. online catalogs;
. electronic indexes and databases;
. e-journals; and
. online references works.

The idea was to take first steps towards filling the current dearth of knowledge that librarians, concerned with providing access to all their users, face when trying to make informed procurement decisions. This issue deals with accessibility issues, as they emerge in the library and education environment, which are not specifically tied to particular vendor-supplied information products.

The first two articles in this selection address legal aspects: Noble describes the public policy framework that establishes the legal foundation for requiring barrier-free Web-based information resources. Yu, after also providing some legal background information, focuses on the implementation of the law by first detailing, in general terms, various barriers in the implementation of the law, and then by discussing the particular efforts undertaken by California Community Colleges. The third article, by Burgstahler, focuses on a rapidly growing area in education that is of particular interest to students whose disability makes it difficult, or impossible, to be physically present on campus: distance education. After discussing access, legal and policy issues, the author provides an overview of course design principles sensitive to the needs of distance learners with disabilities.

Increasingly, Web-based learning environments are established with the help of special programs, commonly referred to as courseware. Such programs are increasingly employed not only in the context of distance education but also in support of on-campus instruction. While not an information resource as such, the instructional environment created by courseware often serves as a gateway to library-provided information sources and thus deserves the attention of librarians. Two articles deal with this subject: by reviewing the Authoring Tool Accessibility Guidelines issued by the Web Accessibility Initiative (WAI), Harrison provides criteria for evaluating the extent to which courseware packages facilitate the creation of accessible learning environments. Employing, among others, the procedure developed by Harrison and her colleagues, Johnson and Ruppert evaluate several specific, commonly used courseware packages, including Blackboard, WebCT and Prometheus.

The sixth article deals more specifically with Web-page design. Oravec discusses an aspect of Web accessibility, which, in my experience, is pivotal to making our campus Web sites barrier-free: the Web designers themselves, and the attitude, knowledge and training they bring to the job. Keenly aware of the fact that student labor is commonly used by many campus units, libraries included, to create and maintain their Web sites, Oravec explores ways of introducing student Web designers to the concept of universal design and to win them over as advocates and promoters of a fully inclusive online learning and information environment.

I would like to thank the publishers of LHT for acknowledging the importance of the accessibility theme addressed in this issue. I am particularly indebted to Michael Seadle, the editor of LHT, for permitting two issues on this special theme as well as for his responsiveness and constructive guidance throughout the guest-editing process.

Axel Schmetzke

Previously published in: Library Hi Tech, Volume 20, Number 4, 2002  less