Analyzing Service Divide in Academic Libraries for Better Serving Disabled Patrons Using Assistive Technologies

Potnis, Devendra; Mallary, Kevin

doi:10.5860/crl.82.6.879

Cited by 7 publications

(10 citation statements)

References 21 publications

(26 reference statements)

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“…This creates problems that not even adaptive technologies (ATs) can solve: "Collections stored in some library databases cannot be retrieved via AT (e.g., screen-reading software), rendering the resources in those databases useless to individuals needing assistance. Similar to some collections, inaccessible documents (e.g., PDFs) and Web pages (e.g., LibGuides) published by faculty and staff members cannot be interpreted by AT" [5].…”

Section: How Are Academic Libraries Faring In Their Efforts To Meet L...mentioning

confidence: 99%

Academic libraries and their legal obligation for content accessibility

Wentz

Gorham²,

Jaeger³

2023

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U.S. academic libraries exist in an unusual space, as they are both providers of access to computers, the Internet, and databases and electronic products, and producers of electronic content through digital repositories and electronic journals. They are part of larger organizations, yet the other parts of these larger organizations are not libraries or even library-related. In addition, there are factors — beyond merely decision-making processes — that make accessibility a far more fraught concern for academic libraries. U.S. academic libraries are also influenced by the policies of new media content creators that maximize their profits through streaming on their own platforms. Further, academic libraries have taken on new roles related to information access, including the collation and distribution of electronic materials through campus digital repositories of preprints, theses, and other works created by faculty, staff, and students. Moreover, in some cases, libraries have stepped into the role of publisher, particularly with respect to open-access electronic journals. For people with disabilities, accessibility in all of these facets is essential for their ability to be equal users of the library. These various roles of academic libraries create a distinct set of legal, technological, and ethical pressures related to ensuring accessibility for individuals with disabilities, which will be explored in this article, along with the potential for academic libraries to become leaders in accessibility in libraries and in broader society.

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Section: How Are Academic Libraries Faring In Their Efforts To Meet L...mentioning

confidence: 99%

Academic libraries and their legal obligation for content accessibility

Wentz

Gorham²,

Jaeger³

2023

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“…Recipients find a service valuable if the benefits they expect from using it align with those received (Das and Bharadwaj, 2017;Islam et al, 2015). If academic libraries (a) are unaware of the benefits that students with disabilities expect from information services; (b) understand students' expectations but do not have the necessary assistive technologies for generating optimal value; or (c) inadequately respond to students' evolving information needs; the information services offered may not help these students (Potnis and Mallary, 2021a). This discrepancy in value generation can deter students with disabilities from using the information services offered by academic libraries, yielding a poor return on investment in the technologies.…”

Section: Problem Statementmentioning

confidence: 99%

“…Students with disabilities primarily access assistive technology through their academic libraries' information services (Potnis and Mallary, 2021a). Hence, the perceived benefits of the technolog reflect academic libraries' information services.…”

Section: Problem Statementmentioning

confidence: 99%

Comparing the “value of information services” for providers and vulnerable patrons: a mixed-methods study with academic libraries and students with disabilities

Potnis,

Mallary

2023

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Introduction. This multi-year, mixed-methods study compares (a) the reasons administrators and librarians of academic libraries invest in assistive technology for delivering information services to students with disabilities, with (b) the benefits that influence these students’ intention to use AT. Method. In the first phase, 50 library administrators and 22 librarians from 186 public universities across the US shared their top-three reasons for investing in assistive technology through a qualitative survey. In the second phase, 322 students with disabilities from the same institutions completed a quantitative survey, in which respondents shared individual-level benefits that influence their intention to use assistive technology. Analysis. We utilised thematic analysis and structural equation modelling to analyse data in the first and second phases, respectively.Results. Three individual, three organisational, and three societal benefits prompt academic libraries’ investment in assistive technology. However, only two individual benefits – increasing information literacy and completing academic tasks – significantly influence the intention of students with disabilities to use the technology. In addition, neither academic libraries nor students, perceive the technology to be valuable for enhancing autonomy and the self (i.e., self-esteem, self-efficacy, and self-image) of students with disabilities. Conclusion. Implications for academic libraries that provide information services to students with disabilities are discussed at the end.

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confidence: 99%

“…The lack of LIS curricular content addressing accessibility and serving disabled patrons mirrors the struggles of LIS practitioners to address those issues (Dow & Bushman, 2020;Potnis & Mallary, 2021). For example, previous research argues that librarians should understand Web accessibility to provide equitable access to digital resources (e.g., digital libraries, LibGuides, and websites) for disabled patrons (Mulliken & Djenmo, 2017).…”

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confidence: 99%

Accessibility and Ability in LIS Curricula and Pedagogy

Simons,

Mallary,

Copeland

et al. 2023

PAAC

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In recent years, library and information science (LIS) academic programs have been working to address systemic bias within the field and to improve their coverage of issues related to diversity, equity, inclusion, accessibility, and justice (DEIAJ). While accessibility is a core part of DEIAJ considerations and the American Library Association values (ALA, 2019), it is rarely considered central to curriculum and accessibility and disability are seldom covered in graduate LIS courses (Alajmi & Alshammari, 2020; Ren et al., 2022). The lack of LIS curricular content addressing accessibility and serving disabled patrons mirrors the struggles of LIS practitioners to address those issues (Dow & Bushman, 2020; Potnis & Mallary, 2021). For example, previous research argues that librarians should understand Web accessibility to provide equitable access to digital resources (e.g., digital libraries, LibGuides, and websites) for disabled patrons (Mulliken & Djenmo, 2017). However, LIS graduates and practicing librarians report feeling uncomfortable with creating accessible Web pages and LibGuides (Pionke, 2021). Similarly, while previous research indicates that graduates must learn to engage with disabled patrons to elicit their accessibility needs (Copeland, 2012; Copeland, 2023; Gibson et al., 2021) and that empathy training helps practicing librarians better engage disabled patrons (Pionke, 2021), few LIS programs integrate such training into their curricula. Unfortunately, LIS faculty may feel under-supported or unprepared to address this content in program curricula or their individual courses. Research in related fields indicates that faculty have concerns about unfamiliarity with the content (Guedes & Landoni, 2020), insufficient time or institutional support (Kawas et al., 2019), and a lack of program- and field-level learning objectives (Shinohara et al., 2018). While little research specifically explores LIS educators’ experiences teaching accessibility principles and practices, previous work indicates that faculty may feel unprepared to teach topics such as accessible Web design (Mulliken & Djenmo, 2017). Despite the lack of research on LIS faculty experiences with teaching accessibility-related content, some best practices and impacts of including this content have been shared. Examples include teaching LIS students how adopting Universal Design for Learning can create accessible and inclusive training (Lewitzky & Weaver, 2022) and how evaluating and designing accessible digital resources can improve disabled patrons’ experiences using library services (Mulliken, 2016). Integrating accessibility content within a service-learning framework can help students become even more attuned to disabled patrons’ accessibility needs and show students how to co-create inclusive library and information spaces (Copeland, 2019). LIS faculty must better equip graduates to serve disabled patrons while modeling accessible pedagogy. Additionally, collaboration between LIS faculty and students in addressing these topics is necessary to achieve equity in the field. Given that this topic deserves more time beyond this session, the panel aims to facilitate a timely, worthwhile conversation with LIS educators and students about information behaviors and practices in accessible LIS learning experiences, as well as building and facilitating an ongoing accessibility community of practice. This panel will comprise two 45-minute sections, with the first section addressing accessibility concerns and the second section modeling instructional design strategies. Each section will begin with the moderator asking panelists questions to prompt discussion. Questions will include topics on how LIS curricula can prepare students to address disability and accessibility issues and tools, as well as on how faculty can ensure accessible learning environments. Panelists will ensure that both faculty and student perspectives are represented (10 minutes). Next, each panelist will lead a breakout group in discussing questions raised (20 minutes). Panelists will reconvene and report back, with the moderator synthesizing connections made (10 minutes). Five minutes will be allotted for introductions, and another five minutes for an intermission between sections. During each breakout discussion, panelists will gather contact details from participants interested in building a community of practice dedicated to integrating accessibility in LIS education. As a first step toward developing this community, panelists will establish a ListServ using interested participants’ email addresses. Next steps will be shared with ListServ recipients.

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Analyzing Service Divide in Academic Libraries for Better Serving Disabled Patrons Using Assistive Technologies

Cited by 7 publications

References 21 publications

Academic libraries and their legal obligation for content accessibility

Academic libraries and their legal obligation for content accessibility

Comparing the “value of information services” for providers and vulnerable patrons: a mixed-methods study with academic libraries and students with disabilities

Accessibility and Ability in LIS Curricula and Pedagogy

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