Selection Policy Statement:

The mission of the Literacy Information aNd Communication System (LINCS) is to serve as a one-stop gateway to information and resources and to promote intellectual discovery for literacy practitioners, researchers, policy makers, and adult learners. Accordingly, the selection policy will assist selectors in providing quality resource collections and user services that support the adult and family literacy community's goals for learning, instruction, policy implementation, program development and research.

Selection Criteria:

The following are the criteria that all resources included in LINCS collections are expected to meet, regardless of medium or authorship.
The materials included in LINCS -- in any medium, whether they are full text, excerpts, or abstracts -- should be clearly connected to educational purposes.
• Have practical value and relevance for literacy practitioners, researchers, policy makers, or adult learners.
• Be innovative or unique and of high quality.
• Be well-presented and well-formatted (both in electronic and print formats); the submission of bilingual materials and materials in languages besides English is encouraged.
• Be current materials or have up-to-date application.
• Have clear statement of authorship, ownership, or responsibility for content.
• Include an indicator of publication or completion date, or date last updated.
• Include bibliographic citations, when relevant.

In addition, use of any materials that are not the original creation of the authors should be accompanied by the creator's express permission for the material's use in all formats presented.  In other words, if a publication is being made available in print and in an online format, the creator must give permission to have their work used in both formats.

Web links selected for inclusion in the LINCS system must meet all of the criteria for original materials and the following additional criteria.
• Have accurate, functioning URLs; i.e., no "dead links."
• Have short, useful annotations (perhaps highlighting a few features of the site's relevance for adult literacy practitioners and/or learners).
• Not send people to sites that are password protected or that are not freely accessible.

Special Collection Selection Criteria

Assessment Special Collection Selection Criteria
(http://literacy.kent.edu/Midwest/assessment/selection.html)

In addition to the General LINCS Selection Criteria, materials included in the Assessment Special Collection are chosen with the following criteria as a guide:

Audience
The sites are chosen with the following audience in mind:

• Practitioners working with adult learners
• Coordinators and directors of programs for adult learners

Relevance

• Sites or materials must relate to assessment or evaluation in some way.
• Sites or materials must have educational value.
• Sites or materials must be perceived as useful, interesting, relevant or practical by the intended audience.

Quality

• Sites or materials must be accurate in their content.
• Sites or materials must be clearly written, well formatted, easy to navigate and easy to understand by the intended audience.
• Where practical, sites or materials are based on current research.
• Sites or materials must be respectful in tone to the intended audience and free from obvious stereotypes.
• Sites or materials may be included if they are unique or innovative.
• Sites or materials must be up to date in their information and methodology.
• Older materials with proven value to the field may be included.

References

• Sites or materials are correctly referenced including author and date created.

Availability

• Resources in the collection must be available on the Web or easily obtained through the mail.
• Resources in the collection should be free or low-cost and not overly commercial.

Correctional Education Special Collection Selection Criteria

1. The resource will include resources pertinent to adult literacy in a wide variety of correctional settings, including adult prisons, jails, detention centers, and community corrections settings.
2. The selection will include domestic as well as international resources.
3. The definition of adult literacy programs will include any programs that provide an adult with the skills necessary to function in modern society, including, but not limited to: ABE, GED, ESL, parenting, life skills, vocational education, and post secondary education.
4. The collection will include resources for a broad range of learners, including the learning disabled, the ESL learner, and the post-secondary student.
5. The resources to be included will be of high quality and substantive enough to be of practical use to other practitioners in the field. Items that are out-dated, too brief, or too specialized will not be included.
6. Items that are research-based, written by recognized authorities in the field, and that have the widest application will be chosen over items on a similar topic.
7. The collection will appeal to a broad audience, from the general population to administrators and policy makers.
8. The collection will focus on correctional education rather than general literacy that might better fit into another collection.

English as a Second Language Special Collection Selection Criteria
(http://literacynet.org/esl/aboutus_criteria.html)

All sites and materials included in the ESL Special Collection will be useful to literacy practitioners, program administrators, researchers, and adult learners in some aspect of English as a Second Language education. ESL Education is defined to include Civics Education materials useful to ESL learners.

The following criteria will be used when considering a site or material for inclusion in the Special Collection:

Criteria #1: Quality
• The site/material must be relevant to the ESL Special Collection.
• The site/material must be readily understandable and useful to the intended audiences.
• The site/material must be reflective of current research.
• In addition, a site/material may be included if it is new and innovative.
Criteria #2: Longevity
• The site/material should have lasting value.
• Seminal materials in the field of ESL education will be included.
• Older materials with lasting value for research or comparison purposes will be included.

Materials submitted for inclusion in the ESL Special Collection must also meet the General LINCS Selection Criteria and Web Publishing Guidelines.

To ensure high-quality materials are included in the ESL Special Collection, two levels of review apply, and both levels must be passed for inclusion. The first level requires a unanimous vote by the three Partners-Matthew Scelza, Andy Nash, and Tom Mueller. The second level is the approval of the Core Knowledge Group. Please contact Matthew Scelza with questions or recommendations of resources to include in this Special Collection.

EFF Special Collections Selection Criteria
(http://www.nifl.gov/lincs/collections/eff/eff.html)

The following criteria are used when considering a site or materials for inclusion in the EFF Special Collection:

• Resource provides information about the EFF initiative and the EFF model of standards-based system reform and program improvement.
• Resource provides information about the three main tools of the EFF initiative: the EFF Content Framework, the EFF Assessment framework, and a variety of supports for EFF implementation (training, materials, and technical assistance).
• Resource clarifies the educational theory and research in EFF.
• Resource illustrates how programs, organizations, and states have implemented, or could implement, the EFF model in their instructional context and system.
• Resource describes the impact EFF has had on students, service providers, programs, organizations, and states nationwide, and how EFF is a catalyst for change.
• Resource provides access to other quality information relevant to the goals of the EFF initiative.

Resources included in the EFF Special Collection must also meet the General LINCS Selection Criteria.

Family Literacy Special Collections Selection Criteria
(http://literacy.kent.edu/Midwest/FamilyLit/selection.html)

In addition to the General LINCS Selection Criteria, materials included in the Family Literacy Special Collection are chosen with the following criteria as a guide:

Audience
The sites are chosen with the following audience in mind:

• Family literacy practitioners
• Program coordinators and directors
• Parents
• Adult learners

Relevance

• Sites or materials must relate to family literacy in some way.
• Sites or materials must have educational value.
• Sites or materials must be perceived as useful, interesting, relevant or practical by the intended audience.

Quality

• Sites or materials must be accurate in their content.
• Sites or materials must be clearly written, well formatted, easy to navigate and easy to understand by the intended audience.
• Where practical, sites or materials are based on current research.
• Sites or materials must be respectful in tone to the intended audience and free from obvious stereotypes.
• Sites or materials may be included if they are unique or innovative.
• Sites or materials must be up to date in their information and methodology.
• Older materials with proven value to the field may be included.

References

• Sites or materials are correctly referenced including author and date created.

Availability

• Resources in the collection must be available on the Web or easily obtained through the mail.
• Resources in the collection should be free or low-cost and not overly commercial.

Health & Literacy Special Collections Special Collection
(http://www.worlded.org/us/health/lincs/aboutus.htm#selection)

Materials/sites are chosen for the Health & Literacy Special Collection with the following audiences in mind:

• Adult educators (literacy, ESOL, ABE, etc.)
• Health Educators
• Health Care Providers
• Adults with limited English literacy skills

The following selection criteria are used to choose materials/sites for the Collection:

Relevance
• Materials/sites must relate to health in some way.
• Materials/sites must be educational.
• Materials must be perceived as useful, interesting, relevant or practical by the intended audience.
Quality
• Materials/sites must be accurate in their content.
• Materials/sites must be clearly written and formatted, and easy to understand by the intended audience.
• Materials/sites must be respectful in tone to the intended audience and free from obvious stereotypes.
• A material/site may be included if it is unique or innovative.
References
• Materials/sites must be properly referenced to include who created them and when.
Timeliness
• Materials/sites must be up-to-date in their factual information, and methodology of teaching. (For example, learner-centered or participatory educational methods are preferred.)
• Older materials with value as teaching models may be included.
Availability
• Materials must be available on the Web or possible to order by mail.
• Materials must be free or low-cost. (What we consider "low-cost" may depend on the intended audience.)

Materials/sites included in the Health & Literacy Special Collection must also meet the General LINCS Selection Criteria.

Learning Disabilities and Literacy Special Collections Selection Criteria
(http://ldlink.coe.utk.edu/about_site.html#criteria)

Materials and web sites in the special collection have been selected with the goal that the collection be comprehensive, research based, and useful to diverse audiences: adults with LD, adult educators, program administrators, researchers, staff of related agencies, and employers.

The information and links on this site are provided for your information and convenience. When a commercial or semi-commercial site is listed, it will be designated as such by the icon . Neither the Center for Literacy Studies, The University of Tennessee nor the National Institute for Literacy endorses any method, curriculum, treatment program, etc. for individuals with learning disabilities.

#1: Quality
• The site/material must be relevant to the Literacy and LD Special Collection.
• The site/material must be reflective of current research.
#2 : Accessibility
• The site/material must be readily understandable and useful to the intended audiences.
#3: Longevity
• The site/material should have lasting value.
• Seminal materials in the field of Literacy and Learning Disabilities education will be included.

Materials included in the Literacy & LD Special Collection must also meet the General LINCS Special Collection Guidelines. Please contact Margaret Lindop glindop@utk.edu with questions or recommendations of resources to include in this Special Collection

Science and Numeracy Special Collections Selection Criteria
(http://literacynet.org/sciencelincs/aboutus.html)

The Science & Numeracy Special Collection was created by Susan Cowles and Nancy Markus. It is compiled and updated by Susan Cowles. She is pleased to have the advice and assistance of the Core Knowledge Group, consisting of research scientists, mathematicians, educators, and administrators. Websites are evaluated according to the National Institute for Literacy Selection Criteria and the Blue Web'n Evaluation Rubric from the Pacific Bell Knowledge Network Explorer. Websites in this collection are chosen for their adherence to and reflection of the National Science Education Standards and the Adult Numeracy Standards.

Blue Web'n Site Evaluation Rubric (http://www.kn.pacbell.com/wired/bluewebn/rubric.html)

Format

User Friendly
Clear scope, easy to understand and use, includes appropriate, clearly labeled links
Aesthetically Courteous
Graphics are quickly downloaded and relevant, text is easy to read. Background is subdued and coordinates with text colors and graphics. Someone using a 640 X 480 monitor doesn't have to scroll to the right.
Aesthetically Appealing
Attractive and creative use of graphics and colors

Content


Credible
Information is accurate, complete, and maintained
Useful
Content is meaningful, difficult to convey, and/or quintessential
Rich
Information is rich and likely to be revisited Interdisciplinary Integrates several content areas or disciplines

Learning Process


Higher-order Thinking
Challenges learners to think, reflect, discuss, hypothesize, compare, classify, etc.
Engaging
Process engages the learner
Multiple Intelligences or Talents
Effectively integrates at least 3 intelligences or talents (language, math, intrapersonal, interpersonal, spatial, musical, physical)

Scoring Rubrics
To score a site: each "Poor" rating gets 0 points, each "good" gets 1 point, and each "excellent" gets 2 points, for a total of 20 possible points. Resources, references and tools are not rated on learner process; the score for these types of applications is weighted to yield a total possible score of 20 points.

Technology Training Special Collections Selection Criteria
(http://www.altn.org/techtraining/criteria.html)

The criteria used to decide whether to add a site or materials to the Technology Training Special Collection were developed by members of the Adult Literacy and Technology Training Network. Each potential selection is reviewed based on the:

• Web site review rubric (http://www.altn.org/techtraining/rubric_web.htm)
• Document review rubric (http://www.altn.org/techtraining/rubric_doc.htm)
• Student/Learner web site review rubric (http://www.altn.org/techtraining/rubric_st.htm)
• Curriculum web sites for students/learners review rubric (http://www.altn.org/techtraining/rubric_curriculum.htm)

Workforce Education Special Collections Selection Criteria
(http://worklink.coe.utk.edu/about_this_site.htm)

Additional selection criteria for resources included in the Workforce Education Special Collection concern the relevance of the resources to work-related learning experiences and the intended audience of the site.

Relevance:
Resources are selected to demonstrate the value of workforce learning, foster and promote the development of high-quality workforce education programs, provide guidelines for planning and supporting these programs, support ongoing communication and collaboration among stakeholders, and/or enable workers/learners to upgrade their basic skills within the context of the workplace.

Audience:
The intended stakeholders or audiences for the Workforce Education Special Collection are employed or unemployed workers along with all those who seek to aid or encourage workers to upgrade their skills, including workforce instructors, program administrators and Human Resources personnel, employers and case managers, unions, economic developers, state staff, and policy makers.

Selection Criteria for Specific Resource Types

Best practices and program evaluations:*

Materials reporting best practices in the field or program evaluations made available through the LINCS system should
• Provide accurate and credible citations -- online -- whenever possible.
• Include an abstract of the identified practices and/or program evaluations.
• Include recommended adaption/adoption of the practices or program evaluation; e.g. usefulness to teachers and tutors, administrators, staff developers, and funders in order to improve the quality of service delivery, collaborative efforts, and public relations.
• Note adaptation for geographic, demographic, or socioeconomic factors.
• Address method of selection of practice or evaluation.
• Describe the key features of the practice and/or evaluation that differentiate program types (life skills, pre-employment, etc.).
• Identify existing program design models that facilitate learner participation in the development of curricula and choice of instructional methods.
• Validate instructional techniques that facilitate program ability to move adult learners from being passive to empowered learners; e.g. historical reports are integrated with personal oral histories, writing, and/or local community studies.
• Include references to relevant research on the variables that make the use of technology effective.

Conference proceedings (online):

Collected papers from conferences/colloquia and general conference proceedings of interest to the LINCS community should
• Include the conference/colloquium name and date(s).
• Include the name and organization of the contributing author(s), as well as contact information (email, homepage URL, phone number, address, etc.) for the author(s) as available.
• List the presentation name/title.
• Indicate the track of the conference the presentation was part of.
• Include an abstract of the paper/presentation.
• Include a disclaimer if the work is a draft or work in progress.
• Include notes and references, as appropriate.

Instructional resources:

Instructional resources selected for inclusion in the LINCS system may include learning activity suggestions, lesson plans, curriculum, or other resources for accompanying, conducting, or developing instruction. Regardless, these sites should
• Begin with a description of the curriculum or lesson and the overall objectives of the material.
• Include an indication of the targeted audience (by instructional setting and learner skill level) with considerations noted and suggestions provided for meeting special needs.
• Include a statement of the learning philosophy or perspective of the author.
• Include an overview of the overall considerations including timing, materials needed, lesson format, and classroom preparation.

Instructional resources should include the following:

• Clear objectives for individual lessons.
• A statement of the ability level of learners for whom the material was designed or is appropriate.
• An introduction or purpose setting for motivation.
• Time break-down and materials needed for activities.
• Suggestions for assessment and closure.
• Suggested resources, if appropriate.

Journals and newsletters (online):

In addition to the general selection criteria, original journal and newsletter submissions should
• Provide the URL for the publication, not for specific articles.
• Provide a short description of the publication's general focus or area of coverage, including a list of regular features, if applicable.
• Provide the publication years and publication frequency for the journal or newsletter. ex. [1995-] Quarterly.
• Provide subscription and ordering information for paper copies, if applicable.
• Provide reprint, permissions, linking and submission stipulations, if applicable.

Learner resources:

The goal of these criteria is to encourage the inclusion of learner-produced materials and materials written specifically for new and emerging readers. The criteria are intended to encourage submissions of materials geared to new readers at all levels. Materials will be accepted in any language or in a bilingual format. Learner resources should
• State content, concepts, and activities clearly; these need to be readable by new and emerging readers.
• Include a "context setting" statement about the material to help other users re-create the project, setting, theme, etc.
• Include level and instructional setting of the learner or learners who have created or used the materials.
• Indicate the target audience by interest and level.
• Keep paragraphs short -- about 6 lines per paragraph.
• Keep sentences short -- about 10 words per sentence.
• Keep sentence structure simple.
• Use short, familiar words. Avoid using words with many syllables.
• Use the active voice, not the passive.
• Use upper and lower case letters in 12-point or larger type.
• Avoid writing in script or italics.
• Mark choices (links) and Home clearly so that the site can be navigated easily.

News, announcements, calendar items:

Time sensitive materials such as announcements, calendar items, and news flashes are a vital part of the LINCS system. To ensure the usefulness of these items, contributors should be certain these items
• Include a posting date at the beginning of the document.
• Include a "pull date" or expiration date for the item and clear indication or marking of time-sensitive information.
• Contain a link to the Web site of the conference or meeting and a "mail to" link to the appropriate contact person (when relevant and available).

Policy and legislation:

Policy and/or legislative resources can be the original source, analysis or interpretation of the real source (such as an excerpt from an online discussion or a policy statement), or news/commentary on the real source. In addition to the general selection criteria, materials related to policy and legislation should also
• Clearly identify the subject of the policy of legislation.
• State the author or contributor of the resource, and the author/contributor's organizational affiliation.
• Be accurate, current/time-sensitive, and have credible legislative resources.
• Contain minimal or easily noted bias.
• Be consistently available, regularly maintained and updated, and freely accessible.
• Include a disclaimer, as needed.

For legislative sites, a source selected for inclusion in the LINCS system should EITHER contain no evidence of a political agenda or bias, OR the bias should be obvious so that a user can immediately recognize the bias and overlook it or take it into account.

For policy and advocacy sites, it is expected that bias toward the population or issue that the site advocates will be evident.

Disclaimer: Opinions expressed in the resources listed on this site are those of the author(s) and may not reflect the positions and policies of the National/Regional LINCS or the National Institute for Literacy.

Research, historical reports and statistical resources:*

In addition to the general selection criteria, research, historical reports and statistical resources should
• Describe the key features of the research and/or findings that differentiate program types (life skills, pre-employment, etc.).
• Provide accurate and credible citations -- online whenever possible.
• Provide access to time-sensitive research.
• Include an abstract of the research and findings.
• Include recommended applications of the research findings, historical reports or statistical resources; i.e., usefulness to teachers and tutors, administrators, staff developers, and funders in order to improve the quality of service delivery, collaborative efforts, and public relations.
• Address methods of systematic data collection.
• Suggest from the findings criteria to be considered in decision making about program design, instructional content and practices AND note adaptations for geographic, demographic, or socioeconomic factors.
• Validate instructional techniques that facilitate a program's ability to move adult learners from being passive to empowered learners; e.g. historical reports are integrated with personal oral histories, writing, and/or local community studies.
• Validate the critical variables that make the use of technology effective
• Specify the effect of local, state, and/or national policies on the types and quality of programs through trend analysis.

Staff development and training resources:

In addition to the general selection criteria, items with a focus on staff development should meet the following standards:
• Any training modules should be replicable in a variety of staffing situations and organizations.

Submission Criteria:

Materials submitted to any of the regional LINCS Websites or the national site must include the following
• Written permission to publish from the authors (and, if applicable, from their organizations and funders) or a completed copyright release form.
• The contributor's agreement to have the respective LINCS Webmaster editor re-format the materials as needed.
• Contact information of the contributor.
• Credit to the authors, their organizations and their funders.
• A description of how the material has been (or might be) used by instructors, adult learners, etc.
• Completion date of the material or site.
• Proper citation of direct quotations and other sources used in the material.

Electronic submission of materials is preferred. Contributors are asked to consider whether especially long or especially short documents are useful and whether the information could be presented in a better format, such as an abstract with a link to a complete report. LINCS selectors strongly prefer that materials include or be accompanied by the following:

• Rationale for inclusion in LINCS.
• Recommended key words, preferably from the Adult Literacy Thesaurus (ALT) at http://www.nifl.gov/lincs/lt_html/, which is the authorized term list for LINCS; ALT terms are also useful metatags.
• A brief abstract or summary indicating the scope and nature of the site's contents.
• As appropriate, tables of contents, illustrations, indices, handouts, appendices and other supplementary information that may prove useful to individuals utilizing the material.
• A note indicating any special circumstances that might prevent materials from meeting the published guidelines.

Deselection Criteria

General Criteria:
Criteria for deselection of resources from theLINCScollections fall into two general categories, objective and subjective.

Objective criteria:

1. Dated- A site for a one time event that took place in 1996
2. Focus of the site has changed - A site that previously offered teachers' resources has been bought by a company selling flowers
3. Focus ofLINCScollection has changed - A special collection that focused on research is now focused on policy issues
4. Site has accessibility issues, dead links or is no longer maintained - A site that continually causes the system to crash; A site that provides no means to obtain either electronic or print versions of materials

Subjective criteria:

1. Deemed not useful or can be replaced with a site judged to be better ­
2. Complaints about a site's features and/or content

There will be, in some cases, overlap between these two general categories. For example, there could be debate whether a dated sited has historical and/or seminal value and therefore should not be deleted.

Web Publishing Guidelines:

Among the most important steps in planning to publish Web documents is showing consideration for user needs. This consideration includes recognizing that other users may face technological limitations not faced by the site's author or publisher. Some users will not have capabilities like plug-ins for Adobe Acrobat files. In addition, graphics should be kept to a minimum because graphics that are too heavy can crash or tie up some computers for a long time. Users also face time pressures and want to be able to access materials quickly. Once users access materials, they also want to be able to utilize them quickly and without eye-strain. Users also want to be clear about who produced or published a document and how to find that document again.

Downloading:

• All documents should be one file.
• Table of Contents pages should be created for long documents with featured contents tagged and linked on the Table of Contents page.
• Try to keep Table of Contents page to one screen (using columns or tables helps).

Font size and printing:

• Font size for documents that you expect will be printed should be size 12 (same as standard size for most books).
• Fonts - Variable Width and Times New Roman, (non-italicized for the body of the text) are the most visually appealing for reading, especially for long documents.
• All lettering should be made with dark colors. Lighter shades do not print out well on standard black and white printers.
• Bold, italicize, and/or enlarge fonts to highlight passages and headings. Changing font styles within a document is hard on the eyes.
• All background colors and/or wallpaper should be neutral (non-distracting) and preferably be light shades so that the darker text is easy to read.

Identification:

• Have your logo or organizational name (with a link to your home page or area page within your Web site; e.g. LINCS Grants and Funding Sources), either at the top or the bottom of the document to remind the viewer that they are in your Web space.
• Provide a directional table or bar to all your pages (may take up a lot of space and may not be appealing for documents such as reports).

Searching:

• Use Adult Literacy Thesaurus (ALT) terms within the first page of your document to ensure that LINCS searches performed on the subject of your document will include your document in the search results.

NIFL Web Accessibility Standards

NIFL Web Accessibility Standards have been created in response to the amendment to section 508 of the Rehabilitation Act, which requires equal access to the Federal government's electronic and information technology. Standards are based on the "Requirements for Accessible Electronic and Information Technology Design" from the U.S. Dept. of Ed. Office of the Chief Information Officer (OCIO).

Provide text equivalents for non-text features
• All images and client-side image maps must have alternative text using the ALT or AREA attribute
• If server-side image maps must be used, make sure redundant text links are made available on the same web page.
• If an image conveys information beyond simple text, the LONGDESC attribute must be used to describe the image's information
• Text equivalents must be provided for all multimedia presentations. This includes all audio/visual content and other non-html content (such as Adobe Acrobat PDF files). The text alternatives should be made available on the web site or by other means (email, fax, or regular mail).
Do not use color solely to convey information
• Make sure that alternative formatting and information are provided if color is used for conveying information.
Identify any language changes in text
• Use the LANG attribute to identify any language change in text content.
Label data tables
• Use table headers (TH tag) and labels for the table cells when formatting data tables for web pages.
Create forms accessible to assistive technology
• Make sure form fields and labels correspond so that form directions can be easily followed.
• Use colons after labels to input fields
Do not use elements that create a flickering effect
• Design pages without any flashing or blinking.
Style sheet (CSS) formatting on pages must be readable without the use of style sheets
• All style sheet formatted pages must degrade gracefully so that they are still readable if style sheet technology is not available in client-side program.
All frames should be identified
• Make sure all frame pages contain valid titles and make sure a NOFRAMES element is set
Do not rely solely on scripts and applets
• Make sure pages that contain JavaScript and Java applets are still functional if these features are unavailable on the client-side program.
• If a script or applet can't be made accessible, an alternate way to perform the same function should be provided.
• If a timed response is required, make sure the user is alerted and given sufficient warning when more time is required.
A way to skip repetitive navigation should be provided
• If pages have a repetitive navigation area (usually a left navigation bar), provide an internal link at the top that will skip that navigation and go further into the content of the page.

Please refer to the following links for further guidance:

• Federal IT Accessibility Initiative - http://www.section508.gov/
• Standards for Electronic and Information Technology: An Overview - http://www.access-board.gov/sec508/summary.htm
• Requirements for Accessible Electronic and Information Technology Design -http://www.ed.gov/fund/contract/apply/clibrary/software.html
• Web Accessibility Initiative - http://www.w3.org/WAI/
• Bobby, a Web accessibility screening tool - http://www.cast.org/bobby/
• Web Accessibility In Mind - http://www.webaim.org/

Authoring Committee:

Jaleh Behroozi, National Institute for Literacy
Susan Clair, Virginia Adult Education and Literacy Center
Debra Fawcett, Colorado State Literacy Resource Center
Maryann Florez, Center for Applied Linguistics
Emily Hacker, Literacy Assistance Center (New York City)
Cheryl Harmon, ADVANCE Pennsylvania State Literacy Resource Center
William Hawk, National Institute for Literacy
Virginia Heinrich, Minnesota Literacy Resource Center
Christopher Hopey, National Center on Adult Literacy
Mary Jarvis, Wayne State University, College of Education
Jean Kish, National Institute for Literacy
Thomas Quigley, National Adult Literacy Database
Charles Ramsey, National Adult Literacy Database
Judith Rake, Illinois Secretary of State Literacy Office
Mary Dunn Siedow, North Carolina Literacy Resource Center
Frank Smith, Northwest Regional Literacy Resource Center
Lou Wollrab, Massachusetts System for Adult Basic Education Support (SABES)

Please contact Jaleh Behroozi at jbehroozi@nifl.gov with questions.

December 6, 1999.

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