**NLS Patron Survey**

**Final Report**

December 26, 2003

Prepared for

National Library Service

for the Blind and Physically Handicapped

Contract Number: C-LC98047

# 

Prepared by

![](media/image1.png){width="1.667361111111111in"
height="0.8145833333333333in"}

and

Katherine A. Nelson, Ph.D.

Independent Research Consultant

## TABLE OF CONTENTS

## 

**Page**

**Number**

1.0 Executive Summary 1

## 2.0 Study Background 4

## 3.0 Methodology 5

## 4.0 Data Analysis 14

## 5.0 Discussion 40 

**EXHIBITS AND TABLES**

**Page**

**Number**

Exhibit 3-1. Eligibility Criteria for the Initial CMLS Sampling Frame 6

Exhibit 3-2. *Actual* Sizes for the Main Sample, the Reserve Samples,
and Number of

Completed Interviews by Sample Category 7

Exhibit 3-3. Cooperation Rate 2 Data for Age Groups and Entire Sample 10

Exhibit 3-4. Interview Termination Codes for Eligible Non-Respondents
and Ineligible

Subscribers by Age 12

Exhibit 3-5. Sample Weights for NLS Patron Survey 13

Exhibit 3-6. Unweighted and Weighted Data by Age Group 13

Table 4-1. Socio-Economic Resources by Age Group 15

Table 4-2. Other Demographic Characteristics by Age Group 16

Table 4-3. Disability and Health Characteristics by Age Group 18

Table 4-4. Technology Use by Age, Education, and Income 20

Table 4-4-a. Willingness to Listen to Publications in Synthetic Speech
21

Table 4-4-b. Use of Selected Technologies by Age Group 23

Table 4-5. Patterns of Ordering from the Talking Book Library (TBL) by
Age 25

Table 4-6. Sources of Playback Equipment and Reading Material by Age 27

Table 4-7. Subscribers\' Listening Habits by Age 29

Table 4-8. Tape Return Characteristics by Visual Impairment and Type of
Community 31

Table 4-9. Usefulness of Features 33

Table 4-10. Use of Help and Self-Sufficiency in Machine Operation 35

Table 4-11. Difficulty Handling the Cassettes and Using the Controls 36

Table 4-12. Top-of-Mind Concerns about the Current Playback Machine 37

Table 4-13. Improvements that are Most Important to Talking Books
Subscribers 38

Table 4-14. Importance of a Skip Setting and Spelling Ability by Age 39

**APPENDICES**

## APPENDIX A: NLS Patron Survey Questionnaire 43

APPENDIX B: NLS Patron Survey Response Codes 83

APPENDIX C: Pre-Survey Letter 84

# 1.0 EXECUTIVE SUMMARY

The majority of the Talking Books produced by the National Library
Service for the Blind and Physically Handicapped (NLS) are analog
cassettes that are played on NLS-distributed playback devices. This
format has been a reliable and cost-effective method for distributing
recorded books and magazines; however today's vast multi-media
technology options have far surpassed analog cassette technology.
Consequently, NLS plans to introduce digital playback devices for its
audio books and magazines within the next 5 years.

In making its transition to a digital Talking Book format, NLS faces
decisions about hardware design, medium, and distribution systems.
Inevitably, NLS must consider practical matters such as cost,
durability, and availability of appropriate technology. The equipment
and delivery systems, however, also must be well-suited to the people
who will use them. To make good design decisions, NLS needs more
information about its patrons' abilities and preferences. To that end,
NLS commissioned the NLS Patron Survey to help staff anticipate (and
proactively address) problems using the new equipment that users might
have, identify possible barriers to user acceptance, and design the new
equipment so it will address users' reading needs.

Using disproportionate stratified random sampling, we identified
subscribers who belong to the following age groups:

-   Group 1. Ages 18 -- 39 (born between 1964 and 1985)

-   Group 2. Ages 40 -- 64 (born between 1939 and 1963)

-   Group 3. Ages 65 -- 84 (born between 1919 and 1938)

-   Group 4. Ages 85 and over (born in 1918 or before)

-   Group 5. People whose year of birth is missing in the CMLS

The first four strata corresponded to young adulthood, middle-age,
early-to-mid old age, and late old age. The fifth stratum consists of
the subscribers for whom Comprehensive Mailing List System (CMLS)
information on year of birth is missing (2% -- 3%). These subscribers
were used in the sampling frame to avoid bias.

The analysis is based on telephone interviews with 447 subscribers.
Below we summarize the major findings about (1) subscribers' background
characteristics and technology use and (2) their experiences with the
Talking Book service and playback machine.

## Background characteristics and technology use

In two respects---educational attainment and type of community---NLS
patrons are diverse. Their highest grade or degree runs the gamut from
11 or fewer years of formal education to graduate school. Patrons are
only slightly less likely to be living in a rural community or small
town than in a suburb or city.

This diversity notwithstanding, the demographic profile of the NLS
subscriber population is clear. Subscribers are primarily white,
middle-aged and elderly people with late-onset serious vision loss and
modest means.

Nearly all subscribers use at least one high-tech device, such as a
remote control, that is commonplace in the broader American population.
The use of high-tech adaptive devices, computers, and the internet is
less widespread but still significant.

Use of high-tech devices is more common among younger than older
subscribers. This fact, in turn, suggests that the use of all types of
high-tech devices---and, by extension, interest in NLS' forthcoming
digital playback machine---is likely to increase over time.

Current barriers to the use of computers and other high-tech devices
include low income, inaccessibility to people with disabilities, and
(perhaps most important), generational issues that suggest a lack of
exposure, or only a brief and unsatisfactory exposure, to computers and
what computers can do.

## Experiences with the Talking Book service and playback machine

Across age groups, NLS is the primary source of playback equipment, and
the NLS machine is the one subscribers use most often. Similarly, their
Talking Book library is the primary source of reading material.

In two respects, older subscribers make up NLS' principal constituency.
First, the majority of subscribers are 65 or older. Second,
they---especially subscribers who are 85 or older---are the heaviest
readers.

Handling the tapes and manipulating the machine's controls are less
likely to pose a problem than *understanding* certain aspects of machine
operation. Although the vast majority of subscribers operate the machine
to play tape themselves, half received help in learning how to use the
machine.

## Implications for designing the new playback device and preparing subscribers for it

Subscribers need and use the accessibility features their current NLS
machine offers. These features include large print and braille labeling
on cassettes, raised symbols on some keys, and easy-to-manipulate
controls.

Based on subscribers' top-of-mind concerns and the importance they
attach to eleven possible improvements, the following are their top
priorities for the new playback device:

-   Having a smaller or lighter playback machine

-   The ability to find one's place after having fallen asleep

-   Better sound quality than now at normal speed.

There are likely to be pockets of resistance to the new digital playback
equipment. Half of subscribers either have no top-of-mind concerns about
the current machine or say they would change nothing about it. Another
harbinger of resistance is generational differences in subscribers'
exposure to and use of personal computers. For retirement-age
subscribers, most of whom neither own nor use a computer, the digital
device might be very intimidating.

Good communication about what the new equipment is and how to use it
will be critical to fostering acceptance, especially among subscribers
who were born before or during World War II. A multi-pronged preparation
effort that appeals to different constituencies is likely to be needed:

-   Technologically savvy subscribers who are already interested in
    features like word spelling and navigational aids

-   Subscribers who like their machine just the way it is, and

-   Subscribers who are likely to actively resist the new equipment,
    including those who are inclined to be suspicious or fearful of
    technology.

**2.0 STUDY BACKGROUND**

The National Library Service for the Blind and Physically Handicapped
(NLS), Library of Congress (LOC) operates a national library program for
persons who are unable to read or use printed materials as a result of
temporary or permanent visual or physical limitations. Through its
Talking Book program, NLS libraries circulate over 23 million braille or
recorded books and magazines to nearly 500,000 patrons.

The majority of NLS's Talking Books are analog cassettes that are played
on NLS-distributed playback devices. This format has been a reliable and
cost-effective method for distributing recorded books and magazines;
however today's vast multi-media technology options have far surpassed
analog cassette technology. Consequently, NLS plans to introduce digital
playback devices for its audio books and magazines within the next 5
years.

In making its transition to digital Talking Book format, NLS faces
decisions about hardware design, medium, and distribution systems.
Inevitably, NLS must consider practical matters such as cost,
durability, and availability of appropriate technology. The equipment
and delivery systems, however, also must be well-suited to the people
who will use them. To make good design decisions, NLS needs more
information about its patrons' abilities and preferences. The NLS Patron
Survey will ultimately help staff anticipate (and proactively address)
problems using the new equipment that users might have, identify
possible barriers to user acceptance, and design the new equipment so it
will address users' reading needs.

Results from the telephone survey of a representative sample of NLS
Talking Book subscribers will provide the information needed to identify
distinguishing characteristics and demographics expected to affect
subscribers' preferences in digital audio playback devices. The study
will identify factors that are likely to affect the use and appeal of
the new playback device, such as age and technological savvy, since
different types of users will likely prefer and/or require different
features, capabilities and operational approaches and will have
different barriers to use. Information on the needs of Talking Book
subscribers gathered from the telephone survey will provide guidance to
NLS and the future developer of the new digital playback device.

## 3.0 METHODOLOGY

The methodology employed to conduct the NLS Patron Survey is presented
in the following sections:

-   Sampling Plan and Procedures

-   Questionnaire Development

-   Data Collection

-   Data Analysis Issues.

***Sampling Plan and Procedures***

The population of interest consisted of active NLS subscribers who were
adults (ages 18 and over, born in 1985 or before) living in one of the
50 United States. The sampling frame was constructed from the
Comprehensive Mailing List System (CMLS). Since there were likely to be
important age or generational differences in subscribers' needs with
respect to the new Talking Book technology, the design involved
stratified sampling based on age. Study participants who represented a
given age stratum, based on CMLS data, were systematically selected from
the total population of NLS patrons in that age group. The strata were
defined by the following age groups:

-   Group 1. Ages 18 -- 39 (born between 1964 and 1985)

-   Group 2. Ages 40 -- 64 (born between 1939 and 1963)

-   Group 3. Ages 65 -- 84 (born between 1919 and 1938)

-   Group 4. Ages 85 and over (born in 1918 or before)

-   Group 5. People whose year of birth is missing in the CMLS

The first four strata corresponded to young adulthood, middle-age,
early-to-mid old age, and late old age. The fifth stratum consists of
the subscribers for whom CMLS information on year of birth is missing
(2% -- 3%). These subscribers were used in the sampling frame to avoid
bias from any systematic differences that may have existed between
patrons for whom birth year is available from the CMLS and patrons for
whom it is missing. For final analysis, these "age unknown" cases were
reclassified into the appropriate age group based on information that
participants supplied during the interviews.

Stratified random sampling, specifically *disproportionate* stratified
random sampling, was used rather than simple random sampling in order to
reduce confidence intervals, increase the precision of the findings, and
make sure the sample contained enough subscribers in each age group for
comparisons. Instead of sampling each age group at a rate that reflects
its prevalence in the total NLS population, each age group was sampled
at a rate that produced age subgroups of approximately equal size.
Stated differently, the younger age groups (which are less numerous in
the NLS population) were over-sampled, and the older age groups (which
are more numerous) were under-sampled.

### Create Sampling Frame

The sampling frame consisted of all study-eligible NLS patrons as
defined in Exhibit 3-1 below:

**Exhibit 3-1. Eligibility Criteria for the Initial CMLS Sampling
Frame**

  -------------------------------------- --------------------------------
  **Eligibility Criteria**               **Definition**

                                         

  *An eligible subscriber is ...*        

                                         

  An individual                          Subscriber is a person, not an
                                         institution

                                         

  A U.S. resident                        Lives in one of the 50 states

                                         

  An active subscriber                   Status listed in CMLS as
                                         "active"

                                         

  Age: An adult age 18 or over or        The subscriber either (1) was
  someone whose age is unknown           born in 1985 or before or (2)
                                         date of birth is unknown
  -------------------------------------- --------------------------------

To create the frame, we removed ineligible records, removed duplicate
cases, created age group-specific sampling frames, and scrambled the
five frames in preparation for sample selection.

### Sample Selection 

We used *systematic sampling with a random start* (SSRS) to select the
sample for each age group. After determining the sampling interval for
each age group, we used a table of random numbers to select the first
person. After that, participants were selected systematically, according
to the appropriate *sampling interval.*

The main sample was to include 725 subscribers equally distributed among
four age groups (175

or 176 subscribers in age groups 1-4) plus 22 subscribers with birth
dates unknown. The (first)

reserve sample was to include 250 subscribers equally distributed among
four age groups (60 or

61 subscribers in age groups 1-4) plus 8 subscribers with birth dates
unknown. (The actual main

and reserve samples received from NLS included 723 and 250 subscribers,
respectively). We

anticipated that this sample would generate a total of 500 completed
interviews (125 completes in each of the 4 groups). However, the
original main and reserve lists included subscribers with no or
incomplete phone information as well as subscribers who were deceased or
suspended. Once the NLS main and reserve sample lists were cleaned, the
main and reserve sample lists included 522 and 180 subscribers
respectively. These 702 subscribers did not produce the number of
completed interviews needed (because of inability to reach subscribers
or finish the interview process) so NLS drew an additional sample of
1,001 subscribers. From this second reserve sample, 744 subscribers were
considered eligible; however, only 549 subscribers were needed as
replacements for the main and first reserve sample. Exhibit 3-2 provides
a breakdown of the sample size and number of interviews completed from
each sample.

**Exhibit 3-2. Sizes for the Main Sample, the Reserve Samples, and
Number of**

**completed Interviews by Sample Category**

  -------------------- ------------ ------------ ------------ --------------
                       **Sample                               **Total
                       Category**                             Population**

                       **Main**     **Reserve    **Reserve    
                                    1**          2**          

  Size of sample       723          250          1,001        1,974
  received from NLS                                           

                                                              

  Size of cleaned      522          180          549\*        1,251
  sample (ineligibles                                         
  removed prior to                                            
  calling)                                                    

                                                              

  \% of original NLS   72%          72%          55%          63%
  sample determined                                           
  eligible prior to                                           
  time of calling                                             

                                                              

  *Total completed     *210*        *77*         *160*        *447*
  interviews by                                               
  category*                                                   
  -------------------- ------------ ------------ ------------ --------------

\* A total of 744 (or 74%) of reserve 2 was considered eligible prior to
calling; however, only the replacements needed to complete age group
interviews (a total of 549 subscribers) were included in the Reserve 2
sample.

***Questionnaire Development***

At the start of the project, key issues of the survey were identified
and served as the foundation for developing the questionnaire. These key
issues were as follows:

-   Patrons' levels of physical and cognitive functioning, as reflected
    in their past and recent experiences with their current playback
    equipment

-   Patrons' rating of their current equipment and NLS service

-   Patrons' current patterns of technology use, both with respect to
    their current playback device and other technology

-   Benefits of the new technology that are most and least important to
    patrons

-   Patrons' background characteristics, especially health-related and
    social characteristics that are likely to affect patrons' needs and
    preferences.

The questionnaire consisted of 82 questions and was designed to be
completed within 25 minutes. Appendix A presents the NLS Patron Survey
Questionnaire. In addition to the survey questions, the response codes
for the survey were developed and are defined in Appendix B.

**Pre-Test and Interviewer Training**

Prior to conducting the survey, interviewers received training which
included an overview of NLS, its subscribers, its playback equipment,
and the NLS Patron Survey. Training included the rationale for the
information collection, the survey questions, refusal script, and use of
the computer-assisted telephone interviewing (CATI) system. Training
activities also included role-playing and mock interviews to prepare the
interviewers for potential questions about the survey and refusals to
participate. Following training, the questionnaire was pre-tested on 20
subscribers from the sample. The results of pre-testing indicated that
subscribers understood the questionnaire and interviewers were able to
complete the questionnaire within 25 minutes. Only minor script and
questionnaire adjustments were necessary.

Once NLS approved the content of the questionnaire, the survey questions
and the interviewers' script were programmed into a CATI system. The
programmed version was carefully checked for proper execution. Test data
were keyed into the system to ensure proper operation. This method
ensured that once the data collection began, the risk of operational
errors or delays was minimized.

Additionally, a pre-survey letter was sent to all eligible subscribers
in the main and first reserve sample to announce the survey and inform
subscribers they might be asked to participate. The pre-survey letter
also indicated that participation was voluntary and responses were
confidential. A copy of the pre-survey letter is provided in Appendix C.

***Data Collection***

Data collection took place between October 10 and November 14, 2003. CR
Dynamics conducted telephone interviews Monday-Saturdays from 10am to
9pm Eastern Time.

After the first two weeks of calling, it became clear that the main and
first reserve sample would not produce 500 completed interviews. As
described previously, NLS drew a second reserve sample of 1,001
subscribers. Of those, 744 subscribers were determined eligible; however
only 549 were used as replacements in the age groups for which we had
not already achieved 125 completed interviews.

The CATI system managed the sample, automatically produced status
reports, dialed the subscribers' telephone numbers, and scheduled at
least 5 callbacks to subscribers who were not reached on the initial
call.

### Cooperation Rates

The cooperation rate is all people interviewed as a percentage of all
eligible people for whom contact was ever attempted. NLS sought to
achieve a cooperation rate of 70 percent or better based on the
Cooperation Rate 2 (COOP2) formula for random digit dialing (RDD)
surveys as described in the American Association for Public Opinion
Research report *Standard Definitions: Final Dispositions of Case Codes
and Outcome Rates for Surveys*[^1]. The COOP2 formula counts as
respondents people who provided either a complete or a partial
interview. The denominator encompasses all eligible people selected for
the sample, including

-   Complete and partial interviews

-   Refusals and break-offs

-   Other eligible non-respondents.

For the NLS Patron Survey, the criteria used for defining complete and
partial interviews reflected NLS' particular interest in subscribers'
demographic characteristics and the physical and cognitive capabilities
most likely to affect machine operation. The criteria were as follows:

-   A *complete* interview had valid (non-missing) data for at least 90%
    of all applicable capability and demographic items and for at least
    60% of all remaining items that applied to the respondent.

-   A *partial* interview had valid (non-missing) data for 50% to 89% of
    all applicable capability and demographic items.

-   Interviews with valid (non-missing) data for less than 50% of all
    applicable capability and demographic items were counted as
    *break-offs* regardless of how complete the data are for other areas
    of questioning.

Using the COOP2 formula, the NLS Patron Survey achieved a cooperation
rate of 51 percent for the entire sample. The rate, however, varied
considerably among age groups, as Exhibit 3-3 shows. We met our goal of
a 70% cooperation rate for subscribers between the ages of 65 and 84
(72%), and we approached that goal for subscribers in the 40―64 age
group (65%). The cooperation rates for the youngest and oldest
subscribers, however, were much lower (33% and 44% respectively).

**Exhibit 3-3. Cooperation Rate 2 Data for Age Groups and Entire
Sample**

+----------------------+------+------+------+-----+--------+-------+
| **Interview Status** | *    |      |      |     |        | **TO  |
|                      | *Age |      |      |     |        | TAL** |
|                      | Gro  |      |      |     |        |       |
|                      | up** |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+
|                      | 1    | 4    | 6    | 85+ | Unkno  |       |
|                      | 8-39 | 0-64 | 5-84 |     | wn[^2] |       |
+----------------------+------+------+------+-----+--------+-------+
| Complete + Partial   | 69   | 134  | 129  | 115 | 0      | 447   |
| Interview (I+P)      |      |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+
|                      |      |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+
| Refusal + Break Off  | 43   | 41   | 37   | 102 | 14     | 237   |
| (R)                  |      |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+
|                      |      |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+
| Other Eligible       | 99   | 31   | 14   | 42  | 7      | 193   |
|                      |      |      |      |     |        |       |
| Non-Respondents for  |      |      |      |     |        |       |
| whom contact was     |      |      |      |     |        |       |
| attempted (O)        |      |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+
|                      |      |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+
| Total *(I+P+R+O)*    | 211  | 206  | 180  | 259 | 21     | 877   |
+----------------------+------+------+------+-----+--------+-------+
| **COOP2 RATE**       | **3  | **6  | **7  | *   | *      | **    |
|                      | 3%** | 5%** | 2%** | *44 | *\--** | 51%** |
| *                    |      |      |      | %** |        |       |
| *(***I+P)/(I+P)+R+O* |      |      |      |     |        |       |
+----------------------+------+------+------+-----+--------+-------+

***Data Analysis Issues***

The following section presents two factors that affected the analysis of
the NLS Patron Survey: 1) assessment of the survey's eligible
non-respondents, and 2) how the completed interview data was weighted.

# Assessment of Non-Respondents

By a margin of almost two to one, non-participation of eligible
non-respondents resulted from unwillingness to participate rather than
subscribers' apparent busyness or mobility (63% vs. 37% of all eligible
non-respondents). The single most common reason for non-participation by
far is refusal to be interviewed. Subscribers who refused make up almost
half of all eligible non-respondents (207 out of 430, or 48%). Further,
data collection took place just after the Federal government established
its do-not-call registry. Although the program does not prohibit calls
for research purposes or calls to current customers, we lost an
additional 34 eligible subscribers who said they had signed up for this
registry. When added to the subscribers who declined to participate on
other grounds, people who refused to begin the interview make up more
than half of all eligible non-respondents (241/430, or 56%). Exhibit 3-4
presents the interview termination codes for non-respondents by age
group.

The reasons for non-response are strongly age-related. Although
unwillingness to participate occurs in all age groups, it increases with
age. It is least common among the young adults (39%). Unwillingness
accounts for much of the non-response among working-age adults (64%) and
nearly all of the non-response among retirement-age subscribers (78% to
80%).

The youngest subscribers' apparent busyness or mobility accounts for
much of the non-response in this age group (61%). People between the
ages of 18 and 39, moreover, make up more than half of all eligible
subscribers whose non-participation is attributable to our inability to
establish contact with them.

Ineligible non-respondents were those subscribers that were either found
to be ineligible at the time of interviewer contact or were never
reached due to inaccurate phone information. A significant percentage of
all of the non-respondents in this group were ineligible due to their
contact information (78% of the ineligible non-respondents). Again, the
younger age groups (18 -- 64) had the highest rate (81%) of having a
disconnected, fax line, or wrong number; however, in all age groups
inaccurate phone information proved to be an obstacle in contacting
potential respondents.

**Exhibit 3-4. Interview Termination Codes for Eligible Non-Respondents
and Ineligible Subscribers by Age ^a^**

<table>
<colgroup>
<col style="width: 13%" />
<col style="width: 1%" />
<col style="width: 10%" />
<col style="width: 1%" />
<col style="width: 8%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="5" rowspan="2"></td>
<td colspan="5"><strong>Age Category Based on CMLS Data</strong></td>
<td></td>
</tr>
<tr class="even">
<td><strong>18-39</strong></td>
<td><strong>40-64</strong></td>
<td><strong>65-84</strong></td>
<td><strong>85+</strong></td>
<td><strong>Unknown</strong></td>
<td><strong>TOTAL</strong></td>
</tr>
<tr class="odd">
<td colspan="5"><em><strong>I. Eligible
non-respondents:</strong></em></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><strong>A. Uncooperativeness</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Break-off</td>
<td colspan="2"></td>
<td>6</td>
<td>6</td>
<td>5</td>
<td>12</td>
<td>1</td>
<td>30</td>
</tr>
<tr class="odd">
<td colspan="3">Do not call</td>
<td colspan="2"></td>
<td>13</td>
<td>5</td>
<td>4</td>
<td>11</td>
<td>1</td>
<td>34</td>
</tr>
<tr class="even">
<td colspan="3">Refusal</td>
<td colspan="2"></td>
<td>37</td>
<td>35</td>
<td>32</td>
<td>90</td>
<td>13</td>
<td>207</td>
</tr>
<tr class="odd">
<td colspan="3"><em>Total uncooperative</em></td>
<td colspan="2"></td>
<td><em>56</em></td>
<td><em>46</em></td>
<td><em>41</em></td>
<td><em>113</em></td>
<td><em>15</em></td>
<td><em>271</em></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>B. Busyness or mobility</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">Answering machine</td>
<td colspan="2"></td>
<td>20</td>
<td>0</td>
<td>0</td>
<td>6</td>
<td>4</td>
<td>30</td>
</tr>
<tr class="odd">
<td colspan="3">Away</td>
<td colspan="2"></td>
<td>39</td>
<td>15</td>
<td>8</td>
<td>10</td>
<td>0</td>
<td>72</td>
</tr>
<tr class="even">
<td colspan="3">Busy</td>
<td colspan="2"></td>
<td>2</td>
<td>3</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>8</td>
</tr>
<tr class="odd">
<td colspan="3">No answer</td>
<td colspan="2"></td>
<td>25</td>
<td>8</td>
<td>2</td>
<td>12</td>
<td>2</td>
<td>49</td>
</tr>
<tr class="even">
<td colspan="3"><em>Total busy or mobile</em></td>
<td colspan="2"></td>
<td><em>86</em></td>
<td><em>26</em></td>
<td><em>10</em></td>
<td><em>31</em></td>
<td><em>6</em></td>
<td><em>159</em></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><em><strong>Total eligible
non-respondents:</strong></em></td>
<td><em><strong>142</strong></em></td>
<td><em><strong>72</strong></em></td>
<td><em><strong>51</strong></em></td>
<td><em><strong>144</strong></em></td>
<td><em><strong>21</strong></em></td>
<td><em><strong>430</strong></em></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p><em><strong>% of eligible non-respondents who were . .
.</strong></em></p>
</blockquote></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Uncooperative</td>
<td><em><strong>39%</strong></em></td>
<td><em><strong>64%</strong></em></td>
<td><em><strong>80%</strong></em></td>
<td><em><strong>78%</strong></em></td>
<td><em><strong>71%</strong></em></td>
<td><em><strong>63%</strong></em></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Busy or mobile</td>
<td><em><strong>61%</strong></em></td>
<td><em><strong>36%</strong></em></td>
<td><em><strong>20%</strong></em></td>
<td><em><strong>22%</strong></em></td>
<td><em><strong>29%</strong></em></td>
<td><em><strong>37%</strong></em></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"><em><strong>II. Ineligible
subscribers</strong></em></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"><strong>A. Found ineligible at time of interviewer
contact</strong></td>
<td colspan="2"></td>
<td><em>24</em></td>
<td><em>16</em></td>
<td><em>10</em></td>
<td><em>28</em></td>
<td><em>6</em></td>
<td><em>84</em></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"><strong>B. Ineligible due to inaccurate phone
info</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">Disconnected</td>
<td colspan="2"></td>
<td>38</td>
<td>32</td>
<td>18</td>
<td>26</td>
<td>5</td>
<td>119</td>
</tr>
<tr class="even">
<td colspan="3">Fax line</td>
<td colspan="2"></td>
<td>1</td>
<td>0</td>
<td>5</td>
<td>1</td>
<td>0</td>
<td>7</td>
</tr>
<tr class="odd">
<td colspan="3">Wrong phone #</td>
<td colspan="2"></td>
<td>61</td>
<td>35</td>
<td>18</td>
<td>44</td>
<td>6</td>
<td>164</td>
</tr>
<tr class="even">
<td colspan="3"><em>Total ineligible due to inaccurate phone
info.</em></td>
<td colspan="2"></td>
<td><em>100</em></td>
<td><em>67</em></td>
<td><em>41</em></td>
<td><em>71</em></td>
<td><em>11</em></td>
<td><em>290</em></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"><em><strong>Total ineligible</strong></em></td>
<td colspan="2"></td>
<td><em><strong>124</strong></em></td>
<td><em><strong>83</strong></em></td>
<td><em><strong>51</strong></em></td>
<td><em><strong>99</strong></em></td>
<td><em><strong>17</strong></em></td>
<td><em><strong>374</strong></em></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"><strong>Ineligibility due to inaccurate phone
information: % of ineligible subscribers</strong></td>
<td colspan="2"></td>
<td><strong>81%</strong></td>
<td><strong>81%</strong></td>
<td><strong>80%</strong></td>
<td><strong>72%</strong></td>
<td><strong>65%</strong></td>
<td><strong>78%</strong></td>
</tr>
</tbody>
</table>

^a^ Age is based on CMLS information.

**Weighting**

All data were *weighted* during analysis to adjust for the
disproportionate stratified sampling strategy. The weight applied to
each member of a particular subgroup was based on a formula that took
into account the rate at which members of that group were sampled, the
total sample size, and the total population size. In short, weighting
restored the ability to generalize from the stratified sample to all NLS
subscribers. Exhibit 3-5 presents the sample weights for the survey and
Exhibit 3-6 presents the unweighted and weighted data for each age
group.

# 

# Exhibit 3-5. Sample Weights for NLS Patron Survey [^3]

+-----+-------+-------+--------+----------+--------+---------+------+
| *   | *     | **S   | **Sa   | **       | **1/sa | **Total | **S  |
| *Ag | *Pop. | ample | mpling | Sampling | mpling | sample  | trat |
| e** | N**   | n**   | inte   | Rate**   | rate** | N       | um** |
|     |       |       | rval** | (1/      |        | /Total  |      |
| **g |       |       |        | sampling |        | pop. N  | **W  |
| rou |       |       | (N/n)  | i        |        | ^a^**   | eigh |
| p** |       |       |        | nterval) |        |         | ts** |
|     |       |       |        | **^a^**  |        |         |      |
+-----+-------+-------+--------+----------+--------+---------+------+
| 18  | 5     | 69    | 818    | 1.2224   | 0.8181 | 1.2155  | 0.   |
| --  | 6,476 |       |        |          |        |         | 9944 |
| 39  |       |       |        |          |        |         |      |
+-----+-------+-------+--------+----------+--------+---------+------+
| 40  | 8     | 134   | 665    | 1.5037   | 0.6650 | 1.2155  | 0.   |
| --  | 9,056 |       |        |          |        |         | 8083 |
| 64  |       |       |        |          |        |         |      |
+-----+-------+-------+--------+----------+--------+---------+------+
| 65  | 12    | 129   | 1,006  | 0.9940   | 1.0060 | 1.2155  | 1.   |
| --  | 9,725 |       |        |          |        |         | 2228 |
| 84  |       |       |        |          |        |         |      |
+-----+-------+-------+--------+----------+--------+---------+------+
| 85+ | 9     | 115   | 804    | 1.2437   | 0.8040 | 1.2155  | 0.   |
|     | 2,472 |       |        |          |        |         | 9773 |
+-----+-------+-------+--------+----------+--------+---------+------+
| **  | ***   | ***4  |        |          |        |         |      |
| *To | 367,7 | 47*** |        |          |        |         |      |
| tal | 29*** |       |        |          |        |         |      |
| *** |       |       |        |          |        |         |      |
+-----+-------+-------+--------+----------+--------+---------+------+

**^a^** Figures were multiplied by 1,000 to make them less awkward to
work with. Because 1,000 was used as a constant, i.e., it was applied to
both elements of the weight formula, this strategy does not distort the
resulting weights.

**Exhibit 3-6. Unweighted and Weighted Data by Age Group**

  -------------------- -------------- ------------- ----------------------
                       **\#                         **% subscribers in
                       subscribers in               each age group ^a^
                       each age                     (n/447)**
                       group**                      

  **Age Group**        **Unweighted   **Weighted    
                       n**            n**           

  18 -- 39             69             69            16%

  40 -- 64             134            108           24%

  65 -- 84             129            158           35%

  85 & over            115            112           25%

  ***Sample total***   ***447***      ***447***     ***100%***
  -------------------- -------------- ------------- ----------------------

#  ^a^ The percentages, although calculated using weighted sample data, describe the age distributions both for the sample and for the portion of the NLS population from which the sample was drawn (i.e., subscribers age 18 or over who were eligible for the study based on CMLS information). Our weighting procedure ensured that the age distributions in the sample and in the population are the same. One would obtain identical results by using the NLS population information shown in Exhibit 3-5. For example, according to CMLS information, there are 92,472 study-eligible subscribers who are at least 85 years old; dividing this figure by 367,729 (the total number of study-eligible subscribers) would show that people in the 85+ age group make up 25% of the total study-eligible population, the same figure presented in Exhibit 3-6. 

Once the data were weighted, the data were analyzed using SPSS 12.0. The
next section presents the data analysis.

# 4.0 DATA ANALYSIS

# The following chapter is presented in two parts:

# 

# Part I. Patrons' Background Characteristics and Technology Use 

# Part II. Subscribers' Experiences with the Talking Book Service and Playback Machines.

# 

# Part I. Patrons' Background Characteristics and Technology Use 

This section sets the stage for the rest of the report. Below, we
describe subscribers' demographic characteristics, disability and health
characteristics, and use of technology in everyday life. These factors
provide a context for understanding subscribers' experiences with their
current playback machines, as well as their preferences and needs
regarding the forthcoming digital equipment.

## I-A. Demographic characteristics (Tables 4-1 and 4-2)

In two respects---educational attainment and type of community---NLS
patrons are a varied group. Their highest grade or degree runs the gamut
from 11 or fewer years of formal education to graduate school. Patrons
are only slightly less likely to be living in a rural community or small
town than in a suburb or city.

In other respects, however, NLS patrons are more demographically
homogeneous. Overwhelmingly, respondents are non-Hispanic Whites whose
native language is English. Most are unemployed and have a modest
household income of \$39,000 or less for 2002. This demographic profile
characterizes all age groups. As we explain below, however, it
especially characterizes retirement-age subscribers; the young and
middle-aged adults are somewhat more diverse.

As one would expect, for example, nearly all retirement-age respondents
are unemployed (98%). The modest incomes typical of the sample as a
whole are especially concentrated among the oldest subscribers. Ninety
percent who are 85 or older had a household income of \$39,000 or below,
and more than half reported an income of less than \$20,000 (59%
compared to 35 ― 41% of younger respondents).

Although a clear majority of young adults also have a modest income and
are unemployed, a substantial minority work full- or part-time. The
youngest patrons are the most likely to have a job (38% compared to 16%
of respondents between the ages of 40 and 64), and they are the only age
group that is predominantly male. Working-age subscribers---especially
the youngest---also are somewhat more racially and ethnically diverse
than retirement-age subscribers are. Between 83% and 92% of subscribers
ages 40 or older are white, for instance, compared to only 71% of
patrons who are 18 to 39 years old. In each successively younger age
group, Hispanics and members of racial minority groups (except American
Indians) are more numerous.

**Table 4-1. Socio-Economic Resources by Age Group**

+-------------+-------------+------+-------+--------+-------+--------+
|             |             | *    |       |        |       |        |
|             |             | *Age |       |        |       |        |
|             |             | at   |       |        |       |        |
|             |             | last |       |        |       |        |
|             |             | bi   |       |        |       |        |
|             |             | rthd |       |        |       |        |
|             |             | ay** |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             | **   | *     | **65 - | **85  | **T    |
|             |             | 18 - | *40 - | 84**   | or    | otal** |
|             |             | 39** | 64**  |        | \>**  |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             | \%   | \%    | \%     | \%    | \%     |
|             |             |      |       |        |       |        |
|             |             | (N   | (N    | (      | (N    | (      |
|             |             | =69) | =108) | N=158) | =112) | N=447) |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
| **          | 11 yrs or   | 10.3 | 14.3  | 14.2   | 15.7  | 14.0   |
| Education** | \<          |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | HS grad or  | 41.2 | 23.3  | 33.9   | 38.3  | 33.5   |
|             | GED         |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | 1 - 3 yrs   | 26.5 | 35.3  | 24.4   | 24.3  | 27.4   |
|             | college     |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | 4-yr        | 13.2 | 14.3  | 17.3   | 8.7   | 13.8   |
|             | college     |      |       |        |       |        |
|             | grad        |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | Grad school | 8.8  | 12.8  | 10.2   | 13.0  | 11.3   |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
| *           | Unemployed  | 62.3 | 84.1  | 96.9   | 98.0  | 89.1   |
| *Employment |             |      |       |        |       |        |
| status      |             |      |       |        |       |        |
| \*\***      |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | Works       | 17.4 | 2.8   | 1.3    | 1.3   | 4.1    |
|             | part-time   |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | Works       | 20.3 | 13.1  | 0.7    | 0.7   | 6.8    |
|             | full-time   |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
| **HH income | Less than   | 34.6 | 41.1  | 40.2   | 59.3  | 44.3   |
| before      | \$20,000    |      |       |        |       |        |
| taxes for   |             |      |       |        |       |        |
| 2002 \*\*** |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | \$20,000 -  | 38.5 | 26.8  | 35.5   | 30.8  | 32.6   |
|             | \$39,000    |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | \$40,000 -  | 11.5 | 16.1  | 15.9   | 5.5   | 12.8   |
|             | \$59,000    |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | \$60,000 -  | 3.8  | 13.4  | 5.6    | 2.2   | 6.5    |
|             | \$79,000    |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+
|             | \$80,000+   | 11.5 | 2.7   | 2.8    | 2.2   | 3.9    |
+-------------+-------------+------+-------+--------+-------+--------+
|             |             |      |       |        |       |        |
+-------------+-------------+------+-------+--------+-------+--------+

Based on weighted data.

Missing cases: Education (4); Employment status (6); Household income
(85, 52 of whom said they did not know their household income, and 32 of
whom refused to answer).

\*\* *[P]{.underline}* ≤ .01 based on Kendall's tau-b.

> **Table 4-2. Other Demographic Characteristics by Age Group**

+--------------+-----------+------+-------+-------+-------+--------+
|              |           | *    |       |       |       |        |
|              |           | *Age |       |       |       |        |
|              |           | at   |       |       |       |        |
|              |           | last |       |       |       |        |
|              |           | bi   |       |       |       |        |
|              |           | rthd |       |       |       |        |
|              |           | ay** |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              |           | **18 | **40  | *     | **85  | **T    |
|              |           | --   | --    | *65 - | or    | otal** |
|              |           | 39** | 64**  | 84**  | \>**  |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              |           | \%   | \%    | \%    | \%    | \%     |
|              |           |      |       |       |       |        |
|              |           | (N   | (N    | (N    | (N    | (      |
|              |           | =69) | =108) | =158) | =112) | N=447) |
+--------------+-----------+------+-------+-------+-------+--------+
| **           | Male      | 68.1 | 40.4  | 35.7  | 23.2  | 38.7   |
| Gender\*\*** |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Female    | 31.9 | 59.6  | 64.3  | 76.8  | 61.3   |
+--------------+-----------+------+-------+-------+-------+--------+
|              |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
| **Race**\*\* | White     | 70.6 | 82.8  | 89.7  | 92.0  | 85.7   |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Black     | 13.2 | 10.2  | 3.2   | 3.5   | 6.5    |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Amer.     | \    | 2.3   | 2.4   | 2.7   | 2.1    |
|              | Indian    | -\-- |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Asian     | 1.5  | .8    | .8    | \-\-- | .7     |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Other ^a^ | 14.7 | 3.9   | 4.0   | 1.8   | 5.1    |
+--------------+-----------+------+-------+-------+-------+--------+
|              |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
| **Hispanic   | No        | 88.4 | 94.7  | 95.3  | 100.0 | 95.3   |
| d            |           |      |       |       |       |        |
| escent**\*\* |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Yes       | 11.6 | 5.3   | 4.7   | \-\-- | 4.7    |
+--------------+-----------+------+-------+-------+-------+--------+
|              |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
| **English as | First     | 95.7 | 95.5  | 92.9  | 93.0  | 94.0   |
| native       | language  |      |       |       |       |        |
| language**   |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Learned   | 4.3  | 4.5   | 7.1   | 7.0   | 6.0    |
|              | later     |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
| **Type of    | Rural or  | 8.7  | 20.3  | 18.3  | 12.5  | 15.8   |
| c            | farming   |      |       |       |       |        |
| ommunity**\* |           |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Small     | 26.1 | 18.8  | 31.0  | 38.4  | 29.1   |
|              | town      |      |       |       |       |        |
+--------------+-----------+------+-------+-------+-------+--------+
|              | Suburb    | 26.1 | 24.1  | 21.4  | 19.6  | 22.4   |
+--------------+-----------+------+-------+-------+-------+--------+
|              | City      | 39.1 | 36.8  | 29.4  | 29.5  | 32.7   |
+--------------+-----------+------+-------+-------+-------+--------+

> Based on weighted data.
>
> Missing cases: Race (11, six of whom refused to answer); Hispanic
> descent (3); English as native language (3); Type of community (7).
>
> ^a^ Although Hispanics can be of any race, 15 patrons gave their race
> as Hispanic. Most of the remaining "other" respondents are of mixed
> race, usually American Indian and White (4).
>
> \* *[p]{.underline}* ≤ .05; \*\* *[p]{.underline}* ≤ .01, based on
> Kendall's tau-b.

## I-B. Disability and health (Table 4-3)

The great majority of subscribers---74%―are blind or visually impaired.
Slightly more than half of all subscribers (54%) reported serious
difficulty seeing, and 20% are totally blind or have light perception
only. Adult onset, usually at age 40 or later, is the rule. The most
common experience is serious vision loss that accompanies old age; 40%
of all blind or visually impaired patrons, and most patrons who are of
retirement age, did not have serious difficulty seeing until they were
65 or older.

Although a few retirement-age patrons have been visually impaired for
most of their lives, childhood onset is the rule in the youngest age
group. More than half of blind or visually impaired respondents who are
18 to 39 years old first experienced serious vision loss at age five or
before. Most of the rest developed vision problems before turning 20.

Physical problems that interfere with reading are relatively rare, both
in general (13% of all respondents) and in each age group (9%―16%). Only
3% of all subscribers, moreover, are physically impaired *only*; most
physically impaired subscribers also have a learning disability or (much
more often) are blind or visually impaired (77%, not shown).

Learning problems that interfere with reading are even rarer than
physical problems (10%). Having a learning disability is strongly
age-related. One-third of the youngest patrons reported a learning
disability compared to just 2%―10% of patrons in the three older groups.

Both demographically and with respect to disability, the youngest
patrons are a somewhat anomalous group. They are the only age group in
which males predominate. As we have seen, patrons who are 18 to 39 years
old are more likely to be employed and to belong to a racial or ethnic
minority group than older patrons are, and their experience with
disability is different. More of the youngest patrons have a learning
disability, and most with a visual or physical impairment developed it
before they were old enough to start first grade. This pattern presents
a sharp contrast to the experience of older respondents, especially in
the retirement-age groups, most of whom did not have difficulty reading
until relatively late in life.

A sharp contrast between the young adults and everyone else also applies
to the state of subscribers' general health. Many more young adults than
older adults reported being in excellent or very good health (69%
compared to 22% ― 39%). Their good health (and the opportunity to
acquire adaptive skills at an early age) might help to explain why the
18 to 39 year-olds are more likely to be employed than patrons in what
are normally the peak working years of 40 to 64.

The fact that many subscribers over 40 cannot claim excellent or very
good health is not necessarily to say they are frail. Few people in any
age group reported poor health. Nor can one assume that precarious
health becomes more common in each successively older group. The oldest
subscribers report being in better health than do subscribers in their
later working years or early old age. More of the oldest subscribers
characterized their general health as excellent or

very good (39% compared to 22% ―32%), and fewer reported that their
health was only fair or poor (33% compared to 41% ― 45%). Although these
findings might seem anomalous, they probably are not. People who reach
late old age are, by definition, survivors; they have avoided,

delayed, or controlled the chronic health problems that might have taken
their lives at a younger age. Many of the subscribers who are 40 to 84
and in precarious health, quite likely, will not live to the age of 85.

**Table 4-3. Disability and Health Characteristics by Age Group**

+-------------+-------------+-------+-------+-------+-------+-------+
|             |             | **Age |       |       |       |       |
|             |             | at    |       |       |       |       |
|             |             | last  |       |       |       |       |
|             |             | birth |       |       |       |       |
|             |             | day** |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             | *     | *     | *     | **85  | **To  |
|             |             | *18 - | *40 - | *65 - | or    | tal** |
|             |             | 39**  | 64**  | 84**  | \>**  |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             | \%    | \%    | \%    | \%    | \%    |
|             |             |       |       |       |       |       |
|             |             | (     | (N    | (N    | (N    | (N    |
|             |             | N=69) | =108) | =158) | =112) | =447) |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
| **Type of   | Totally     | 24.2  | 25.2  | 17.3  | 15.5  | 19.8  |
| i           | blind or    |       |       |       |       |       |
| mpairment** | light       |       |       |       |       |       |
|             | percep.     |       |       |       |       |       |
|             | only        |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | Serious     | 42.4  | 50.4  | 57.5  | 59.1  | 53.9  |
|             | difficulty  |       |       |       |       |       |
|             | seeing      |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | *Total      | *     | *     | *     | *     | *     |
|             | visual*     | 66.6* | 75.6* | 75.8* | 74.6* | 73.7* |
|             |             |       |       |       |       |       |
|             | *           |       |       |       |       |       |
|             | impairment* |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | Physical    | 14.5  | 16.4  | 12.5  | 8.7   | 12.8  |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | Learning    | 34.8  | 9.8   | 3.9   | 1.8   | 9.6   |
|             | \*\*        |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | Unknown     | \-\-- | \-\-- | 8.2   | 14.9  | 3.7   |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
| **Age at    | Birth to 5  | 56.9  | 16.8  | 7.4   | 3.7   | 15.7  |
| onse        | yrs         |       |       |       |       |       |
| t\--Serious |             |       |       |       |       |       |
| difficulty  |             |       |       |       |       |       |
| seeing \*\* |             |       |       |       |       |       |
| ^a^**       |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | 6 - 19      | 29.3  | 16.0  | 7.4   | 1.9   | 11.2  |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | 20 - 39     | 13.8  | 22.4  | 5.7   | .9    | 9.7   |
+-------------+-------------+-------+-------+-------+-------+-------+
|             | 40 - 64     | \-\-- | 44.8  | 25.4  | 12.1  | 23.2  |
+-------------+-------------+-------+-------+-------+-------+-------+
| *Continued* | 65 or over  | \-\-- | \-\-- | 53.6  | 81.3  | 40.2  |
+-------------+-------------+-------+-------+-------+-------+-------+
|             |             |       |       |       |       |       |
+-------------+-------------+-------+-------+-------+-------+-------+

+------------------+----------+-------+-------+-------+-------+-------+
| **Table 4-3,     |          |       |       |       |       |       |
| continued.**     |          |       |       |       |       |       |
+------------------+----------+-------+-------+-------+-------+-------+
|                  |          | **18  | **40  | **65  | **85  | **To  |
|                  |          | --    | --    | --    | or    | tal** |
|                  |          | 39**  | 64**  | 84**  | \>**  |       |
|                  |          |       |       |       |       | \%    |
|                  |          | \%    | \%    | \%    | \%    |       |
+------------------+----------+-------+-------+-------+-------+-------+
| **Age at         | Birth to | 80.0  | \-\-- | 7.1   | \-\-- | 17.1  |
| onset\--Physical | 5 yrs    |       |       |       |       |       |
| prob. affecting\ |          |       |       |       |       |       |
| reading \*\*     |          |       |       |       |       |       |
| ^a^**            |          |       |       |       |       |       |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | 6 - 19   | 10.0  | 9.1   | \-\-- | \-\-- | 4.9   |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | 20 - 39  | 10.0  | 31.8  | \-\-- | \-\-- | 12.4  |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | 40 - 64  | \-\-- | 54.5  | 14.3  | 11.1  | 24.5  |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | 65 or    | \-\-- | 4.5   | 78.6  | 88.9  | 41.2  |
|                  | over     |       |       |       |       |       |
+------------------+----------+-------+-------+-------+-------+-------+
|                  |          |       |       |       |       |       |
+------------------+----------+-------+-------+-------+-------+-------+
| **State of       | E        | 35.3  | 5.2   | 6.3   | 10.4  | 11.5  |
| general health   | xcellent |       |       |       |       |       |
| \*\***           |          |       |       |       |       |       |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | Very     | 33.8  | 26.9  | 15.7  | 28.7  | 24.5  |
|                  | good     |       |       |       |       |       |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | Good     | 23.5  | 26.9  | 32.3  | 27.8  | 28.5  |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | Fair     | 4.4   | 24.6  | 33.9  | 20.9  | 23.8  |
+------------------+----------+-------+-------+-------+-------+-------+
|                  | Poor     | 2.9   | 16.4  | 11.8  | 12.2  | 11.7  |
+------------------+----------+-------+-------+-------+-------+-------+

Based on weighted data.

Because some patrons have multiple disabilities, totals for type of
impairment can exceed 100%.

Missing cases: Visual impairment (13, most of whom responded "don't
know" to the question about any serious difficulty seeing); physical
impairment (1); learning problem (3); age at onset of serious difficulty
seeing (35; 27 didn't know, and 6 refused to answer); age at onset of
physical problems affecting reading (3); general health (3).

^a^ Data on age at onset are limited to patrons who reported an
impairment.

\*\* *[p]{.underline}* ≤ .01.

## I-C. Technology Use (Table 4-4 ― 4-4-b)

Nearly all subscribers use at least one high-tech device that is
commonplace in the broader American population. Most, for instance, use
a remote control and dial the telephone themselves. A clear majority
insert batteries into household devices and operate a CD player,
although sometimes with difficulty. Among respondents who operate a CD
player, 18% have trouble handling the CDs (not shown in the table).
Between one-fourth and one-third of subscribers make purchases with a
debit card and use a bank card at an ATM machine.

**Table 4-4. Technology Use by Age, Education, and Income**

+------------------------+-------+------------+------+-------+-------+
|                        |       |            | Rela |       |       |
|                        |       |            | tion |       |       |
|                        |       |            | ship |       |       |
|                        |       |            | (Som |       |       |
|                        |       |            | ers' |       |       |
|                        |       |            | d    |       |       |
|                        |       |            | )^a^ |       |       |
|                        |       |            | of   |       |       |
|                        |       |            | te   |       |       |
|                        |       |            | ch.\ |       |       |
|                        |       |            | use  |       |       |
|                        |       |            | (all |       |       |
|                        |       |            | resp |       |       |
|                        |       |            | onde |       |       |
|                        |       |            | nts) |       |       |
|                        |       |            | to:  |       |       |
+------------------------+-------+------------+------+-------+-------+
|                        | \%    | \% blind   | **A  | **E   | **Inc |
|                        | all   | or         | ge** | ducat | ome** |
|                        | Rs    | visually   |      | ion** |       |
|                        |       | imp.       | (N=  |       | (N    |
|                        | (N    | (N=320)    | 447) | (N    | =362) |
|                        | =447) |            |      | =443) |       |
+------------------------+-------+------------+------+-------+-------+
| **Any computer use**   | **3   | **31.6**   | -.37 | .1    | .2    |
|                        | 4.1** |            | \*\* | 1\*\* | 1\*\* |
| \... at home           |       | 26.6       |      |       |       |
|                        | 29.7  |            |      |       |       |
| \... elsewhere         |       | 16.2       |      |       |       |
|                        | 18.7  |            |      |       |       |
| At home on R's behalf  |       | 13.1       |      |       |       |
|                        | 12.7  |            |      |       |       |
+------------------------+-------+------------+------+-------+-------+
| **Any internet use**   | **2   | **25.6**   | -.34 | .1    | .2    |
|                        | 9.2** |            | \*\* | 2\*\* | 3\*\* |
| \... at home           |       | 23.8       |      |       |       |
|                        | 26.9  |            |      |       |       |
| Home dial-up           |       | 13.4       |      |       |       |
| connection             | 14.7  |            |      |       |       |
|                        |       | 9.4        |      |       |       |
| Home high-speed        | 11.4  |            |      |       |       |
| connection             |       |            |      |       |       |
+------------------------+-------+------------+------+-------+-------+
| **Has heard of         | **4   | **46.6**   | -.29 | .1    | .2    |
| synthetic speech**     | 6.0** |            | \*\* | 6\*\* | 1\*\* |
|                        |       | 33.1       |      |       |       |
| Has actually used      | 32.0  |            |      |       |       |
| synthetic speech       |       | 51.9       |      |       |       |
|                        | 45.3  |            |      |       |       |
| How often users        |       | 48.1       |      |       |       |
| listen:                | 54.7  |            |      |       |       |
|                        |       |            |      |       |       |
| Often                  |       |            |      |       |       |
|                        |       |            |      |       |       |
| Occasionally or rarely |       |            |      |       |       |
+------------------------+-------+------------+------+-------+-------+
| **Uses magnifier**     | **6   | **60.9**   | .12  | .04   | -.03  |
|                        | 0.5** |            | \*\* |       |       |
+------------------------+-------+------------+------+-------+-------+
| **Uses 1 or \>hi-tech  | **3   | **40.0**   | -.22 | .1    | .1    |
| adaptive devices:**    | 8.0** |            | \*\* | 0\*\* | 9\*\* |
|                        |       | 16.6       |      |       |       |
| Scanner                | 17.2  |            |      |       |       |
|                        |       | 15.6       |      |       |       |
| CCTV                   | 15.4  |            |      |       |       |
|                        |       | 18.1       |      |       |       |
| Screen reader          | 15.0  |            |      |       |       |
|                        |       | 12.2       |      |       |       |
| Screen magnification   | 11.0  |            |      |       |       |
| software               |       | 10.6       |      |       |       |
|                        | 8.1   |            |      |       |       |
| Braille device         |       |            |      |       |       |
+------------------------+-------+------------+------+-------+-------+
| **Uses one or \> other | **9   | **92.2**   | -.   | .04\* | .05\* |
| hi-tech devices:**     | 3.6** |            | 04\* |       |       |
|                        |       | 83.4       |      |       |       |
| Uses remote control    | 85.5  |            |      |       |       |
|                        |       | 81.4       |      |       |       |
| Dials phone oneself    | 84.1  |            |      |       |       |
|                        |       | 67.5       |      |       |       |
| Inserts batteries      | 70.4  |            |      |       |       |
|                        |       | 56.1       |      |       |       |
| Operates CD player     | 57.0  |            |      |       |       |
|                        |       | 32.8       |      |       |       |
| Swipes debit card      | 34.4  |            |      |       |       |
|                        |       | 24.8       |      |       |       |
| Uses ATM machine       | 25.2  |            |      |       |       |
+------------------------+-------+------------+------+-------+-------+

Based on weighted data. \* *[p]{.underline}* ≤ .05; \*\*
*[p]{.underline}* ≤ .01.

Missing cases: Education (4), income (85), technology use
characteristics (1―6, usually "don't know").

^a^ Somers' d measures the strength and direction of relationships
between two ordinal variables, i.e., whose categories are both mutually
exclusive and ordered (as in good, better, best). This report employs a
*directional* Somers' d that specifies which variable is independent (in
this table, e.g., age) and which is dependent (technology use). Somers'
d ranges from 0, indicating no relationship, to  1, indicating a
perfect relationship. As a rule of thumb,  .25 is the minimum value for
moderately strong relationships. Negative values signify inverse
relationships, when the values of one variable increase as the values of
the other variable decrease. In positive relationships, the values of
both variables increase (or both decrease) in tandem.

The use of high-tech adaptive devices, computers, and the internet is
less widespread but still significant. The majority of subscribers use a
magnifier,[^4] and nearly 40% use more sophisticated adaptive devices.
Very few respondents use a braille device. Use of scanners, CCTVs,
screen readers, and screen magnification software ranges from 11% to
only 17% of all respondents.

Almost half of subscribers have heard of synthetic speech, but only
about one-third have actually used it. As one would expect, the
principal users of synthetic speech are blind or visually impaired (76%
of users, not shown). Some people who are not blind or visually impaired
(at least not as defined in this study), however, also use it (24%, not
shown). This fact, and the predominance of blind or visually impaired
people in the sample, helps to explain why the use of synthetic speech
is no more common among blind or visually impaired subscribers than it
is among subscribers in general (33% and 32% respectively, Table 4-4).

Subscribers vary in how much they rely on synthetic speech. People who
listen to synthetic speech, and blind or visually impaired subscribers
in particular, are almost evenly divided between those who listen to it
often and those who listen only occasionally or rarely (Table 4-4).

**Table 4-4-a. Willingness to listen to publications in synthetic
speech**

+---------------------+-------+--------+-----+-------------+---------+
|                     | **\#  | **\#   | *   | **% willing | **%     |
|                     | Will  | po     | *To | among those | willing |
|                     | ing** | ssibly | tal | aware of    | among   |
|                     |       | w      | \   | synthetic   | all Rs  |
|                     |       | illing | #** | speech**    | (N=447) |
|                     |       | ^a^**  |     |             | ^b^**   |
|                     |       |        |     | **(N=207)** |         |
+---------------------+-------+--------+-----+-------------+---------+
| Articles from       | 133   | 10     | 143 | 69.4        | 32.0    |
| newspapers or       |       |        |     |             |         |
| magazines           |       |        |     |             |         |
+---------------------+-------+--------+-----+-------------+---------+
| Newsletters         | 127   | 13     | 140 | 68.0        | 31.3    |
+---------------------+-------+--------+-----+-------------+---------+
| Books of            | 88    | 17     | 105 | 51.0        | 23.5    |
| non-fiction         |       |        |     |             |         |
+---------------------+-------+--------+-----+-------------+---------+
| Books of fiction    | 84    | 17     | 101 | 49.0        | 22.6    |
+---------------------+-------+--------+-----+-------------+---------+

Based on weighted data.

^a^ Includes maybe, it depends, and don't know.

^b^ Only subscribers who had heard of synthetic speech were asked about
their willingness to listen to publications in this format. We show
willingness as a percentage of the entire sample to describe the current
market for synthetic speech.

The potential market for synthetic speech publications is relatively
small but non-trivial (Table 4-4-a). This market, moreover, is larger
for some types of publications than for others. More subscribers are
willing to listen to short documents like articles and newsletters in
synthetic speech than are willing to listen to books. Willingness to
listen to all types of publications in synthetic speech, however, is
likely to increase as awareness of the technology grows and as the
quality of the speech improves. Among subscribers who have heard of
synthetic speech, approximately two-thirds are willing to listen to
articles and newsletters, and half are willing to listen to books.

Another development that might increase interest in synthetic speech is
more widespread computer use. Only one-third of subscribers use a
computer, most often at home. Most that use a computer also use the
internet. Almost as many home internet users have a high-speed
connection as have the slower dial-up service.[^5]

The reasons subscribers volunteered for not using a computer (not shown)
point to three major barriers: (1) low income, (2) inaccessibility to
people with disabilities, and (3) generational issues. Although only 8%
of non-users said that computers are too expensive, 29% reported having
no access to a computer; presumably lower prices (or more disposable
income) would enable many of these people to buy a computer. Consistent
with this argument, computer use is statistically a function of income;
as household income increases, so does computer use (d=.21, p≤ .01;
Table 4-4). High-income subscribers are almost three times more likely
than low-income subscribers to use a computer (62% of subscribers with a
household income of \$60,000 or more vs. 22% of those whose household
income is less than \$20,000, not shown). A relatively high income also
appears to promote internet use, awareness of synthetic speech, and the
use of high-tech adaptive devices.[^6]

Another common reason for not using a computer is inaccessibility to
people with disabilities (30% of non-users). Inaccessibility probably
also underlies many of the health problems (e.g., arthritis) that 14% of
non-users gave as a reason for not using a computer.

Generational barriers are implicit in many of the reasons subscribers
gave for not using a computer. These reasons include not knowing how to
use a computer (29% of non-users), feeling too old (17%), the belief
that computers are too complicated (13%) or too much trouble (8%), lack
of interest (15%) or need (6%), and fear of computers or technology more
generally (3%).

**Table 4-4-b. Use of Selected Technologies by Age Group**

+--------------+--------------+----------+--------+-------+---------+
|              |              | **Age    |        |       |         |
|              |              | category |        |       |         |
|              |              | at last  |        |       |         |
|              |              | bi       |        |       |         |
|              |              | rthday** |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              |              | **18 ―   | **40 ― | **65  | **85 or |
|              |              | 39**     | 64**   | ―     | over**  |
|              |              |          |        | 84**  |         |
|              |              | \%       | \%     |       | \%      |
|              |              |          |        | \%    |         |
|              |              | (N=69)   | (      |       | (N=112) |
|              |              |          | N=108) | (N    |         |
|              |              |          |        | =158) |         |
+--------------+--------------+----------+--------+-------+---------+
| **Any        |              | 76.8     | 56.0   | 18.6  | 8.7     |
| computer     |              |          |        |       |         |
| use**        |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| **Any        |              | 69.6     | 47.0   | 17.1  | 4.3     |
| internet     |              |          |        |       |         |
| use**        |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| Home dial-up |              | 36.2     | 22.2   | 9.5   | 1.8     |
| connection   |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| Home         |              | 30.4     | 17.6   | 5.7   | 1.8     |
| high-speed   |              |          |        |       |         |
| connection   |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| **Has heard  |              | 71.0     | 66.4   | 39.5  | 20.0    |
| of synthetic |              |          |        |       |         |
| speech**     |              |          |        |       |         |
|              |              |          |        |       |         |
| If yes,      |              |          |        |       |         |
| listens to   |              |          |        |       |         |
| it:          |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              | Often        | 49.0     | 34.1   | 25.5  | \-\--   |
+--------------+--------------+----------+--------+-------+---------+
| Occasionally |              | 32.7     | 45.5   | 33.4  | 34.8    |
| or rarely    |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              | Never        | 18.4     | 20.5   | 41.2  | 65.2    |
+--------------+--------------+----------+--------+-------+---------+
| **Uses 1 or  |              | 63.8     | 50.0   | 28.7  | 23.5    |
| \> hi-tech   |              |          |        |       |         |
| adaptive     |              |          |        |       |         |
| devices:**   |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              | Scanner      | 42.6     | 26.1   | 7.9   | 6.1     |
+--------------+--------------+----------+--------+-------+---------+
|              | CCTV         | 17.4     | 17.2   | 14.8  | 13.3    |
+--------------+--------------+----------+--------+-------+---------+
|              | Screen       | 36.4     | 22.6   | 7.9   | 5.2     |
|              | reader       |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| Screen       |              | 14.5     | 17.9   | 9.3   | 4.4     |
| m            |              |          |        |       |         |
| agnification |              |          |        |       |         |
| software     |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              | Braille      | 26.1     | 11.2   | 3.9   | \-\--   |
|              | device       |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| **Uses 1 or  |              | 95.7     | 97.0   | 93.8  | 88.7    |
| \> other     |              |          |        |       |         |
| hi-tech      |              |          |        |       |         |
| devices**    |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              | Remote       | 92.6     | 88.1   | 88.4  | 74.8    |
|              | control      |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| Dials phone  |              | 91.3     | 91.8   | 81.2  | 76.3    |
| oneself      |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              | Inserts      | 87.0     | 76.1   | 67.4  | 59.1    |
|              | batteries    |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| Operates CD  |              | 85.3     | 73.1   | 50.4  | 33.3    |
| player       |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
|              | Swipes debit | 56.5     | 46.6   | 27.9  | 18.3    |
|              | card         |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+
| Uses ATM     |              | 56.5     | 35.1   | 16.4  | 8.8     |
| machine      |              |          |        |       |         |
+--------------+--------------+----------+--------+-------+---------+

Based on weighted data.

Missing cases for technology use (1―6, usually don't know).

Together, these reasons suggest a lack of exposure, or only a brief and
unsatisfactory exposure, to computers and what computers can do.

Generational issues might be an even greater hindrance to computer use
than economic barriers are. Age (which in the present context indicates
generation, not age *per se*) influences computer and internet use more
strongly than household income does (Table 4-4). The relationship
between age and technology use emerges even more starkly when one
compares the four age groups (Table 4-4-b). Three-fourths of young
adults use a computer and the internet, as do approximately half of
subscribers in the 40―64 age group (which includes most of the Baby Boom
generation and people born during World War II). After age 64---that is,
among people born before the start of the Second World War---computer
use and internet use both drop sharply. This general pattern also
applies to having heard of synthetic speech and to the use of all
high-tech adaptive devices except for CCTVs (scanners, screen readers,
braille devices and, to a lesser extent, screen magnification software).
To varying degrees, much higher use among younger subscribers than among
older ones also applies to mainstream high-tech devices. In the oldest
age group, there are only three such devices that more than half of
subscribers use: a remote control, the telephone (i.e., dialing), and
batteries (i.e., inserting) (59%―76%, Table\
4-4-b).

# Part II: Subscribers' Experiences with the Talking Book Service and Playback Machine

Part II covers two broad aspects of subscribers' experiences with the
Talking Book service and playback machine. The first section describes
utilization of the Talking Book service. Topics include ordering,
sources of playback equipment and reading materials, listening habits,
returning tapes, and canceling the service. The second section concerns
playback machine operation. Topics include usefulness of features, using
the cassettes and machine controls, and what subscribers would change
about the playback machine.

## II-A. Utilization of the Talking Book Service (Tables 4-5 to 4-8)

### Ordering 

Nearly all respondents have ordered at least one book or magazine since
the beginning of the year (Table 4-5). Most, in addition, have ordered
one or more books specifically.

Reflecting the typically late onset of serious vision loss, subscribers
have been using the service for an average (median) of only five years.
That is, the sample is evenly divided between people who have subscribed
for five years or less and people who have subscribed for five years or
more. Length of utilization, however, varies widely, from less than one
year (4%) to 59 years (\<1%, not shown). Twenty-nine percent have used
the service for two years or less, but 12% have done so for 20 years or
longer (not shown). Nearly half of subscribers are heavy orderers who
have received more than twenty books since the beginning of the year.

Patterns of ordering are similar across age groups, with two exceptions.
The first exception involves the oldest subscribers, who have received
the most books since the beginning of 2003. Almost two-thirds of
respondents in the 85+ age group have received more than twenty books;
no more than half of younger respondents have done so (Table 4-5). The
second exception to the similarity in receipt of materials across age
groups applies to the youngest subscribers. Although respondents between
the age of 18 and 39 tend to have used the service for somewhat longer
than others have (an average of seven years vs. five years), they are
less likely to have received books since the beginning of 2003 (64% vs.
82% ― 88% of people in the older age groups).

The extent to which these age-specific receipt patterns apply to the
broader subscriber population, however, is unclear. The relationship
between having received books in 2003 and age is statistically
significant, but the other relationships shown in Table 4-5 are not.

**Table 4-5. Patterns of Ordering from the Talking Book Library (TBL) by
Age**

+-------------------------+--------+-------+-------+--------+---+-------+
|                         | **Age  |       |       |        |   |       |
|                         | ca     |       |       |        |   |       |
|                         | tegory |       |       |        |   |       |
|                         | at     |       |       |        |   |       |
|                         | last   |       |       |        |   |       |
|                         | birt   |       |       |        |   |       |
|                         | hday** |       |       |        |   |       |
+-------------------------+--------+-------+-------+--------+---+-------+
|                         | **18   | **40  | **65  | **85   |   | **To  |
|                         | --     | --    | --    | or     |   | tal** |
|                         | 39**   | 64**  | 84**  | over** |   |       |
|                         |        |       |       |        |   | (N    |
|                         | (N=69) | (N    | (N    | (      |   | =447) |
|                         |        | =108) | =158) | N=112) |   |       |
+-------------------------+--------+-------+-------+--------+---+-------+
| **Median \# of years    | 7.00   | 5.00  | 4.50  | 5.00   |   | 5.00  |
| has used service**      |        |       |       |        |   |       |
+-------------------------+--------+-------+-------+--------+---+-------+
|                         | P      |       |       |        |   |       |
|                         | ercent |       |       |        |   |       |
|                         | respo  |       |       |        |   |       |
|                         | ndents |       |       |        |   |       |
+-------------------------+--------+-------+-------+--------+---+-------+
| **Received one or more  | 77.3   | 94.7  | 94.7  | 94.7   | 9 |       |
| *books or magazines***  |        |       |       |        | 2 |       |
| from TBL since\         |        |       |       |        | . |       |
| Jan., 2003              |        |       |       |        | 0 |       |
+-------------------------+--------+-------+-------+--------+---+-------+
| **Received one or more  | 64.2   | 87.9  | 82.5  | 87.7   | 8 |       |
| *books*** from TBL      |        |       |       |        | 2 |       |
| since Jan., 2003        | 27.5   | 48.9  | 45.7  | 63.7   | . |       |
| **\*\***                |        |       |       |        | 4 |       |
|                         |        |       |       |        |   |       |
| **Received 20 or more   |        |       |       |        | 4 |       |
| books**                 |        |       |       |        | 8 |       |
|                         |        |       |       |        | . |       |
|                         |        |       |       |        | 1 |       |
+-------------------------+--------+-------+-------+--------+---+-------+

Based on weighted data.

Missing cases: \# years used service (11); received books or magazines
from TBL (3); received any books from TBL (9); \# of books received from
TBL (7). Almost all missing cases represent don't know responses.

\*\* *[p]{.underline}* ≤ .01 (Somers' d).

### Sources of playback equipment and reading material 

Across age groups, NLS is the dominant source of playback equipment.
Almost all of the subscribers (97%) have an NLS machine. Nevertheless, a
substantial minority have availed themselves of alternatives; one-third
obtained a playback machine from another source, usually in addition to
the equipment they received from NLS.

The NLS machine appears to be the one that subscribers prefer to use.
Among those who obtained equipment from another source, a clear
majority---76%―use the NLS machine more often than their other machine.
Although a majority of respondents in all age groups primarily use their
NLS equipment, usage patterns vary by age. More of the older subscribers
(ages 65 and over) than younger subscribers favor the NLS equipment,
while more younger subscribers than older subscribers favor their other
machine.

Patterns of obtaining books from alternative sources are very similar to
the patterns of using non-NLS playback equipment. Although most
subscribers receive books from their Talking Book library exclusively,
slightly more than one-third---especially subscribers under age
65---obtain books from other sources. More often than not, the source is
another organization (28% of all respondents); far fewer listen to a
radio reading service, scan books into a computer, or use a dial-in
newspaper service.

Consistent with many respondents' limited economic resources, the single
most common organizational source of books (apart from NLS) is a public
library (13% of all respondents, not shown). Approximately half that
many have bought commercial audio books at a store or have ordered from
Recording for the Blind and Dyslexic. Only six people have obtained
books from a website (e.g., Bookshare.org or Audible.com).

**Table 4-6. Sources of Playback Equipment and Reading Material by Age**

+---------------+-------------+------+--------+-------+-------+------+
|               |             | *    |        |       |       |      |
|               |             | *Age |        |       |       |      |
|               |             | cate |        |       |       |      |
|               |             | gory |        |       |       |      |
|               |             | at   |        |       |       |      |
|               |             | last |        |       |       |      |
|               |             | bi   |        |       |       |      |
|               |             | rthd |        |       |       |      |
|               |             | ay** |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               |             | **   | **40 - | *     | **85  | *    |
|               |             | 18 - | 64**   | *65 - | or    | *Tot |
|               |             | 39** |        | 84**  | \>**  | al** |
+---------------+-------------+------+--------+-------+-------+------+
|               |             | \%   | \%     | \%    | \%    | \%   |
|               |             |      |        |       |       |      |
|               |             | (N   | (      | (N    | (N    | (N=  |
|               |             | =69) | N=108) | =158) | =112) | 447) |
+---------------+-------------+------+--------+-------+-------+------+
|               |             |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
| **Source of   | TBL only    | 64.6 | 62.0   | 65.3  | 74.1  | 66.7 |
| playback      |             |      |        |       |       |      |
| machine**     |             |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | Other       | 1.5  | 5.4    | 1.7   | 1.8   | 2.6  |
|               | source only |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | TBL and     | 33.8 | 32.6   | 33.1  | 24.1  | 30.8 |
|               | other       |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
| **Which       | TBL machine | 56.5 | 65.3   | 87.0  | 82.8  | 75.6 |
| player uses   |             |      |        |       |       |      |
| most often    |             |      |        |       |       |      |
| \***          |             |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | Another     | 34.8 | 22.4   | 6.5   | 17.2  | 17.3 |
|               | machine     |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | Both        | 8.7  | 12.2   | 6.5   | \-\-- | 7.1  |
|               | equally     |      |        |       |       |      |
|               | often       |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
| **Receives    | No\--TBL    | 53.6 | 54.5   | 65.1  | 64.3  | 60.6 |
| books from    | only        |      |        |       |       |      |
| sources other |             |      |        |       |       |      |
| than TBL \*** |             |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | Yes         | 46.4 | 45.5   | 34.9  | 35.7  | 39.4 |
+---------------+-------------+------+--------+-------+-------+------+
| **Other       | O           | 25.4 | 30.6   | 25.0  | 29.6  | 27.6 |
| sources of    | rganization |      |        |       |       |      |
| information** | other than  |      |        |       |       |      |
|               | TBL         |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | Radio       | 10.3 | 14.2   | 10.9  | 7.1   | 10.7 |
|               | Reading     |      |        |       |       |      |
|               | Service     |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | Scans books | 19.1 | 7.5    | 5.4   | 0.9   | 6.9  |
|               | into        |      |        |       |       |      |
|               | computer    |      |        |       |       |      |
|               | **\*\***    |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               | Dial-in     | 7.2  | 9.8    | 4.7   | 1.8   | 5.6  |
|               | newspaper   |      |        |       |       |      |
|               | service     |      |        |       |       |      |
|               | **\*\***    |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+
|               |             |      |        |       |       |      |
+---------------+-------------+------+--------+-------+-------+------+

Based on weighted data.

Missing cases: Source of playback machine (22, most of which are don't
know); which player uses most often (301 respondents who have only one
player); books from sources other than TBL (3), Radio Reading Service
(4); dial-in newspaper service (3).

\* *[p]{.underline}* ≤ .05; \*\**[p]{.underline}* ≤ .01. Relationships
of age to source of playback machine and to which machine respondents
use most often are based on chi-square. The other relationships are
based on Somers' d.

### Listening habits

Subscribers tend to be heavy readers (Table 4-7). Two-thirds listen to
books or magazines every day or almost every day. Few listen
sporadically, less than once a week, and most of these light readers
listen at least once a month (not shown).

Whether by choice or necessity, subscribers also tend to be stationary
readers. When listening at home, the majority always have their playback
machine set up in the same place. Similarly, the majority rarely or
never listen to books or magazines when they are away from home.
Nevertheless, a substantial minority of subscribers are more mobile.
Almost one-third move their machine from one location to another within
the home, and more than that listen to books or magazines when away from
home at least on occasion. Some subscribers' need for mobility no doubt
explains why approximately half report using their player on battery
power at least sometimes.

Frequency of listening and mobility are both age-related. Intermittent
readers are concentrated among the youngest subscribers. The most mobile
readers are under the age of 65. Subscribers in the two younger groups
are more likely than retirement-age subscribers to move their player
from one place to another when listening at home, and they also are more
likely to listen when away from home. Consistent with their greater
mobility, more younger subscribers than older subscribers often use
their player on battery power.

**Table 4-7. Subscribers\' Listening Habits by Age**

+---------------+------------+-------+-------+-------+-------+-------+
|               |            | **Age |       |       |       |       |
|               |            | at    |       |       |       |       |
|               |            | last  |       |       |       |       |
|               |            | birth |       |       |       |       |
|               |            | day** |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               |            | *     | *     | *     | **85  | **To  |
|               |            | *18 - | *40 - | *65 - | or    | tal** |
|               |            | 39**  | 64**  | 84**  | o     |       |
|               |            |       |       |       | ver** |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               |            | \%    | \%    | \%    | \%    | \%    |
|               |            |       |       |       |       |       |
|               |            | (     | (N    | (N    | (N    | (N    |
|               |            | N=69) | =110) | =158) | =114) | =450) |
+---------------+------------+-------+-------+-------+-------+-------+
|               |            |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
| **How often   | Every day  | 17.4  | 42.9  | 34.9  | 50.4  | 38.0  |
| listen to     |            |       |       |       |       |       |
| books or      |            |       |       |       |       |       |
| magazines in  |            |       |       |       |       |       |
| a typical     |            |       |       |       |       |       |
| week \*\***   |            |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Almost     | 29.0  | 30.1  | 31.0  | 26.1  | 29.2  |
|               | every day  |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               | At least   | 29.0  | 19.5  | 24.8  | 17.4  | 22.3  |
|               | one day\   |       |       |       |       |       |
|               | a week     |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               | \< one day | 24.6  | 7.5   | 9.3   | 6.1   | 10.4  |
|               | a week     |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               |            |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
| **Player      | Always in  | 52.9  | 61.9  | 73.6  | 80.7  | 69.4  |
| always in     | same place |       |       |       |       |       |
| same place at |            |       |       |       |       |       |
| home or move  |            |       |       |       |       |       |
| it \*\***     |            |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Move it    | 47.1  | 38.1  | 26.4  | 19.3  | 30.6  |
+---------------+------------+-------+-------+-------+-------+-------+
|               |            |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
| **How often   | Often      | 43.9  | 41.8  | 27.1  | 25.5  | 32.8  |
| use player on |            |       |       |       |       |       |
| battery power |            |       |       |       |       |       |
| \*\***        |            |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Sometimes  | 12.1  | 23.1  | 24.0  | 19.1  | 20.8  |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Rarely     | 15.2  | 9.0   | 10.9  | 13.6  | 11.7  |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Never      | 28.8  | 26.1  | 38.0  | 41.8  | 34.6  |
+---------------+------------+-------+-------+-------+-------+-------+
| **How often   | Often      | 13.0  | 13.4  | 3.1   | 9.6   | 8.8   |
| listen to     |            |       |       |       |       |       |
| books &       |            |       |       |       |       |       |
| magazines     |            |       |       |       |       |       |
| away from     |            |       |       |       |       |       |
| home\*\***    |            |       |       |       |       |       |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Sometimes  | 13.0  | 22.4  | 11.6  | 5.2   | 12.8  |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Rarely     | 24.6  | 19.4  | 23.3  | 11.3  | 19.5  |
+---------------+------------+-------+-------+-------+-------+-------+
|               | Never      | 49.3  | 44.8  | 62.0  | 73.9  | 58.9  |
+---------------+------------+-------+-------+-------+-------+-------+

Based on weighted data.

Missing cases: How often listens (1); player always in same place (2).

\*\* *[p]{.underline}* ≤ .01 (Somers' d)

### Returning tapes

For most subscribers, returning tapes to their Talking Book Library is
not a problem. Three-fourths said doing so is very easy, and for most of
the rest it is somewhat easy (Table 4-8). Subscribers apparently
experience more difficulty, however, than these findings suggest.
Although more than half usually return the tapes themselves, 42% either
return the tapes with help or someone returns the tapes for them.

As it turns out, returning the tapes is usually very easy for
subscribers *who do it themselves* (85%, not shown). It is also very
easy, however, for many who return tapes with help or have someone do it
for them (61%, not shown). Some subscribers who say returning tapes is
very easy, then, might find it so because they have help.

Return problems do not primarily involve the mechanics of re-packaging
the tapes. When we asked subscribers who reported difficulty what made
returning tapes hard, very few mentioned things like putting tapes into
their containers, closing and latching the containers, figuring out
which way the address card goes, actually turning the address card over,
or putting the tapes into the mailbox (n = 2 -- 8). More often, the
problem is logistics: subscribers can't *get* to a mailbox (n = 24).
Quite likely, this problem is more widespread and helps to explain why
many people, including some who say returning tapes is easy, need help.

Consistent with this argument, blind or visually impaired subscribers
are less likely than other subscribers to say that returning tapes is
very easy, as Table 4-8 shows. Subscribers who live in a rural or
farming community, small town, or suburb are less likely than
city-dwellers to return tapes themselves. These relationships are not
very strong, but they are statistically significant, and they make
sense. Blind or visually impaired people will have a logistical problem,
for instance, if they do not live within walking distance of a mailbox
and cannot drive. People who live in a city are likely to have one or
more mailboxes close at hand, but those who live elsewhere might not.

### Canceling the service

Very few subscribers (8%, not shown) have ever considered canceling
their Talking Book service. Those who have are spread across all four
age groups.

Subscribers' reasons for considering cancellation reflect their own
needs and life circumstances more than dissatisfaction with the Talking
Book program. The four most common reasons are that the subscriber
hadn't been using the service, no longer needs the service, is too busy,
and various other considerations having to do with the individual's
specific circumstances. A few subscribers said they were not well enough
to use the service. Altogether, respondent-based considerations make up
almost two-thirds of the reasons subscribers provided for considering
cancellation. The only other reasons that more than one or two people
offered were that others "might need the service more than I" (n=7) and
that the playback machine is difficult to use (n=6).

**Table 4-8. Tape Return Characteristics by Visual Impairment and Type
of Community**

+---------------+-------------+-------+--------+-------+------+------+
|               |             | **V   |        |       |      |      |
|               |             | isual |        |       |      |      |
|               |             | im    |        |       |      |      |
|               |             | pairm |        |       |      |      |
|               |             | ent** |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               |             | **N   | **S    | **    |      | *    |
|               |             | one** | erious | Blind |      | *Tot |
|               |             |       | diff   | or No |      | al** |
|               |             |       | iculty | u     |      |      |
|               |             |       | se     | seful |      |      |
|               |             |       | eing** | vis   |      |      |
|               |             |       |        | ion** |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               |             | \%    | \%     | \%    |      | \%   |
|               |             |       |        |       |      |      |
|               |             | (N    | (      | (     |      | (N=  |
|               |             | =112) | N=231) | N=85) |      | 428) |
+---------------+-------------+-------+--------+-------+------+------+
|               |             |       |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
| **How easy or | Very easy   | 83.0  | 72.9   | 72.6  |      | 75.5 |
| difficult to  |             |       |        |       |      |      |
| return tapes  |             |       |        |       |      |      |
| \***          |             |       |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               | Somewhat    | 12.5  | 16.6   | 11.9  |      | 14.6 |
|               | easy        |       |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               | Somewhat or | 4.5   | 10.5   | 15.5  |      | 9.9  |
|               | very        |       |        |       |      |      |
|               | difficult   |       |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               |             | *     |        |       |      |      |
|               |             | *Type |        |       |      |      |
|               |             | of    |        |       |      |      |
|               |             | c     |        |       |      |      |
|               |             | ommun |        |       |      |      |
|               |             | ity** |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               |             | **    | *      | **Sub | **Ci | *    |
|               |             | Rural | *Small | urb** | ty** | *Tot |
|               |             | or    | town** |       |      | al** |
|               |             | farm  |        |       |      |      |
|               |             | ing** |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               |             | \%    | \%     | \%    | \%   | \%   |
|               |             |       |        |       |      |      |
|               |             | (     | (      | (     | (N=  | (N=  |
|               |             | N=70) | N=127) | N=99) | 145) | 441) |
+---------------+-------------+-------+--------+-------+------+------+
| **How usually | Myself      | 55.1  | 53.1   | 54.5  | 67.1 | 58.3 |
| returns tapes |             |       |        |       |      |      |
| \***          |             |       |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               | With help   | 23.2  | 23.4   | 20.2  | 15.4 | 20.0 |
+---------------+-------------+-------+--------+-------+------+------+
|               | Someone     | 23.7  | 23.4   | 25.3  | 17.5 | 21.6 |
|               | returns     |       |        |       |      |      |
|               | tapes for   |       |        |       |      |      |
|               | me          |       |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+
|               |             |       |        |       |      |      |
+---------------+-------------+-------+--------+-------+------+------+

Based on weighted data.

Missing cases: Visual impairment (13); how easy or difficult to return
tapes (9, don't know); how returns tapes (2, don't know); type of
community (7).

\* *[p]{.underline}* ≤ .05.

***II-B. Operating the Playback Machine***

For most subscribers, the Talking Book playback machine is very easy to
use (76%, not shown), and it is somewhat easy to use for most of the
rest (17%, not shown). [^7] And for most subscribers, learning how to
use the device was uneventful; 88% reported having had no problems.

### Usefulness of features

Some of the player's features no doubt contribute to ease of use (Table
4-9). Approximately two-thirds of subscribers said that the raised
symbols on some keys are very or somewhat useful, and half can read the
player's large print labels. Reading the large print labels on the
cassettes or containers, in addition, is the most common way of telling
one cassette from another (41%, not shown); 10% of subscribers rely on
the cassette's braille label (not shown).[^8]

Another useful visual aid is strong contrast between light and dark,
which almost three out of four subscribers find at least somewhat
useful. Most people who find strong contrast useful prefer a dark object
on a light background. Some, however, either prefer a light object on a
dark background or find both types of contrast equally useful.

More than half of subscribers are familiar with some tapes' tone
indexing feature. People who know about this feature tend to use it;
three-fourths of these subscribers have used tones to find parts of a
book or magazine.

These findings underline the complexity of designing a playback machine
for people with varied needs. There is no one feature that everyone
finds useful. Even among subscribers who value a given feature, degree
of usefulness varies. Similarly, subscribers vary in the type of
contrast that is most useful to them. If NLS can employ only one type of
contrast, some subscribers' needs for contrast inevitably will remain
unmet.

**Table 4-9. Usefulness of Features**

+--------------------------------+--------------------------+----------+
|                                |                          | \%       |
|                                |                          |          |
|                                |                          | (N=447)  |
+--------------------------------+--------------------------+----------+
| **Usefulness of raised symbols | Very useful              | 39.8     |
| on keys**                      |                          |          |
+--------------------------------+--------------------------+----------+
|                                | Somewhat useful          | 19.2     |
+--------------------------------+--------------------------+----------+
|                                | Not very useful, not     | 40.9     |
|                                | useful at all, or don't  |          |
|                                | know                     |          |
+--------------------------------+--------------------------+----------+
|                                |                          |          |
+--------------------------------+--------------------------+----------+
| **Can read the player's large  | Yes or somewhat          | 49.7     |
| print labels**                 |                          |          |
+--------------------------------+--------------------------+----------+
|                                | No or don't know         | 50.3     |
+--------------------------------+--------------------------+----------+
|                                |                          |          |
+--------------------------------+--------------------------+----------+
| **Familiar with tone           | Yes                      | 56.8     |
| indexing**                     |                          |          |
+--------------------------------+--------------------------+----------+
|                                | No or don't know         | 43.2     |
+--------------------------------+--------------------------+----------+
| **Ever used tones to find      | Yes                      | 72.8     |
| parts of a book or magazine**  |                          |          |
| (among those familiar with     | No or don't know         | 27.1     |
| tone indexing)                 |                          |          |
+--------------------------------+--------------------------+----------+
| **Has extension levers         | Yes                      | 10.3     |
| installed**                    |                          |          |
+--------------------------------+--------------------------+----------+
|                                | No\--presses buttons     | 89.7     |
+--------------------------------+--------------------------+----------+
| **Usefulness of strong         | Very useful              | 50.8     |
| contrast between light and     |                          |          |
| dark**                         |                          |          |
+--------------------------------+--------------------------+----------+
|                                | Somewhat useful          | 19.9     |
+--------------------------------+--------------------------+----------+
|                                | Not useful or don't know | 29.3     |
+--------------------------------+--------------------------+----------+
| **Type of contrast most        | Dark object on light     | 61.4     |
| useful** (among those who find |                          |          |
| contrast useful)               |                          |          |
+--------------------------------+--------------------------+----------+
|                                | Light object on dark     | 24.0     |
+--------------------------------+--------------------------+----------+
|                                | Both equally useful or   | 14.6     |
|                                | don't know               |          |
+--------------------------------+--------------------------+----------+

Based on weighted data.

### Using the cassettes and machine controls

The amount of difficulty subscribers have in using the cassettes and
machine controls reflects on both the machine's user-friendliness and
subscribers' physical and cognitive capabilities. So does subscribers'
need for help or self-sufficiency in various aspects of operating the
equipment. For the most part, subscribers' reports reflect well on the
Talking Book playback machine and their own competencies.

Day-to-day, the vast majority of subscribers are self-sufficient; 90%
usually operate the machine to play tapes by themselves (Table 4-10).
When they have a problem with the machine, subscribers are far more
likely to fix the problem themselves than to get help from others.

A more nuanced picture emerges, however, when we consider subscribers'
experiences learning how to use the machine. Although most subscribers
said they had had no problems learning, as we reported previously, only
half learned entirely on their own (Table 4-10). Why half of subscribers
needed help is unclear. The available data cannot tell us whether the
problem lies in the instructions that came with the machine, features or
controls that could have been more self-explanatory than they were, a
general learning style that relies heavily on help-seeking (i.e.,
whether one needs help on objective grounds or not), or some
subscribers' cognitive limitations.

Whatever the reason, *understanding* certain aspects of machine
operation is less likely to be a trouble-free experience than handling
the tapes or manipulating the controls (Table 4-11). Between 76% and 85%
of subscribers reported having no trouble finding the right control,
figuring out what each control does, and understanding how to use the
side selector switch. Even more subscribers, however, have had no
trouble pushing the buttons hard enough, moving the sliders, inserting
and removing the tape from the tape compartment, and turning the tape
over (91% - 96%). Although there is little evidence that subscribers
have trouble physically manipulating the controls or the tapes
themselves, a few do have problems with the containers the tapes come
in. Between 13% and 14% have some difficulty opening the latches and
removing the tape from its container.

**Table 4-10. Use of Help and Self-Sufficiency in Machine Operation**

  --------------------- --------------- --------------- ----------- ------------
                        Percent                                     
                        subscribers                                 
                        (N=447)                                     

                                                                    

                        **Received      **Learned                   
                        help**          myself**                    

  **Learning to use the 49.4            50.6                        
  player**                                                          

                                                                    

                                                                    

                        **Someone       **Someone       **Solved    **No
                        solved for me** helped\         myself**    problems**
                                        me solve**                  

  **Solving problems    3.3             4.5             4.2         87.9
  learning to use the                                               
  player**                                                          

                                                                    

                                                                    

                        **Someone       **Someone helps **Operate   
                        operates it for me operate it** it by       
                        me**                            myself**    

  **How usually         5.2             4.7             90.4        
  operates the machine                                              
  to play tapes**                                                   

                                                                    

                                                                    

                        **Someone       **Someone helps **Fix       **Never a
                        fixes\          me**            myself**    problem**
                        for me**                                    

  **How fixes problems  18.6            13.8            50.6        16.9
  with the playback                                                 
  machine**                                                         

                                                                    
  --------------------- --------------- --------------- ----------- ------------

Based on weighted data.

**Table 4-11. Difficulty Handing the Cassettes and Using the Controls**

  ----------------------------- ------------- ------------- --------------- -----------
                                Percent                                     
                                subscribers                                 

  **Difficulty handling the     **Not at all  **Somewhat    **Very          **Unable to
  cassettes**                   difficult**   difficult**   difficult**     do at all**

                                                                            

  Inserting & removing tape     92.3          6.7           0.5             0.5
  from compartment                                                          

  Turning the tape over         93.4          5.2           0.8             0.5

  Opening latches of tape\'s    85.5          12.3          1.2             0.9
  container                                                                 

  Removing tape from its open   87.3          10.4          1.4             0.9
  container                                                                 

                                                                            

  **Difficulty using the        **Never**     **Rarely**    **Sometimes**   **Often**
  controls**                                                                

  How often has trouble         78.0          6.4           11.2            4.3
  figuring out what each                                                    
  control does                                                              

                                **No          **Some        **A lot of      **Unable to
                                trouble**     trouble**     trouble**       do at all**

  Any trouble finding the       84.7          13.6          1.1             0.7
  correct control                                                           

  Any trouble pushing buttons   90.6          8.2           1.0             0.2
  hard enough                                                               

  Any trouble moving sliders to 96.0          3.5           0.4             \-\--
  position you want                                                         

                                **Very well** **Partly**    **Not at all**  

  How well understand how to    76.0          15.0          9.0             
  use side selector switch                                                  
  ----------------------------- ------------- ------------- --------------- -----------

Based on weighted data.

Missing cases: All percentage bases exclude the 23 respondents who have
someone operate the playback machine for them. The question about
understanding how to use the side selector switch has an additional 31
missing cases; 13 people said the question did not apply and 18 answered
don't know. The question about trouble moving sliders excludes an
additional 63 people who said they do not have sliders or don't know if
they do. Each of the remaining variables has between one and six missing
cases.

**What subscribers would change about the playback machine**

We have two types of information about improvements to the playback
machine that subscribers would value most. The first type is qualitative
data, based on a question that subscribers answered in their own words:
"If there were just *one thing* you could change about your cassette
player, what would that be?" Open-ended questions like this one elicit
top-of-mind concerns. The second type of data measures the importance
that subscribers attach to eleven specific characteristics. These
ratings identify improvements with the broadest appeal.

Nearly half of subscribers apparently have no top-of-mind concerns; 45%
(not shown) either don't know what they would change or would change
nothing. Among subscribers who offered suggestions, making the machine
smaller or lighter is, by far, the highest priority. Eighty-eight people
want a smaller or lighter machine, which is the only concern that more
than sixteen people volunteered (Table 4-12). When we asked subscribers
how important each of eleven possible improvements are to them, the
resulting ratings underscore the importance of size and weight (Table
4-13). We need an intro to Table 4-13 here. What do you mean by "ratings
data"? Explain how 4-13 differs from 4-12.)These two characteristics
received the third- and fourth-largest number of "very important"
ratings.

**Table 4-12. Top-of-Mind Concerns about the Current Playback Machine**

(Based on verbatim responses to Q. 40, about the one thing subscribers
would change)

  ---------------------------------------------------------- ---------------
  **Top-of-mind concerns**                                   **\# of
                                                             subscribers**

                                                             

  Size or weight                                             88

  Longer battery life                                        16

  Auto-reverse or no need to turn tape over                  16

  Side selector switch problems                              13

  Easier to push or use buttons                              10

  Better sound quality                                       9

  Speed control: vary speed without change in pitch          8

  Accept CD or DVD                                           7

  Improve tone control or better tones                       6

  Add ear phones                                             5

  Ability to record                                          5

  Improve voices                                             5

  Improve volume control, other volume issues                5

  Better instructions for machine use                        5

  Compatibility of tapes or ability to play NLS tapes on     4
  other machines                                             

  Add bookmark capability or make finding chapters easier    4

  Fast forward: add, improve, or make faster                 3

  Add sleep mode or auto shut-off when tape is over          3

  Better on-off switch                                       2
  ---------------------------------------------------------- ---------------

**Table 4-13. Improvements That Are Most Important to Talking Book
Subscribers**

  ------------------------- ---------------- ------------- ---------------
                            **Not at all     **Somewhat    **Very
                            important or     important**   important**
                            don't know**                   

  **Improvements** (in      Percent                        
  descending order of "very subscribers                    
  important" responses)     (N=447)                        

  **Ability to find one's   26.6             17.2          55.9
  place after having fallen                                
  asleep**                                                 

  **Better sound quality    19.0             25.3          55.7
  than now at normal                                       
  speed**                                                  

  **Having a lightweight    30.0             17.2          53.0
  machine**                                                

  **Having small playback   31.8             19.7          48.5
  machine**                                                

  **Ability to bookmark the 30.9             20.6          48.5
  place you want to return                                 
  to**                                                     

  **Not having to turn tape 30.4             21.2          48.3
  over or use a side                                       
  selector switch**                                        

  **Getting books quickly** 34.0             21.7          44.3

  **Ability to change the   32.4             24.6          43.0
  reading speed without                                    
  changing the pitch**                                     

  **Ability to move around  34.4             23.0          42.5
  easily from one part of                                  
  book to another**                                        

  **Setting to skip         44.7             22.8          32.4
  automatically over parts                                 
  of a book**                                              

  **Ability to have words   49.0             19.5          31.8
  spelled**                                                
  ------------------------- ---------------- ------------- ---------------

Based on weighted data.

There are two other characteristics, however, that even (slightly) more
subscribers consider very important---the ability to find one's place
after having fallen asleep and better sound quality than now at normal
speed. Slightly more than half of subscribers consider these
characteristics to be very important. Improved sound quality, however,
has the broadest appeal in this sense: it is the characteristic
subscribers are least likely to consider unimportant (19% compared to
27% - 49% for the other characteristics).

Most of the remaining characteristics we asked about are very important
to more than 40% of subscribers. They include the ability to bookmark
the place one wants to return to, not having to turn the tape over or
use a side selector switch, getting books quickly, the ability to change
the reading speed without changing the pitch, and the ability to move
around easily from one part of the book to another.

The characteristics that the fewest subscribers consider very important
are a setting to skip automatically over parts of a book and the ability
to have words spelled (both 32%). It might be premature to conclude,
however, that these two features are unimportant. Their appeal,
admittedly somewhat limited now, seems likely to grow. Both features
have significantly more appeal to younger subscribers than to older ones
(Table 4-14). The starkest contrast is between the youngest and oldest
respondents.

**Table 4-14. Importance of a Skip Setting and Spelling Ability by Age**

+----------------------+--------+-------+--------+--------+-----------+
|                      |        | **Age |        |        |           |
|                      |        | at    |        |        |           |
|                      |        | last  |        |        |           |
|                      |        | birth |        |        |           |
|                      |        | day** |        |        |           |
+----------------------+--------+-------+--------+--------+-----------+
|                      |        | *     | **40 - | **65 - | **85 or   |
|                      |        | *18 - | 64**   | 84**   | over**    |
|                      |        | 39**  |        |        |           |
+----------------------+--------+-------+--------+--------+-----------+
| **Importance of . .  |        | \%    | \%     | \%     | \%        |
| .**                  |        |       |        |        |           |
|                      |        | (     | (      | (      | (N=112)   |
|                      |        | N=69) | N=108) | N=158) |           |
+----------------------+--------+-------+--------+--------+-----------+
|                      |        |       |        |        |           |
+----------------------+--------+-------+--------+--------+-----------+
| **Having a setting   | Very   | 53.6  | 29.6   | 34.2   | 19.6      |
| to skip              | imp    |       |        |        |           |
| automatically over   | ortant |       |        |        |           |
| parts of a book      |        |       |        |        |           |
| \*\***               |        |       |        |        |           |
+----------------------+--------+-------+--------+--------+-----------+
|                      |        |       |        |        |           |
+----------------------+--------+-------+--------+--------+-----------+
| **Ability to have    | Very   | 43.5  | 38.0   | 31.6   | 18.8      |
| words\               | imp    |       |        |        |           |
| spelled \*\***       | ortant |       |        |        |           |
+----------------------+--------+-------+--------+--------+-----------+

Based on weighted data.

\*\* *[p]{.underline}* ≤ .01.

# 5.0 DISCUSSION

NLS commissioned this survey to gauge subscribers' reading needs,
increasing the chances of a good fit between the new playback device and
the people who will use it. We have achieved this objective, however,
only to the extent that the findings are generalizeable to the larger
population from which the sample was drawn. In light of the
disappointing overall cooperation rate, how confident can we be that the
findings have accurately portrayed the subscriber population and not
just the few hundred individuals we interviewed?

There is not just one answer to this question, but several. That is
because the low overall cooperation rate obscures critical differences
among the four age groups. Based on widely accepted survey standards,
cooperation rates were acceptably high for subscribers in the 40―64 and
65―84 age groups. Together, these two groups make up approximately 60%
of the subscriber population.

There is more reason for concern about the generalizeability of findings
about the youngest and oldest subscribers because their cooperation
rates were quite low (and primarily responsible for driving down the
cooperation rate for the sample as a whole). Without question, one must
be cautious about generalizing findings about these two groups to their
counterparts in the larger population. One also must be cautious about
assuming that descriptive findings about the sample as a whole precisely
mirror the subscriber population as a whole. If computer usage is
systematically different for people we interviewed than for eligible
non-respondents, for instance, the population's rate of computer
use---and especially the rates for the oldest and youngest groups---is
likely to be somewhat higher or lower than in the sample. Systematic
differences between respondents and eligible non-respondents would have
to be quite large, however, to change the general thrust of the findings
and the conclusions we have drawn from them.

Generalizeability is less of a concern when the purpose is to *compare*
subgroups or look for *patterns* in the data. To the extent that our
analysis has emphasized comparisons, the ability to generalize *per se*
is less of a concern that it would otherwise be. Furthermore, the
age-specific cooperation rates and age differences in the circumstances
of non-response can be viewed as useful data in themselves. They provide
additional clues to understanding subscribers and their
equipment-related needs.

In light of our findings, for example, it makes sense that young adults
were so difficult to reach. Compared to older adults they are healthier
and so are probably better *able* to spend time away from home. In
addition, the youngest adults are more likely to be employed; many of
them *must* be away from home much of the time.

We can only speculate about why older subscribers, especially those of
retirement age, refused to participate in such large numbers. It might
reflect a general tendency to become more cautious as one gets older and
more attuned to life's vagaries. For some retirement-age subscribers the
cautiousness borne of life experience might escalate into suspiciousness
as declining health, and the sense of vulnerability that can accompany
physical decline, take their toll.

Even taking into account the difficulty we had securing the cooperation
of the youngest and oldest people, the demographic profile of the NLS
subscriber population seems clear. Subscribers are primarily white
middle-aged and elderly people with serious vision loss and modest
means. In many other respects, however, subscribers' characteristics and
capabilities vary greatly.

Educationally, for instance, subscribers come from all walks of life.
Some are in excellent or very good health and others' health is failing.
Some need help using or learning to use their playback device, but many
others do not. Some subscribers are computer-literate or use the most
sophisticated adaptive devices available; others appear to have had
little exposure to high-tech equipment beyond the almost-ubiquitous
remote control. Subscribers' priorities for the forthcoming digital
equipment vary. Some apparently want exactly what they have. Others
consider advanced features like navigational aids very important.
Despite the important characteristics that NLS subscribers tend to have
in common, then, they defy stereotyping, just as the broader American
population does.

This diversity, though all to the good, undoubtedly will make some
design decisions harder to make than they would otherwise be. Emergent
competition from other sources of playback devices and audio books
complicates matters even further. Even in this competitive environment,
however, subscribers continue to need and use the accessibility features
their current NLS machine offers. Most subscribers, for example, use the
large print or braille labels on cassettes and find raised symbols on
keys very useful. The current machine also is accessible in that most
subscribers find it easy to use in general and its controls easy to
operate. Its accessibility features and ease of use probably help to
explain why subscribers who have machines from NLS and other sources
rely primarily on their Talking Book machine. Presumably, subscribers
will value ease of use in the digital equipment just as much as they
value it now, in their current machine.

As important as accessibility and ease of use are, portability and
quality of the listening experience matter as well. There is a
substantial demand for smaller and lighter players and for better sound
quality at normal speed. In these respects, subscribers value the same
qualities that would be important to any owner of a commercial playback
device.

Even if NLS were to maximize the new device's accessibility,
portability, and sound quality, however, some subscribers are likely to
resist the digital machine, at least initially. Judging from the absence
of a top-of-mind concern about the current machine, many subscribers do
not perceive a need for the new technology. Another harbinger of
resistance is generational differences in subscribers' exposure to and
use of personal computers. For retirement-age subscribers, most of whom
neither own nor use a computer, the digital device might be very
intimidating. If we are right in thinking that the oldest subscribers'
refusal to participate often indicates suspiciousness, resistance to the
new equipment might be even more widespread than our findings suggest.

Lack of exposure to digital technology---and the resistance to the new
playback machines it might spawn---almost certainly will cease to be a
problem over time. Computer technology presumably will continue to
penetrate homes, schools, and businesses, and computer technology and
older technologies will continue to converge. In years to come, most
subscribers are likely to have considerable experience with high-tech
devices. Even in the nearer term, current generational differences in
technology use suggest, demand will increase for features that increase
readers' control and flexibility in reading. These features include
word-spelling and navigational tools (e.g., a skip setting), reading
material that is downloadable from the internet, and documents that
subscribers can listen to in synthetic speech.

There is every reason, then, to be optimistic about subscriber
acceptance of digital devices and media as time goes on. For the
near-term, though, lack of familiarity with digital technology will
compound what are currently problems for some. Some subscribers have had
difficulty learning how to use the current machine, understanding how to
use specific features (especially the side selector switch), figuring
out what each control does, and finding the correct control. A truly
accessible playback device will need to be easy to learn, not just easy
to use, even for digital novices. It follows that the instructions that
accompany the machine need to be as clear and straightforward as
possible. They also should be easy to find and keep for future
reference. Making the controls as self-explanatory as possible---and
thus reducing the need for detailed instructions---will be helpful as
well.

Good communication about what the new equipment is and how to use it
will be vital to fostering acceptance, especially among subscribers who
were born before or during the Second World War. In concluding this
report, we offer a few suggestions.

There will need to be at least two different information campaigns, and
possibly three. One information campaign needs to pique the interest of
technologically savvy subscribers who are already interested in features
like word spelling and navigational aids. Such features will not appeal,
however, to subscribers who like their machine just the way it is.
Information about important similarities between the old and new
devices, such as ease of use or labeling, might appeal to this group; so
might information about features that would be attractive to owners of
any playback device (e.g., good sound quality, an auto-off function, or
reductions in size or weight). This second type of information campaign
might be more effective in counteracting indifference to the new
equipment than in overcoming active resistance, especially among
subscribers who are inclined to be suspicious or fearful of technology.
These subscribers might need the most time to adjust to the idea of the
new equipment; repeated preparation that begins well in advance of the
equipment's actual release might soften resistance over time.

**APPENDIX A**

**NLS Patron Survey Questionnaire**

**(Including CATI Codes)**

# 

# 

**QUESTIONNAIRE OUTLINE**

I.  Face Sheet

II. Interviewers' Introduction

III. Refusal Script

IV. Ordering and Returning Tapes

V.  Listening Habits

VI. Early Experiences with the Playback Equipment

VII. Machine Operation

VIII. Satisfaction Issues

IX. Use of Computers, the Internet, and other High-Tech Devices

X.  Background Characteristics

XI. Interviewers' Assessment

XII. Additional Information from CMLS

**QUESTIONNAIRE FOR THE NLS PATRON SURVEY**

**I. Face Sheet**

Date of Interview:

Interviewer's Name:

CATI ID Number:

Start Time:

**TELEPHONE INTERVIEW INFORMATION** (e.g., information interviewer needs
to conduct survey)

Phone Number: (area code + number)

Prefix Code: (Mr., Ms., etc.)

Subscriber Name: (First, Middle, Last)

Birth Year (From CMLS):

Library ID:

Library Location: (city, state)

**RESPONSE CODES** (as defined in AAPOR, 2000, *Standard Definitions:
Final Disposition of Case Codes for Outcome Rates for Surveys.* Lenexa,
Kansas)

**1. Interview**

Complete (1.1)

\_\_\_\_% applicable capability items valid (min. = 90%)

\_\_\_\_% applicable demographic items valid (min. = 90%)

\_\_\_\_% applicable remaining items valid (min. = 60%)

Partial (1.2)

\_\_\_\_% applicable capability items valid (50 - 89%)

\_\_\_\_% applicable demographic items valid (50 -- 89%)

\_\_\_\_% applicable remaining items valid (min. = 60%)

**2. Non-Response** (eligible, no interview)

Refusals (2.11)

Too busy, no time (2.111)

Not well enough (self-report) (2.112)

Don't know enough about Talking Books program (2.115)

Confidentiality concerns (e.g., don't want govt. to know my business)
(2.113)

Concern about how results will be used (2.114)

Other suspiciousness of survey or caller (2.115)

Not interested (2.116)

Other\-- SPECIFY: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Break-offs (interview breaks-off and does not qualify as a partial
interview; includes interviews with valid data for less than 50% of all
applicable capability and demographic items) (2.12)

TDD or fax/data line (4.20)

Non-working or disconnected number (4.30)

Number provided is incorrect (4.41)

Away from home during data collection period

Other---SPECIFY:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Non-contacts (after the 5 call-backs: eligible respondent never
responds, only answering device or another member of respondent's
household is reached

**3. Not Eligible**

Age under 18 (4.11)

Deaf (4.12)

Deceased (2.31)

Physically unable to participate (2.321)

Who reports physical incapacity (relationship to R):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Exact words used to report physical incapacity:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Mentally unable to participate (2.322)

Who reports mental incapacity (relationship to R):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Exact words used to report mental incapacity:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Language (can't complete interview in English) (2.33)

Other---SPECIFY:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**II. Interviewer's Introduction**

Q1. Hello, my name is \_\_\_\_\_\_\_\_\_. I'm calling on behalf of the
Talking Book program at the Library of Congress. Is \[first + last name
of subscriber\] available?

Respondent is speaking

Respondent came to the phone

Respondent is not available \[Arrange a call back date and time\]

No respondent at household \[Go to Response Codes\]

Q2. The Library of Congress' Talking Book program is conducting a
national survey to help them design a new playback machine for reading
Talking Books. You may have recently received a letter about this
survey. We are contacting you and other Talking Book users to get a
better understanding of our subscribers so we can design the new
playback machine to better meet your needs.

Interview continues \[GO TO Q3\]

Respondent hesitant or refuses \[GO TO REFUSAL SCRIPT\]

> Q2a. Before I proceed, are you 18 years of age or older? We need to be
> sure everyone surveyed is over 18.

####### **Header label: qa2a**

> **1=**Yes
>
> **0=**No (GO TO REFUSAL SCRIPT)

Q3. This survey is voluntary, will take about 25 minutes, and responses
will be kept strictly confidential. The questions I'm about to ask you
will help the Library of Congress improve its Talking Book program.

Interview continues

Respondent hesitant or refuses \[GO TO REFUSAL SCRIPT\]

**III. Refusal Script**

IF: I don't do surveys.

ANSWER: We are conducting this survey in order to assess users of the
Library's Talking Books. Your participation could directly help you and
many Talking Book users by improving the playback machines.

IF: I don't have time.

ANSWER: This survey will take less than 25 minutes. We can schedule the
interview at a time convenient to you. A fair study needs the opinions
of busy people like you, as well as people who have more time, if we are
to present an accurate picture of what Library subscribers think.

IF: I don't know who you are.

ANSWER: I am calling for the Library of Congress Talking Book program of
which you are a subscriber. If you would like, I can give you a
telephone number to call to confirm the authenticity of the study.

> The number to call is 1-800-424-8567 and mention the "user survey".

IF: I don't know how the results will be used.

ANSWER: The Library is beginning to develop new playback equipment to
provide improved service. The results of this survey will be used to
guide the design process. That is why we are asking for your help.

IF: I don't know enough.

ANSWER: We are trying to get a true picture of what all types of
subscribers' need, not just what "experts" say. We are asking for your
own opinions, which you know better than anyone else. Your participation
in the survey will help improve the Talking Book program.

IF: I don't want the library and/or government to know about me or what
I do.

ANSWER: Your answers are completely confidential and will not be shared
with anyone. We do this so that you can be comfortable telling us what
you really think; not what you think the library or government wants to
hear.

IF: I don't accept calls from telemarketers AND/OR: I am on the "Do Not
Call" list.

ANSWER: We are not telemarketers and we are not trying to sell you
anything. I am calling to request your participation in a national
survey that will help your Library assess its Talking Book program.

IF: I am under the age of 18 years.

ANSWER: I'm sorry. You have to be at least 18 years old to participate
in this study. Thank you for your time.

IF: I didn't receive the letter about the survey.

ANSWER: That's ok. The letter was sent just to let you know that you may
be contacted to participate in this survey. We can still proceed with
the survey.

IF: What will the new playback device be like?

ANSWER: Those decisions have not been made yet. Your information and
this survey will help determine the characteristics of the new player.

IF: This is a bad time.

ANSWER: I will be happy to schedule a call back that would be convenient
to you.

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Time:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**IF AGREEABLE, BEGIN SURVEY QUESTIONS.**

**IF STILL REFUSES, THANK RESPONDENT AND CATEGORIZE CASE BASED ON
APPROPRIATE RESPONSE CODE.**

**IV. Ordering and Returning Tapes**

NOTE: QUESTIONS WILL REFER TO NLS' REGIONAL AND LOCAL LIBRARIES AS
"TALKING BOOKS LIBRARY." USE RESPONDENT'S TERMINOLOGY INSTEAD, IF
APPLICABLE.

I'd like to start with some questions about ordering and returning
tapes.

Q. 1 Thinking back to the beginning of this year, to January of 2003,
have you received any cassette books or magazines from your Talking Book
Library since then?

####### **Header label: q1**

**1=**Yes---CONTINUE

**2=**Maybe---CONTINUE

**0=**No---SKIP TO Q. 4

**98=**Don't know---SKIP TO Q. 4

**99=**Answer refused---SKIP TO Q. 4

Q. 2 Have any of these cassettes \[I.E., RECEIVED THIS YEAR\] been
books?

####### **Header label: q2**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 4

**98=**Don't know---SKIP TO Q. 4

**99=**Answer refused---SKIP TO Q. 4

Q. 3 So far this year, do you think you've received *more* than 20 books
from your Talking Book Library, or do you think you've received *20 or
fewer* books?

IF UNSURE: Just give me your best guess.

####### **Header label: q3**

**1=**More than 20

**2=**20 or fewer

**98=**Don't know

**99=**Answer refused

Q. 4 When you have more than one cassette book or magazine on hand, how
do you usually tell one cassette from another?

IF APPROPRIATE: How do you know which book or magazine is which?

MARK ALL THAT APPLY

####### **Header label: q4_1**

Large print label on the cassette or container cassette came in

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q4_2**

Braille label on the cassette

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q4_3**

Someone tells me what the label says

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q4_4**

I keep tapes in the boxes they came in

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### 

####### **Header label: q4_5**

I listen to the tape

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q4_6**

Other

**1=**Yes

**0=**No

**Header label: q4**\_**98=**Don't know

**Header label: q4**\_**99=**Answer refused

####### **Header label: q4_other**

SPECIFY: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Q. 5 When it's time to return the tapes to your Talking Book library, do
you usually return them yourself, or with help from someone else, or
does someone else return the tapes for you?

####### **Header label: q5**

**1=**Myself

**2=**With help from someone else

**3=**Someone else return them for me

**98=**Don't know

**99=**Answer refused

Q. 6 Is it easy for you to return tapes, or is it difficult?

**PROBE:** Is it *very* easy/difficult or *somewhat* easy/difficult?

####### **Header label: q6**

**1=**Very easy\--SKIP TO Q. 8

**2=**Somewhat easy\--SKIP TO Q. 8

**3=**Somewhat difficult---CONTINUE

**4=**Very difficult---CONTINUE

**98=**Don't know---SKIP TO Q. 8

**99=**Answer refused---SKIP TO Q. 8

Q. 7 What makes it difficult?

**DO NOT PROMPT**

**MARK ALL THAT APPLY**

####### 

####### **Header label: q7_1**

I'm too busy

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q7_2**

Putting tapes back into their containers

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q7_3**

Closing and latching the container

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q7_4**

Figuring out which way the address card goes

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q7_5**

Actually turning the address card over

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q7_6**

Can't get to mailbox

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q7_7**

Putting the tapes into the mailbox

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

####### **Header label: q7_8**

Other

**1=**Yes

**0=**No

####### **Header label: q7**\_other

---SPECIFY: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

####### **Header label: q7_98=**Don't know

####### **Header label: q7_99=**Answer refused

Q. 8 Now I have some questions about other sources of reading material.
Do you listen to a Radio Reading service?

####### **Header label: q8**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 9 Have you gotten cassette books or magazines from an organization
other than your Talking Book library in the past year?

**Header label: q9**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 11

**98=**Don't know---CONTINUE

**99=**Answer refused---SKIP TO Q. 11

Q. 10 In the past year, have you gotten books from

**Header label: q10_a**

a.  Recording for the Blind and Dyslexic?

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**Header label: q10_b**

b.  A store that sells commercial audio books?

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**Header label: q10_c**

c.  A website such as Bookshare.org or Audible.com?

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**Header label: q10_d**

d.  Your public library?

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**Header label: q10_e**

e.  Any other source?

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**Header label: q10_other**

IF YES, SPECIFY: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

ANSWER CATEGORIES FOR a -- e:

Q. 11 Do you use a dial-in newspaper service?

IF UNSURE: For example, NFB Newsline?

**Header label: q11**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 12 Do you use a scanner connected to a computer to scan books
yourself?

**Header label: q12**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**V. Listening Habits**

My next set of questions is about your listening habits.

Q. 13 During a typical week, how often do you listen to cassette books
or magazines? Do you listen every day, almost every day, at least one
day a week, or less than one day a week?

**Header label: q13**

**1=**Every day---SKIP TO Q. 15

**2=**Almost every day---SKIP TO Q. 15

**3=**At least one day a week---SKIP TO Q. 15

**4=**Less than one day a week?---CONTINUE

**98=**Don't know---SKIP TO Q. 15

**99=**Answer refused---SKIP TO Q. 15

Q. 14 Do you usually listen at least once a month or less often that
that?

**Header label: q14**

**1=**At least once a month, or

**2=**Less often than that?

**98=**Don't know

**99=**Answer refused

Q. 15 When you're listening at home, is your playback machine always set
up in the same place, or do you move it from one place to another?

IF R HAS MORE THAN ONE MACHINE AND MOVES **ANY** OF THEM, MARK "MOVE
IT."

**Header label: q15**

**1=**Always same place

**2=**Move it

**98=**Don't know

**99=**Answer refused

Q. 16 How often do you listen to cassette books and magazines away from
home---often, sometimes, rarely, or never?

**Header label: q16**

**1=**Often

**2=**Sometimes

**3=**Rarely

**4=**Never

**98=**Don't know

**99=**Answer refused

Q. 17 Whether you are indoors or out, how often do you use your playback
machine on battery power---often, sometimes, rarely, or never?

**Header label: q17**

**1=**Often

**2=**Sometimes

**3=**Rarely

**4=**Never

**98=**Don't know

**97=**Not applicable---No battery in machine

**99=**Answer refused

Q. 18 Are you familiar with the *tone indexing* feature that some tapes
have?

IF NO OR UNSURE, PROBE: Some tapes have tones to help readers locate
chapters, stories, articles, and so forth. You might have heard these
tones during fast forward or rewind.

**Header label: q18**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 20

**98=**Don't know---SKIP TO Q. 20

**97=**Does not apply---SKIP TO Q. 20

**99=**Answer refused---SKIP TO Q. 20

Q. 19 Have you ever used these tones to find certain parts of a book or
magazine?

**Header label: q19**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**VI. Early Experiences with the Playback Equipment**

Now I have some questions about your experiences with the Talking Book
service and your playback machine.

Q. 20 For about how many years have you used the Talking Book service?

PROBE IF NECESSARY: This is the service you get from the library in
\[LIBRARY CITY AND STATE, FROM FACE SHEET\].

**Header label: q20**

RECORD \# YEARS: \_\_\_\_

\< 1 YEAR = 00.

**97=**A LONG TIME, ALL MY LIFE, ETC. =

**98=**DON'T KNOW =

**99=**ANSWER REFUSED =

Q. 21 Do you have a cassette player supplied by the library for the
blind \[or Talking Book Library in CITY, STATE\]?

PROBE: You may also know it as your Talking Book machine or your yellow
cassette player.

**Header label: q21**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 22 Do you (also) have a cassette player from another source?

**Header label: q22**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 24

**98=**Don't know---SKIP TO Q. 24

**99=**Answer refused---SKIP TO Q. 24

Q. 23 To play Talking Books, which machine do you use most often?

**Header label: q23**

**1=**Machine from the library for the blind/Library of Congress/Talking
Book library/yellow machine

**2=**Another machine

**3=**Both/all equally often

**98=**Don't know

**99=**Answer refused

SAY: I have some more questions about cassette players. Please tell me
specifically about your experiences with the \[Talking Book/yellow\]
machine from the library for the blind.

Q. 24 When you first got your \[Talking Book/yellow\] cassette machine
from the library for the blind, did someone help you learn how to use
it?

**Header label: q24**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 25 Please answer yes or no: Did you have any problems learning how to
use the machine?

**Header label: q25**

**1-**Yes---CONTINUE

**0=**No---SKIP TO Q. 28

**98=**Don't know---SKIP TO Q. 28

**99=**Answer refused---SKIP TO Q. 28

Q. 26 Again, please answer yes or no: Did those problems eventually get
solved?

**Header label: q26**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 27 Did you (try to) solve those problems *by yourself*, or did
someone (try to) *help you* solve them, or did someone (try to) solve
them *for* you?

**Header label: q27**

**1=**Solved myself

**2=**Someone helped

**3=**Someone solved them for me

**98=**Don't know

**99=**Answer refused

**VII. Machine Operation**

Q. 28 When you want to listen to a tape, do you usually operate the
cassette machine(s) by *yourself*, or does someone usually *help you*
operate it, or does someone usually operate it *for you*?

**Header label: q28**

**1=**By myself---CONTINUE

**2=**Someone helps me---CONTINUE

**3=**Someone operates it for me---SKIP TO Q. 39

**98=**Don't know---CONTINUE

**99=**Answer refused---CONTINUE

Q. 29 If you have a problem now with the playback machine---for
instance, if the tape gets stuck---do you usually *fix the problem
yourself*, or does someone *help you* fix it, or does someone fix it
*for you*?

IF MORE THAN 1 STRATEGY: How do you *usually* solve the problem?

**Header label: q29**

**1=**Fix myself

**2=**Someone helps me

**3=**Someone fixes it for me

**97=**Not applicable---never had an operating problem

**98=**Don't know

**99=**Answer refused

Q. 30 Do you have extension levers installed on your \[Talking
Books/yellow\] cassette player?

PROBE, IF NECESSARY: These are long, finger-like levers that stick out
in front of the machine and make it easier to press the keys.

**Header label: q30**

**1=**Yes---extension levers installed

**0=**No---presses the buttons

**98=**Don't know

**99=**Answer refused

Q. 31 Using your cassette player, as you know, involves different
tasks---pressing buttons, turning tapes over, and so on. Some people
have difficulty with these tasks, and others do not. For each task that
I mention, please tell me whether *you* have any difficulty. Let's start
with . . .

READ a -- c IN TURN, AS WRITTEN

IF DIFFICULT: Is it *somewhat* difficult, *very* difficult, or are you
*unable to do this at all?*

a\. inserting and removing the tape from the yellow machine's tape
compartment. Is it at all difficult for you to do this?

**Header label: q31_a**

**1=**Not at all difficult

**2=**Somewhat difficult

**3=**Very difficult

**4=**Unable to do

**98=**Don't know

**97=**Does not apply

**99**Answer refused

b\. Turning the tape over.

**Header label: q31_b**

**1=**Not at all difficult

**2=**Somewhat difficult

**3=**Very difficult

**4=**Unable to do

**98=**Don't know

**97=**Does not apply

**99**Answer refused

c\. Opening the latches of the tape's container

**Header label: q31_c**

**1=**Not at all difficult

**2=**Somewhat difficult

**3=**Very difficult

**4=**Unable to do

**98=**Don't know

**97=**Does not apply

**99**Answer refused

d\. Removing the tape from its open container

**Header label: q31_d**

**1=**Not at all difficult

**2=**Somewhat difficult

**3=**Very difficult

**4=**Unable to do

**98=**Don't know

**97=**Does not apply

**99**Answer refused

ANSWER CATEGORIES:

**1=**Not at all difficult

**2=**Somewhat difficult

**3=**Very difficult

**4=**Unable to do

**98=**Don't know

**97=**Does not apply

**99**Answer refused

Q. 32 I have some questions about the *controls* on your \[Talking
Book/yellow\] cassette player. Do you have any trouble *finding* the
correct control to do what you want?

IF YES, PROBE: Do you have some trouble, a lot of trouble, or are you
sometimes unable to find the correct button at all?

**Header label: q32**

**1=**No trouble

**2=**Some trouble

**3=**A lot of trouble

**4=**Unable to find button at all

**5=**Use extension lever, not buttons

**98=**Don't know

**99=**Answer refused

Q. 33 I'd like you to think about the *buttons* that you *push,* such as
the play key or the rewind key. Do you have any trouble pushing the
buttons hard enough to make them work?

IF YES, PROBE: Do you have some trouble, a lot of trouble, or are you
unable to push the buttons at all?

**Header label: q33**

**1=**No trouble

**2=**Some trouble

**3=**A lot of trouble

**4=**Unable to push buttons at all

**5=**Use extension lever, not buttons

**98=**Don't know

**99=**Answer refused

Q. 34 Most Talking Book machines have *slider* controls that can be
moved to the right or the left. Some machines' volume control is a
slider, for example. Does your machine have any slider controls?

**Header label: q34**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 36

**98=**Don't know---SKIP TO Q. 36

**99=**Answer refused---SKIP TO Q. 36

Q. 35 Do you have any trouble moving the sliders to the position you
want?

IF YES, PROBE: Do you have some trouble, or a lot of trouble, or are you
unable to move the sliders at all?

**Header label: q35**

**1=**No trouble

**2=**Some trouble

**3=**A lot of trouble

**4=**Unable to move sliders at all

**98=**Don't know

**99=**Answer refused

Q. 36 One of the switches on your \[Talking Book/yellow\] cassette
player is the side selector switch, or track switch. This switch gives
you access to all four sides of each tape. Do you understand how to use
this switch very well, or partly, or not at all?

IF MORE EXPLANATION NEEDED: You set it so you can listen to sides one
and two on a cassette, and then switch it so you can hear sides three
and four.

**Header label: q36**

**1=**Very well

**2=**Partly

**3=**Not at all

**98=**Don't know

**97=**Does not apply

**99=**Answer refused

Q. 37 In general, thinking about all the different controls on your
(yellow) cassette player, do you ever have trouble figuring out which
control to use, or figuring out what each control does?

IF YES, PROBE: Do you have trouble often, or sometimes, or rarely?

IF NO, MARK "NEVER"

**Header label: q37**

**1=**Often

**2=**Sometimes

**3=**Rarely

**4=**Never

**98=**Don't know

**99=**Answer refused

Q. 38 As you know, a raised symbol identifies some keys on your (yellow)
playback machine. Are these symbols very useful, somewhat useful, not
very useful, or not useful at all?

**Header label: q38**

**1=**Very useful

**2=**Somewhat useful

**3=**Not very useful

**4=**Not useful at all

**98=**Don't know

**99=**Answer refused

**VIII. Satisfaction Issues**

Q. 39 (Still speaking about the yellow cassette player from the library
for the blind,) all things considered, would you say your cassette
machine is *easy* to use or *difficult* to use?

**PROBE:** Would you say it is *very* easy/difficult or *somewhat*
easy/difficult?

**Header label: q39**

**1=**Very easy

**2=**Somewhat easy

**3=**Somewhat difficult

**4=**Very difficult

**98=**Don't know

**99=**Answer refused

NOTE: ACCEPT THE ANSWER TO THIS QUESTION IF RESPONDENT HAS **EVER** HAD
AN NLS PLAYER, EVEN IF S/HE DOESN'T HAVE ONE NOW.

Q. 40 If there were just *one thing* you could change about your
cassette player, (supplied by the library for the blind,) what would
that be?

**Header label: q40**

RECORD ANSWER VERBATIM.

**98=**Don't know

**99=**Answer refused

Q. 41 Have you ever considered canceling your Talking Book service?

IF YES, PROBE: Why is that? MARK ALL THAT APPLY, BUT **DO NOT PROMPT
FURTHER.**

IF NO, MARK "NEVER CONSIDERED" AND CONTINUE

**Header label: q41**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

**Respondent-based reasons**

I'm not well enough to listen

**Header label: q41_1**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

I'm too busy

**Header label: q41_2**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

No longer need service

**Header label: q41_3**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Hadn't been using the service

**Header label: q41_4**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Other respondent-based

**Header label: q41_5**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

**Header label: q41_other**---SPECIFY:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Machine- or tape-based reasons**

Difficult to use

**Header label: q41_6**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Reading is too slow

**Header label: q41_7**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Sound quality not good enough

**Header label: q41_8**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Other machine- or tape-based

**Header label: q41_9**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

**Header label: q41_other2**---SPECIFY:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Service-based reasons**

Lots of other reading options

**Header label: q41_10**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Available topics aren't what I want

**Header label: q41_11**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Ordering is too difficult

**Header label: q41_12**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Takes too long to receive tapes

**Header label: q41_13**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Returning tapes is too difficult

**Header label: q41_14**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Service in general is too much trouble/more trouble than it's worth

**Header label: q41_15**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Someone else may need the service more than I

**Header label: q41_16**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

Other service-based

**Header label: q41_17**

**1=Yes**

**0=**Never considered canceling service

**98=**Don't know

**99=**Answer refused

**Header label: q41_other3**---SPECIFY:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Q. 42 During the next few years, the people from the Talking Book
program will be developing a new playback machine. They want to know
which improvements are the most important to Talking Book subscribers.
For each type of possible improvement I mention, please tell me how
important that improvement is to you.

ANSWER CATEGORIES:

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

a\. Better sound quality than now when playing tapes at the normal
speed. Is this not at all important to you, somewhat important, or very
important?

**Header label: q41_a**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

b\. Being able to slow the reading down or speed it up without changing
the pitch of the reader's voice. Is this not at all important to you,
somewhat important, or very important?

**Header label: q41_b**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

FOR c TO i, REPEAT ANSWER CATEGORIES ONLY IF NEEDED.

c\. Being able to listen to a book without turning a tape over or using
a side selector switch.

**Header label: q41_c**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

d\. Having a lightweight playback machine

**Header label: q41_d**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

e\. Having a small playback machine

**Header label: q41_e**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

f\. Being able to move around easily from one part of a book to another

**Header label: q41_f**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

g\. Being able to mark a place in the book that you want to return to

**Header label: q41_g**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

h\. Being able to set the player so it automatically skips over
particular parts of a book, such as footnotes

**Header label: q41_h**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

i\. Finding your place after you've fallen asleep.

**Header label: q41_i**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

j\. Being able to have words spelled when you wish.

**Header label: q41_j**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

k\. Getting your books from the library quickly.

**Header label: q41_k**

**1=**Not at all important

**2=**Somewhat important

**3=**Very important

**98=**Don't know

**99=**Answer refused

**IX. Use of Computers, the Internet, and other High-Tech Devices**

Now I'd like to ask about other kinds of equipment that you might use.

Q. 43 When you want to telephone someone, do you usually dial the phone
*yourself?*

**Header label: q43**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 44 Please answer yes or no: Do you use a computer at all, at home or
somewhere else?

**Header label: q44**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 49

**98=**Don't know---SKIP TO Q. 50

**99=**Answer refused---SKIP TO Q. 50

Q. 45 Is there a computer in your *home*?

**Header label: q45**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 48

**98=**Don't know---SKIP TO Q. 48

**99=**Answer refused---SKIP TO Q. 48

Q. 46 Do you yourself ever use this computer?

**Header label: q46**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 47 Does someone else ever use this computer on your behalf, that is,
to do something for you or to help you with something, such as sending
an e-mail?

**Header label: q47**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 48 Do you ever use a computer somewhere *other* than your home---for
example, at work, at a library, at school, and so on?

**Header label: q48**

**1=**Yes---SKIP TO Q. 50

**0=**No---SKIP TO Q. 50

**98=**Don't know---SKIP TO Q. 50

**99=**Answer refused---SKIP TO Q. 50

Q. 49 What are your reasons for not using a computer?

**DO NOT PROMPT.**

**MARK ALL THAT APPLY.**

Inaccessible to people with a disability (e.g., can't see the screen)

**Header label: q49_1**

**1=**Yes

**0=**No

Health and disability problems (e.g., my arthritis is too severe)

**Header label: q49_2**

**1=**Yes

**0=**No

No access (e.g., don't own one)

**Header label: q49_3**

**1=**Yes

**0=**No

Too expensive

**Header label: q49_4**

**1=**Yes

**0=**No

Too complicated

**Header label: q49_5**

**1=**Yes

**0=**No

Too much trouble, bother

**Header label: q49_6**

**1=**Yes

**0=**No

Fear of computers, technology more generally

**Header label: q49_7**

**1=**Yes

**0=**No

I'm too old

**Header label: q49_8**

**1=**Yes

**0=**No

Don't know how to use

**Header label: q49_9**

**1=**Yes

**0=**No

Not interested

**Header label: q49_10**

**1=**Yes

**0=**No

No need (e.g., likes doing things the old way)

**Header label: q49_11**

**1=**Yes

**0=**No

Other

**Header label: q49_12**

**1=**Yes

**0=**No

**Header label: q49_other**

---SPECIFY: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Don't know

**Header label: q49_98**

**1=**Yes

**0=**No

Answer refused

**Header label: q49_99**

**1=**Yes

**0=**No

Q. 50 Please answer yes or no: Do you use the internet at all, including
email or Web TV, at home or anywhere else?

**Header label: q50**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 53

**98=**Don't know---SKIP TO Q. 53

**99=**Answer refused---SKIP TO Q. 53

Q. 51 Do you have an internet connection at *home*?

**Header label: q51**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 53

**98=**Don't know---SKIP TO Q. 53

**99=**Answer refused---SKIP TO Q. 53

Q. 52 What type of connection do you have---a *dial-up* connection or a
*high-speed* connection like DSL or cable?

IF UNSURE: If you have a dial-up connection, your computer makes a
screeching sound while it's setting up the internet connection. A
high-speed, or broadband, connection doesn't make that sound and
provides faster access to the Internet than a dial-up connection does.
Usually it is either DSL or is supplied by your cable company. Some
high-speed connections use a satellite or fiber optic cables.

**Header label: q52**

**1=**Dial-up

**2=**High-speed

**98=**Don't know

**99=**Answer refused

Q. 53 Have you ever heard of "synthetic speech"?

IF NO OR HESITANT: Some people call it "a computer voice" or "computer
speech".

**Header label: q53**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 56

**98=**Don't know---SKIP TO Q. 56

**99=**Answer refused---SKIP TO Q. 56

Q. 54 How often, if at all, have you listened to synthetic
speech---often, occasionally, rarely, or never?

**Header label: q54**

**1=**Often

**2=**Occasionally

**3=**Rarely

**4=**Never?

**98=**Don't know

**99=**Answer refused

Q. 55 I have a short list of reading materials that ~~are~~ could be
presented in synthetic speech. For each one, please say whether or not
you would be willing to listen to it in synthetic speech.

ANSWER CATEGORIES:

**Header label: q55**

**1=**Yes

**2=**Maybe

**3=**It depends

**0=**No

**98=**Don't know

**99=**Answer refused

a.  Would you be willing to listen to *newsletters* in synthetic speech?

**Header label: q55_a**

**1=**Yes

**2=**Maybe

**3=**It depends

**0=**No

**98=**Don't know

**99=**Answer refused

b.  (Would you be willing to listen to) *articles from newspapers or
    magazines* (in synthetic speech?)

**Header label: q55_b**

**1=**Yes

**2=**Maybe

**3=**It depends

**0=**No

**98=**Don't know

**99=**Answer refused

> c\. (Would you be willing to listen to) *books of fiction*, such as
> novels, (in synthetic speech)?

**Header label: q55_c**

**1=**Yes

**2=**Maybe

**3=**It depends

**0=**No

**98=**Don't know

**99=**Answer refused

d\. (Would you be willing to listen to) *non-fiction books* (in
synthetic speech)?

**Header label: q55_d**

**1=**Yes

**2=**Maybe

**3=**It depends

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 56 I have a short list of adaptive devices designed for people with
vision problems. Please tell me whether or not you use each one.

ANSWER CATEGORIES:

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

a.  Do you use a *magnifier*?

**Header label: q56_a**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

b.  (Do you use) a *CCTV* (closed-circuit TV)?

**Header label: q56_b**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

c.  (Do you use) *screen magnification software*?

**Header label: q56_c**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

d.  (Do you use) a *scanner*?

**Header label: q56_d**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

e.  (Do you use) a *screen reader*?

**Header label: q56_ae**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

f\. (Do you use) a *Braille device*?

**Header label: q56_f**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

My next questions ask about other technology you might use in your
everyday life.

Q. 57 To make a purchase, do you ever swipe a debit card or credit card
through a card reader?

**Header label: q57**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 58 Do you ever use a bank card at an ATM machine?

**Header label: q58**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 59 Do you use a remote control for your TV, or your stereo, or other
equipment?

**Header label: q59**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 60 Do you yourself operate a CD player?

**Header label: q60**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 62

**98=**Don't know---SKIP TO Q. 62

**99=**Answer refused---SKIP TO Q. 62

Q. 61 Do you have any trouble handling the CDs, for example, when
inserting them into the player or when removing them?

**Header label: q61**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 62 Do you ever insert batteries into a household device, such as a
flashlight or radio?

**Header label: q62**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

**X. Background Characteristics**

I have just a few more questions, and then we'll be done. To help us
understand people's experiences with Talking Books, we need some
background information. I'd like to start with a few questions about
your health and disability.

Q. 63 Would you say your health in general is excellent, very good,
good, fair, or poor?

**Header label: q63**

**1=**Excellent

**2=**Very good

**3=**Good

**4=**Fair, or

**5=**Poor

**98=**Don't know

**99=**Answer refused

Q. 64 Do you have some useful vision, or are you totally blind?

**Header label: q64**

**1=**Some useful vision---CONTINUE

**2=**Totally blind or some light perception only---SKIP TO Q. 69

**98=**Don't know---CONTINUE

**99=**Answer refused---CONTINUE

Q. 65 Do you have *serious* difficulty seeing, even when wearing glasses
or contact lenses?

**Header label: q65**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 66 Are you able to read the large print labels on your cassette
player?

**Header label: q66**

**1=**Yes

**2=**Somewhat (includes "not very well," "a little bit", etc.)

**0=**No

**98=**Don't know

**99=**Answer refused

Q. 67 When you are trying to distinguish or "make out" an object, how
useful to you is having a strong contrast between light and dark? Is
strong contrast very useful, somewhat useful, or not useful?

**Header label: q67**

**1=**Very useful---CONTINUE

**2=**Somewhat useful---CONTINUE

**3=**Not useful---SKIP TO Q. 69

**98=**Don't know---SKIP TO Q. 69

**99=**Answer refused---SKIP TO Q. 69

Q. 68 As you know, there are two types of contrast between light and
dark. One type is the contrast between a *dark object* and a *light
background*; most newspapers, for instance, are written in black ink on
white paper. The other type is the contrast between a *light object* and
a *dark background*; some signs on streets or highways, for example,
have white lettering on a background of black or dark green.

Which type of contrast is more useful to *you*: a ***dark** object on a
**light** background* or a ***light** object on a **dark** background*?

**Header label: q68**

**1=**Dark object on light background

**2=**Light object on dark background

**3=**Both equally useful, makes no difference

**98=**Don't know

**99=**Answer refused

Q. 69 About how old were you when you first had serious difficulty
seeing?

**Header label: q69**

RECORD AGE: \_\_\_\_\_\_ (AT BIRTH = 00)

**98=**Don't know

**99=**Answer refused

Q. 70 Do you have a physical condition that prevents you from holding a
book or turning pages?

**Header label: q70**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 72

**98=**Don't know---SKIP TO Q. 72

**99=**Answer refused---SKIP TO Q. 72

Q. 71 About how old were you when this condition began to affect your
reading books or magazines?

**Header label: q71**

RECORD AGE: \_\_\_\_\_\_

**98=**Don't know

**99=**Answer refused

Q. 72 Do you have a learning disability, such as dyslexia, that makes it
hard for you to read print material?

**Header label: q72**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Answer refused

And finally, some more general background questions.

Q. 73 How old were you on your last birthday?

**Header label: q73**

ENTER AGE: \_\_\_\_\_\_\_\--CONTINUE

**98=**Don't know---SKIP TO Q. 75

**99=**Answer refused---SKIP TO Q.75

Q. 74 So, that means you were born in (YEAR)?

**Header label: q74**

ENTER BIRTH YEAR: \_\_\_\_\_\_

**98=**Don't know

**99=**Answer refused

Q. 75 Is English your first or native language, or did you learn English
later?

**Header label: q75**

**1=**First/native language

**2=**Learned English later

**99=**Refused to Answer.

Q. 76 Please answer yes or no: Are you Spanish, Hispanic, or Latino?

**Header label: q76**

**1=**Yes

**0=**No

**98=**Don't know

**99=**Refused to answer

Q. 77 How do you describe your race: White, Black or African-American,
Asian, American Indian or an Alaska Native, Native Hawaiian or other
Pacific Islander, or some other race?

**Header label: q77**

**1=**American Indian or Alaska Native

**2=**Black or African --American

**3=**Asian

**4=**Native Hawaiian or Other Pacific Islander

**5=**White

**6=**Some other race---SPECIFY: \_\_\_\_\_\_\_\_\_\_\_\_\_

**7=**Multiple races---SPECIFY: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**98=**Don't know

**99=**Refused to Answer

## Q. 78 What type of community do you live in? Is it a rural or farming area, a small town, a suburb, or a city?

**Header label: q78**

**1=**Rural or farming

**2=**Small town

**3=**Suburb

**4=**City

**98=**Don't know

**99=**Answer refused

## Q. 79 Are you currently employed? 

**Header label: q79**

**1=**Yes---CONTINUE

**0=**No---SKIP TO Q. 81

**99=**Refused to Answer---SKIP TO Q. 81

Q. 80 Do you work full-time or part-time?

**Header label: q80**

**1=**Full-time

**2=**Part-time

**99=**Answer refused

## Q. 81 What is the highest grade or degree that you completed?

**Header label: q81**

**0=**0---No formal education

Grades 1 through 11---SPECIFY: \_\_\_

**1=** grade 1

**2=**grade 2

**3=**grade 3

**4=**grade 4

**5=**grade 5

**6=**grade 6

**7=**grade 7

**8=**grade 8

**9=**grade 9

**10=**grade 10

**11=**grade 11

**12=**12 High school grad or GED

**13=**13 1 year of college or trade school

**14=**14 2 years of college or trade school; Associate's degree

**15=**15 3 years of college

**16=**16 Four-year college grad\--Bachelor's degree

**17=**17 Some graduate school, no degree

**18=**18 Master's or professional degree (e.g., MA, MSW, law degree,
RN)

**19=**19 Doctorate (Ph.D., Ed.D, DSW, MD, etc.)

**99=**Refused to answer

Q. 82 Please tell me which of the following categories *best* describes
your household's total income, before taxes, for 2002. In 2002, was your
total household income less than \$20,000, between \$20,000 and
\$39,000, between \$40,000 and \$59,000, between \$60,000 and \$79,000,
or \$80,000 or more?

**Header label: q82**

**1=**Less than \$20,000

**2=**\$20,000 - \$39,000

**3=**\$40,000 - \$59,000

**4=**\$60,000 - \$79,00

**5=**\$80,000 or more

**98=**Don't know

**99=**Refused to answer

**This is the end of the survey. Thank you so much for taking the time
to participate in this important study. A summary of the findings will
appear in *Talking Book Topics* early next year.**

**XI. Interviewer's Section**

1\. Gender of respondent:

**Header label: i1**

**m=** Male

**f=**Female

**u=**Unable to determine

2.  Was a proxy used to complete any part of this survey?

**Header label: i2**

**1=**Yes---Most or all questions answered by proxy

**2=**Yes---Some questions, but fewer than half, answered by proxy

**3=**Yes---A few questions answered by proxy

**0=**No---All questions answered by respondent

NOTE to Interviewer: Q3 SHOULD BE ON A PAGE and/or FILE BY ITSELF, FOR
"TEAR-OFF", TO BE SENT TO NLS.

3.  If the respondent has any questions or problems that s/he wants to
    talk with NLS staff about, please complete the following form to be
    submitted to NLS:

INTERVIEW DATE: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

RESPONDENT'S NAME:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PHONE NUMBER:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Library ID: \_\_\_\_\_\_\_\_\_\_\_\_\_

Subscriber ID: \_\_\_\_\_\_\_\_\_\_\_\_\_\_

What respondent wants to discuss with NLS:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**XII. Additional Information from CMLS**

Additional CMLS data that will be kept with each subscriber's record for
possible future analysis:

Library ID:

Subscriber ID:

Subscriber Status: (Active, Suspended, etc.)

Subscriber Type: (Individual, Institution)

Domicile Code: (U.S., foreign)

Street Address:

City:

State:

Zip:

County ID:

Handicap Code:

Subscriber Primary Language:

Subscriber Secondary Language:

Equipment Code(s): (type of machine)

Reader Code(s): (Braille, youth reader, etc.)

Temporary address

Publications received

**APPENDIX B**

**NLS Patron Survey Response Codes**

![](media/image2.wmf){width="6.0in" height="7.915972222222222in"}

**APPENDIX C**

**Pre-Survey Letter**

![](media/image3.png){width="6.4944444444444445in"
height="1.3777777777777778in"}

September 15, 2003

Jane Doe

123 Main Street

Yourtown, MA 12345

Dear Jane Doe:

I am writing to inform you about an important study the Library of
Congress Talking Book program will be launching within the next month.

We will be conducting a national telephone survey to gather information
about people\'s experience with talking books. The results of the survey
will help guide us as we begin to design a new playback machine based on
digital technology.

As a user of talking books, you may be called by one of our
interviewers. If you are contacted, we hope that you will participate in
the survey. Your thoughts and opinions could directly benefit you and
many other talking book users by improving the design of new playback
machines. The telephone survey will last approximately 25 minutes, is
confidential, and completely voluntary.

If you have any questions, or need more information, please feel free to
contact us at (800) 424-8567 and mention the user survey.

Sincerely,

Frank Kurt Cylke

Director

National Library Service for the Blind and Physically Handicapped

Library of Congress

[^1]: As defined in the American Association for Public Opinion
    Research. 2000.  *Standard Definitions: Final Dispositions of Case
    Codes and Outcome Rates for Surveys*.  Ann Arbor, Michigan: AAPOR,
    the formula for COOP2 is (I + P) /(I + P) + R + O.

[^2]: Eligible non-respondents for whom their age group was unknown
    based on CMLS data are included in the COOP2 rate. Their status as
    *unknown* is kept since an interview was unable to establish their
    birth date. Completed interviews of *age unknowns* were reclassified
    to the appropriate age group following completion of the survey.

[^3]: Sample Weight Formula: The weight for each stratum = (1 / sampling
    rate) x (Total sample N/ Total population N)

[^4]: One might have expected use of magnifiers to be more common among
    blind and visually impaired people than it is and less common than
    shown among subscribers in general. One explanation is that many
    people with "over-forty eyes" no doubt use a magnifier despite the
    fact that their vision problems aren't serious enough to qualify as
    visual impairment as defined in this study. In addition, 77% of
    visually impaired subscribers who have some useful vision do use a
    magnifier. Why the remaining 23% do not is unclear. Possibilities
    include vision loss that magnification might not help (e.g.,
    pathologies that affect mainly peripheral vision, very severe vision
    loss that stops just short of total blindness), a perceived or real
    inability to afford a magnifier strong enough to be helpful, and
    adaptive strategies that do not involve sight at all (including
    discontinuing activities that one previously performed).

    Interestingly enough, 16% of subscribers who described themselves as
    totally blind use a magnifier. Some of these respondents might
    simply define blindness or lack of useful vision more broadly than
    blindness professionals do.

[^5]: Use of computers, access to the internet, and high-speed internet
    connections are most common among subscribers who live in a suburb
    or city. For example, 40% of suburbanites and city-dwellers use a
    computer compared to 26% of subscribers who live in a rural
    community or small town (not shown). Among internet users,
    high-speed connections are more than twice as common among
    suburbanites and city-dwellers (54% compared to 20% of subscribers
    living in a rural community or small town, not shown). These
    findings should be interpreted cautiously, however. The
    relationships might be spurious, that is, attributable to other
    factors, such as age or income, that tend to be associated both with
    technology use and type of community.

[^6]: The relationships between income and technology use cannot be
    explained away by education, which tends to go hand-in-hand with
    income level. That is, it is higher-income subscribers' ability to
    afford technology, and not just an education-based receptiveness to
    technology, that accounts for the relationships between income and
    use of high-tech devices. As Table 4-4 shows, income is more
    strongly associated than education is with computer use, internet
    use, having heard of synthetic speech, and the use of high-tech
    adaptive devices.

[^7]: Whether or not ease of use is age-related is unclear. Somewhat
    fewer retirement-age subscribers said their playback machine is very
    easy to use than subscribers in the two younger age groups (70% and
    74% compared to 81% and 83%). This relationship, however, only
    approaches statistical significance (*[p]{.underline}* = .06). There
    is no relationship between age and having had problems learning how
    to use the machine.

[^8]: Other strategies for telling one cassette from another include
    listening to the tape (28%), someone tells me (23.5%), and keeping
    tapes in the boxes they came in (11.3%).