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

Abstract

While accessibility is a core part of diversity, equity, inclusion, accessibility, and social justice (DEIASJ) considerations, disability and accessibility are rarely centered in Library and Information Science (LIS) curricula. The lack of disability and accessibility coverage is problematic since information professionals must have the required knowledge and skills to effectively serve patrons with disabilities. This paper presents preliminary findings from a content analysis of 39 pre‐filtered syllabi examining how disability and accessibility topics are covered in LIS courses. While nearly all of the syllabi analyzed contained a high level of detail, only 13 were ultimately determined to contain a “partial” depth of coverage of disability‐ and accessibility‐related content and two a “detailed” level of coverage. Even fewer syllabi included a conceptualization of disability or accessibility beyond simply including the words alone. The paper offers suggestions for LIS instructors to better address disability and accessibility within their syllabi and course content.