An Instructional Binary: Analyzing How Accessibility Is Taught in Graduate‐Level Library and Information Science Programs

Abstract

ABSTRACTWhile accessibility is a core value of the American Library Association (ALA) and represents an important factor in striving for diversity, equity, inclusion, accessibility, and social justice (DEIASJ), coverage of accessibility varies widely in programs intended to equip future LIS professionals to serve patrons with disabilities. This poster presents preliminary findings from a larger research project examining library and information science curricula at 77 North American colleges and universities. Through thematic analysis of course descriptions and syllabi, the researchers found that digital topics in accessibility are addressed more frequently than physical ones. Further, LIS curricula largely overlook the needs of disabled patrons when covering accessibility. These factors present challenges for future LIS professionals serving patrons with disabilities.