Faculty Visions for Teaching Web Accessibility within LIS Curricula in the United States: A Qualitative Study

Abstract

This qualitative study explores the understanding and perspectives of faculty in US library and information science (LIS) programs about teaching web accessibility. "Web accessibility" can be defined simply as making websites accessible for all, including people with disabilities. Eight LIS professors and two graduate LIS students or recent alumni with interests in accessibility were interviewed for the study. Results showed that, although some faculty were novices, most interviewees thought it would be beneficial to teach web accessibility in a variety of LIS courses. However, despite the seeming consensus, discussion of incorporating web accessibility into curricula was rare. This study explores possible reasons for the marginalization of web accessibility in LIS. The authors contend that greater support for initiatives to integrate web accessibility into LIS curricula is essential for enabling LIS practitioners to comply with legal standards and with LIS values of inclusion. E qual access for all-including people with disabilities-to the web, mobile devices, and other digital technologies is a legal requirement in the United States as well as a matter of social justice. In the past, printed reading materials had to be remediated (reformatted) in order for individuals with certain disabilities to be able to use them. For example, textbooks were read onto cassette tapes for people with dyslexia and vision disabilities. Nonetheless, most of the world's written material has either remained entirely inaccessible to people with disabilities (Kerscher and Fruchterman 2002; Schroeder 2013) or availability has been delayed or compromised in quality (Kerscher and Fruchterman 2002). Today, digital technologies make it possible that materials could widely be made equally accessible to people with disabilities. To realize this possibility, accessibility needs to be built in to technologies at the point of design. Retrofitting takes time, so it delays the person with the disability and causes bureaucratic obstacles. Further, segregated services and technologies get much less attention and are often of inferior quality to those provided to nondisabled users. Librarians have an important role to play in realizing this possibility for equal accessibility, both as creators of digital content and as selectors of electronic resources.

Technology, Diversity, Web Accessibility, and ALA Accreditation Standards in MLIS

“…The methodology of this study is originally described in an early paper that reports additional findings from the same study (Mulliken & Djenno, 2017). Loosely structured, open-ended interviews in qualitative research allow researchers to explore topics in depth and without predetermined interview questions biasing the results.…”

“…A number of studies summarized by Mulliken and Djenno (2017) as well as Schmetzke's (2015) study and literature review suggest that web accessibility is not covered adequately in LIS curricula. Additionally, Oxley (2013) reports that, from her perspective as a recent alumna who started an LIS student organization about diversity, When students and staff are deprived of cultural competency training, not exposed to research that reflects implication on diverse populations, and not exposed to tenets of inclusive and accessible design of information structures and services, they may be unaware of both the existing knowledge gap and the importance of diversity (p. 237).…”

“…As explained in Mulliken and Djenno (2017), library science literature, professional acquaintances, and referral sampling were used to identify potential interviewees. The criterion was that participants had demonstrated interest or involvement in any aspect of accessibility.…”

Technology, Diversity, Web Accessibility, and ALA Accreditation Standards in MLIS

“…A number of studies summarized by Mulliken and Djenno (2017) as well as Schmetzke's (2015) study and literature review suggest that web accessibility is not covered adequately in LIS curricula. Additionally, Oxley (2013) reports that, from her perspective as a recent alumna who started an LIS student organization about diversity, When students and staff are deprived of cultural competency training, not exposed to research that reflects implication on diverse populations, and not exposed to tenets of inclusive and accessible design of information structures and services, they may be unaware of both the existing knowledge gap and the importance of diversity (p. 237).…”

“…An introduction to digital accessibility ethics, policy, or technology is not included in this paper. An introductory summary of the ethical reasons and legal requirements to make publicly available digital resources-such as library websites and library e-resources-accessible to all, including people with disabilities, at the same time they are made available to people without disabilities, is available in Mulliken and Djenno (2017). Further introductions are available from the website WebAIM: Web Accessibility in Mind (2014).…”