Are Library and Information Science Educators Teaching Accessibility?

Abstract

Library and information science (LIS) graduates are expected to serve patrons from diverse backgrounds, including disabled patrons. While serving patrons with disabilities is a core value of librarianship, graduates often feel unprepared to serve disabled patrons, suggesting that programs inadequately train students to design accessible services. This study’s authors analyzed hundreds of course descriptions and 73 syllabi from 20 North American LIS programs to determine how often accessibility and disability topics are covered and how educators teach accessibility. Findings indicate that accessibility and disability topics are mostly covered in electives, meaning students may never develop accessibility competencies during their programs. Additionally, a lack of disability-focused assessments may create the impression that serving disabled patrons is less important to LIS than addressing the needs of other underserved communities. Recommendations for educators include creating or revising learning objectives and assessments to prioritize accessibility education and support disabled patrons.

Below the Surface: Analyzing the Level of Detail and Depth of Coverage in Library and Information Science Syllabi Addressing Disability and Accessibility

“…This paper analyzes syllabi collected from 20 North American LIS programs belonging to the Association for Library and Information Science Education (ALISE), American Library Association (ALA), and/or iSchools Consortium. This analysis builds on a previous study, where the full collection procedure and selection criteria for gathering syllabi are described (Mallary et al, 2023). While over 200 courses were initially identified as potentially addressing disability and/or accessibility, fewer than half of those courses had publicly‐available syllabi.…”