List of acronyms and abbreviations
Chapter 2: Conceptual framework and literature review 2.0 Introduction
2.2 Review of related literature
2.2.6 Studies on information seeking behaviour of visually impaired students or people
they need. For the information seeking behaviour process to be complete, the information found must satisfy the users‟ needs, failing which the search process must start all over again. See Figure 2.
2.2.6 Studies on information seeking behaviour of visually impaired
responses from current users in terms of overall user satisfaction. Areas where scope for improvement were identified included promoting services and publicising.
The Canadian National Institute for the Blind (CNIB) (1996) undertook a study to investigate needs of visually impaired people in a two year study. The study used focus groups, interviews and surveys in order to gather information on the challenges associated with living with impairment and the adequacy of the support provided by social and rehabilitation agencies. The study explored a range of issues, including income levels, employment, education and social integration of visually impaired people, as well as services provided and required to fulfil unmet needs. A significant outcome was a recommendation to integrate accessible library services into the standard library system.
Brophy and Craven (2007), Atinmo (2007), Venter and Lotriet (2005) studied how visually impaired users interacted with and accessed information using communication technologies (ICTs). The studies reported that the group of people who are likely to be disadvantaged by websites are those for whom websites have been designed without taking their needs into consideration, such as those who are visually impaired. A common theme that can be traced through these studies is that, despite the awareness of accessibility issues and the importance of accessible services, there is still lack of understanding relating to the specific reasons for applying accessibility features to website, for example, a lack of knowledge of how to implement them systematically and effectively. From the literature it appears that a question that lingers on is that, could this be the reason that some services at most institutions of higher learning still do not meet accessibility requirements? There is therefore a need for design features enabling access by all.
In terms of more specific research, Astbrink‟s (1996) study explored consumer information needs of people who are blind or vision impaired. This was done in relation to products, services or public information from bodies such as telecommunications companies, banks and government departments. Using focus groups of consumers, the researcher examined gaps in knowledge of services and products on offer. Preferences for formats and technological solutions were also
formats based on their personal circumstances such as degree of visual impairement, onset of vision impairment, living arrangements, age, level of literacy and nature of the material or information to be accessed (Astbrink 1996: 5).
In another specific study, the Royal National Institute for the Blind (1999) investigated the financial information needs of blind and sight-impaired people. This study focused on the useful design features for financial information. It was found that a large proportion of people who were receiving their financial information in standard print would prefer large print. However, younger participants were more likely to want to read Braille or a computer disk.
Davis (2000) explored the information seeking behaviour of undergraduate students in general at the University of Western Cape and their perceptions and conceptualisation of information and information retrieval systems. The experimental mode of data gathering was used and data collection methods included think-aloud protocols and videotaped interactions with users of information retrieval systems. Preliminary findings concluded that students need to be observed while doing information searches. The formulation of search strategies by students and their perceptions on how they conceptualise the actual services using information retrieval systems at the University of Western Cape needed to be investigated.
A similar study to the current one was carried out by Shunmugam (2002). The research explored barriers as experienced by visually impaired students at the then University of Natal. The attitudes of the university/ student population were also examined. His mode of data collection was interviews with semi-structured questions and literacy documentation. The results revealed that most of the identified problems such as inaccessible information services and attitudinal barriers from the university community were not specific to a campus, but rather related to the university as a whole.
On the same line of thinking, Budricks (2007) did a needs assessment on visually impaired students at the UKZN-PMB. The focal point of this study was on problems, limitations and difficulties encountered by visually impaired students, the available services of the DU, the accessibility of technological resources and the identification
of limitations of the available services. Data was gathered through the use of structured and semi-structured interview schedules. Although Budricks (2007) did not include the attitudes of the university population to visually impaired students, the results yielded were similar to those that were raised by Shunmugam (2002).
Similarly, there is a real need to address attitudinal barriers at all levels of the institution that continue to locate the 'problem' of disability (with perceived personal limitations) in the learner rather than the limitations of the system with its inability to meet the full range of learning needs among the student population.