n (CITA). Features information for accessible information environments, ser­ vices, and m anagem ent practices. A ccess: http://www.itpolicy.gsa.gov/cita/index.htm. Site s on sp e cific d isa b ilitie s B lin d a n d vision im p a ir e d • A m e rica n F o u n d a tio n fo r th e Blind. The American Foundation for the Blind (AFB) serves as a n atio n al re ­ source for the blind and visu­ ally im paired. Also serves to educate the general public. A ccess: http://www. igc. org/afb/. • T h e L ib rary o f C o n g ress N ational Li­ b r a r y Service fo r th e Blind an d P h ysically H an d icap p ed . The Library o f Congress ad­ ministers a free library program that circu­ lates. Braille and recorded materials to eli­ gible borrowers through a network o f co op ­ erating regional and subregional (local) li­ braries. Reading materials and playback ma­ chines are sent to borrowers and returned to libraries by postage-free mail. A ccess: http:// lcweb.loc.gov/nls/. • Low Vision Gateway. This site was cre­ ated as a starting point for accessing infor­ mation on the Web related to low vision and blindness. This site is sponsored by the Internet Low Vision Society with support from the Low Vision Centers o f Indiana. A c­ cess: http ://www. lowvision. org/. • The N ational F ed eratio n o f th e Blind. Provides public education about blindness, information and referral services, scholar­ ships, literature, and publications about blind­ ness. Also provides information on aids, ap­ pliances and other adaptive equipment for the blind, advocacy services, and protection o f civil rights. Contains links to Braille, guide dogs, scholarships, and other services for the blind. A ccess: http://www.nfb.org/. • NYISE B lin d n ess R e so u rce C en ter. D ev elo p ed by the New York Institute for Sp ecial Education, this site contain s links to reso u rces in a cce ss, history, literacy, online information, organizations, and vendors specializing in technology for the blind. A c­ cess: http://'www. ny ise. org/bl ind. htm. • R eco rd in g F o r T he Blind & D yslexic. A national nonprofit organization, Recording for the Blind and Dyslexic is a com prehen­ sive source o f material and equipment de­ signed to support the education and profes­ sional goals of individuals unable to read stan­ dard p rin ted te x t. A c c e s s : http://w w w . rfbd.org/. D e a f a n d b e a r in g im p a ir e d Web sites an d d ire c to rie s • D eal R eso u rce Library. Covers all sorts of deaf and hard-of-hearing-related topics and discusses deaf culture in the United States and Japan. Includes connections to magazines and newspapers dealing with deaf issues, TDD directories, mail-order catalogs that ca­ ter to the deaf, deaf-blind issues and re­ sources, the ADA, how to make Web pages accessible, resources for the hard-of-hearing and the late deafened, deaf-ow ned busi­ nesses, and Web pages o f members o f the d e a f c o m m u n ity . A c c e s s : http :/ / w w w . deaflibrary.org/. • DeafWeb W ash in gton . Covers events, assistive technology, Black deaf resources, education, government, deaf culture, tinni­ tus, job information, resources for children, resources for parents, and a list o f more than 1,000 books on deafness from Amazon.com. This site has a strong Washington State slant, but does include national information. A c­ cess: http ://www. deafweb. org/. • T h e Listen Up Web. Developed as a resource to parents, teach­ ers and speech pathologists, this site contains a com pre­ hensive series o f links for auditory, speech, language, deaf, and vestibular disor­ ders. A ccess: http://www. listen-un.org. • P ro je c t HIIT: I n te rn e t fo r th e H e a r­ ing Im p aired. Covers many topics that would be o f interest to people with a hearing dis­ ability such as closed captioning, service dogs, disability access symbols, how to communi­ cate with the deaf-blind, and electronic re­ http://www.usdoj.gov/crt/ada/adahoml http://www.itpolicy.gsa.gov/cita/index.htm http://www http://www.nfb.org/ http://'www http://www http://www http://www 120/C&RL News ■ February 2000 sources. A ccess: http://www.dpa.org.sg/DF/ databases.html. E lectron ic j o u r n a ls • D eaf M agazine. Compiles articles o f in­ terest on deafness and files o f information on such topics as cochlear implants. A ccess: http://WWW.Deaf-Magazine.Org/. • D eafN atio n .co m (D e a f n e w s p a p e r). Covers sports, news, classified ads, job mar­ ( “ACRL/H a r v a r d . . . ” c o n t in u e d f r o m p a g e 108) from sailing to off-site storage to pets to li­ cense agreements. Was it worth it? Yes. In our opening ses­ sion, Cliff Baden assured us that they “would not waste our tim e.” Time is precious and our time was very well invested. I left with a confidence that cam e o f sharing with a diverse cross-section o f academ ic library di­ rectors and upper managers from the United States, Canada, and Puerto Rico. What did I learn? Foremost, I learned to reframe all major issues: to look at the politi­ cal, human resource, structural, and symbolic aspects of campus and library issues, and to explore solutions that take all four o f these views, or frames, into account. I discovered which frames come naturally and which I need to work on a bit more. I also learned to per­ ceive the leadership of other administrators in my institution using these frames. This helps me in my interactions. I learned about strate­ gic intent and why strategic planning can fall flat, despite the best of facilitators. I learned to laugh and tell stories that get laughs. I learned to take time to think and analyze. I learned to create a secure structure. I learned to pay at­ tention to the context, not just the content. I learned to set standards, have expectations, take risks. Not bad for a five-day institute! ( “The tra in in g . . . c o n t in u e d f r o m p a g e 1 1 3 ) the larger schem e o f things, it is nonetheless a worthwhile experience. As a result o f this internship, one more foreign information cen­ ter is running better and providing better ser­ vice than if this training never took place. Library staff development in this context complements other aspects o f the develop­ ment project o f which information service enhancem ent is an important part. The coor­ ket, maps to events, religion, mailing lists, and telnet sites o f interest to people with h e a r in g d i s a b il it ie s . A c c e s s : http:// www.deafnation.com/. D iscu ssio n g ro u p s • D eaf N otes. This is an electronic dis­ cussion group on issues of interest to people with hearing disabilities. A ccess: http://www. deafnotes. com/. ■ I also learn ed fascin atin g things like where Emerson and Thoreau (and Bill Gates, Tommy Lee Jo n e s, and Al G ore) lived as undergraduates. I learned the name o f the luminous green grass growing in my garden from the astounding glass flower exhibit at the Harvard Museum o f Natural History. And I learned that it’s very hard to eat lobster with plastic flatware! I was able to wander in bookstores. I ate dinner in the Henry Jam es House. I learned about the dominant Harvard finance principle o f “each tub on its own bottom .” I met creative librarians, impassioned pro­ fessors, and som e dynamic institute staff whom we all wanted to spirit away to our own cam puses. I met undergraduate and graduate students on the streets o f Cambridge and in the libraries o f Harvard. I am back, I am energized, and I think I have a new approach. The 1999 participants are hoping to have a reunion, since the class bonded so well, and we should have success stories to tell in a year or two. My sincere thanks go to Maureen Sullivan, Jo h n Collins, Althea Jenkins, and Cliff Baden who conceived the program and recruited the ste lla r facu lty: Lee B o lm a n , R obert K e e g a n , Mary L o u ise H a tte n , and Jim Honan.— M aryru tb Pb elps G log ow ski ■ dinator o f the information com ponent reports that visible progress is being made at the in­ formation center and the trainee maintains contact via e-mail. N otes 1. Nicoletta M. Hary and Francesca L. Hary, “Hosting an International Librarian,” C ollege a n d R e s ea r c h L ib ra ries News (March 1995): 162-164. ■ http://www.dpa.org.sg/DF/ http://WWW.Deaf-Magazine.Org/ http://www.deafnation.com/ http://www C&RL News ■ February 2000 / 121 The Online Lyceum is a collaborative partnership between ARL's Office o f Leadership and Management Services and Southern Illinois University Carbondale, Library Affairs Coaching for Performance 10 April 2000-28 April 2000 D evelop in g others and h elp ing p eop le to perform at optim al levels is one of the m ost im portant roles of m anagers, supervisors, and leaders in libraries. Using specific skills and behaviors, the m anager/coach can help to create a high-perform ing w orkplace. In this course, you will learn the key theories and p rin c ip le s a s so c ia te d w ith e ffe c tiv e co a ch in g , and p ra ctice s p e cific co a ch in g skills using a variety of tools and techniques. The Role of Assessment in Advancing Diversity for Libraries 5 June 2000-23 June 2000 M an y lib ra rie s o ffer p ro g ram s to in crea se aw areness of, and encourage staff involvm ent in, d iv e rsity issu e s. A su cce ssfu l p ro g ram depends upon a sound know ledge of the or­ ganization and an understanding of staff de­ velopm ent, coupled w ith an ability to assess p rogram needs and effectiv en ess. You w ill h a v e th e o p p o r t u n it y to d e s ig n a n d / o r ev a lu a te y o u r lib ra ry 's d iv e rsity p rog ram , id e n t if y a s t r a t e g y fo r p r o g r a m im p lem en tatio n an d / or en h an cem en t, and e x a m in e d iffe re n t m eth o d s to a sse ss y o u r program . Cost per person for each CLE: ARL Members: $300 Nonmembers: $375 S e l f - P a c e d I n s t r u c t i o n a l M o d u l e s [ S P I M s ] Goal Setting Available 28 February 2000 M ost people find that w orking toward and realizing a goal is m otivating and satisfying. But selecting the right goal and sticking with it isn 't alw ays easy. How can you develop m eaningful, achievable goals? How can you becom e more proficient at creating the results y o u w a n t? T h is c o u r s e w ill g u id e y o u th r o u g h p r a c t ic in g th r e e e s s e n t ia l goal-setting skills: choosing, assessing, and planning. You will apply specific processes to a re a l g o a l o f y o u r o w n an d re c e iv e feedback from an instructor. Effective Decision Making Available 1 May 2000 M u ch o f ou r d aily w o rk in v o lv e s m ak in g d ecision s— som e big, som e less critical. We o ften rely on stra te g ie s th at seem to have w orked for us in the past. But how do we really know w hen our decisions are effective? H o w do w e d e te r m in e w h ic h to o ls an d processes will help us think, choose, and plan? This course will help you m ake m ore effective d ecision s. You w ill learn to build criteria, d e v e lo p p r o b le m s ta te m e n ts or d e c is io n fra m e s , re c o g n iz e and s e le c t a p p ro p r ia te decision styles, and use interpersonal skills to gain support from others. Cost per person for each SPLM: ARL Members: $150 Nonmembers: $175 Visit the Online Lyceum at: < http:/ / www.arl.org/training/lyceum.html> A s s o c ia t io n o f R e s e a r c h L i b r a r ie s 21 Dupont Circle, Suite 800, Washington, DC 20036 Phone: 202.296.2296, Fax: 202.872.0884, U R L : < http://www.arl.org/> http://www.arl.org/training/lyceum.html http://www.arl.org/