Information Equality for Individuals with Disabilities: Does It Exist?

Lewis, Jill

doi:10.1086/670697

Cited by 16 publications

(9 citation statements)

References 1 publication

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“…There is little research on the extent to which LIS education has integrated the special needs of people living with disabilities. Koulikourdi (2008), Majinge (2014), Ndumbaro (2009) and Lewis (2013) advocated for a LIS curriculum that takes into account the information needs of users living with disabilities. Lewis (2013: 230) claimed that "individuals with disabilities are hungry for more information and deserve to get it".…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Lewis (2013: 230) claimed that "individuals with disabilities are hungry for more information and deserve to get it". Despite the importance of providing information services to people living with disabilities, librarians often lack training to cater for this group of users: studies by Lewis (2013), Bodaghi and Zainab (2013) and Rugeyasila (2013) found that LIS professionals lacked relevant training, skills, interest and experience to work with people living with disabilities. Therefore, the aim of this study was to focus on the integration of special needs of users living with visual, hearing and physical impairments into the LIS curriculum in Tanzania.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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The Integration of Special Needs for People Living with Disabilities in Tanzania’s LIS Curriculum

Majinge

Msonge

2020

SAJLIS

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This paper presents the findings of a study that examined the integration of special needs into the Library and Information Science (LIS) curriculum by Tanzania's library schools. The social model of disability by Oliver (1990) underpinned the study, which deployed both quantitative and qualitative research approaches in a survey research design. A questionnaire, an interview and content analysis were used in data gathering. The study found that special needs in the LIS programme are integrated at one university as an elective but not covered as a core subject. The study found that the integration of special needs into the LIS curriculum is important in improving library services. Furthermore, it was established in this study that the integration of special needs into the LIS curriculum faced the challenge of relying on library staff who lacked training in special needs in addition to lacking assistive equipment. In addition, inadequate funding, lack of appropriate information resources, and lack of sensitisation and awareness of universities and government decision-makers were other challenges the study identified. The study recommends that courses for meeting special needs are compulsory for undergraduates as well as postgraduates in LIS, but also in disciplines such as engineering and information technology, so that universally accessible buildings that integrate the needs of people with disabilities are built, so that websites suitable for people with disabilities are designed, and so that librarians select and acquire information resources and assistive equipment related to people with disabilities. The government should supply adequate funds to all universities to support people living with special needs.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

The Integration of Special Needs for People Living with Disabilities in Tanzania’s LIS Curriculum

Majinge

Msonge

2020

SAJLIS

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“…The transparency problem in terms of not just services offered but who is responsible for them is aptly stated here, "Many libraries designate one staff person to be the person in charge of services to users with disabilities. This approach is unworkable (the staff member may not be available when a user with a disability comes into the library) and is not as useful as having the entire staff in a library comfortable working with the disability community and knowledgeable about what its library can offer and what services can be obtained elsewhere" (Lewis, 2013). Lewis is proposing that not only responsibility for sustainability of accessibility be equally applied but that to not do so is to create an unnecessary level of complexity and confusion.…”

Section: People Are the Most Important Renewable Resourcementioning

confidence: 99%

Sustainable library services for all

Pionke

2016

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Purpose The purpose of this paper is to explore the need to create greater accessibility in libraries through the lens of sustainability. Design/methodology/approach Exploration of various types of theories including disability theory and sustainability as applied to business structure. Findings Using a two tiered approach, that of disability theory and sustainability, can create a useful framework for addressing issues of sustainable accessibility. Originality/value Accessibility is a major concern in libraries and creating a sustainable approach rather than utilizing a one size fits all angle will create better library buildings, spaces, and services. This paper focuses on discussing these issues in a way that allows for readers to come away with ideas about how to start shifting attitudes and programs toward a greater degree of sustainable accessibility.

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“…In 1990, the Americans with Disabilities Act (ADA) expanded upon the previous law, making disabilities and accessibility a greater part of our contemporary culture. 3 However, disclosure of a disability can be a difficult decision, and despite the expanded language and provisions of the ADA, the burden of disclosing and providing appropriate documentation still rests with the individual. 4 Many students with disabilities choose not to disclose because they do not want to "draw undo attention to themselves" and "would rather deal silently than disclose, even if it means they have to struggle harder."…”

Section: Historical Context Of Disabilities Within Higher Educationmentioning

confidence: 99%

“…Chat reference is another avenue of online help that could benefit the ASD student who may not be as adept at face-to-face contact with a librarian. 16 The universal design of learning approach seeks to design products and environments that are maximally usable for all and eliminate the need for further adaptation or specialized design. While originally focused on architecture and design, universal design of learning has come to include designing inclusive curricula, particularly in primary and secondary education.…”

Section: Reference and Instruction: Cultivating An Awarenessmentioning

confidence: 99%

Evolving from Disability to Diversity

Polacek¹,

Remy²,

Seaman³

2014

Reference &Amp; User Services Quarterly

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It is my great pleasure to join readers as the new editor of the Information Literacy and Instruction column. Librarians who specialize in reference, instruction, and other user services are regularly challenged to provide both the tools and the materials that enable patrons to find and use the information they seek. Literacy and instruction are essential components of our discipline, and I encourage you to consider how important your contributions are in helping librarians become more informed, aware, and instructed on these and other important topics. A simple Google Scholar search for "information literacy" retrieves more than 60,000 citations. Since its infancy, the term information literacy itself has taken on many meanings in many contexts. Today, information literacy can occur in the library, in the classroom, or in aisle seven of the grocery store. Information literacy doesn't just mean fluency; it means competency and critical thinking. Readers of our journal serve patrons in settings as diverse as public, corporate, and prison libraries, and they provide these services to individuals of all ages, races, creeds, and abilities. This column also offers readers an opportunity to learn about information literacy and instructional approaches that they can integrate into their own, unique settings. Please consider this a call not only for papers about information literacy and instruction, but also a call for our continued pursuit to better understand literacy and instruction in novel, unique ways.Autism spectrum disorders are a prevalent diversity in users in public, academic, and special libraries. Here, guest columnists Charlie Remy and Priscilla Seaman offer a description of autism spectrum disorders and provide instructional strategies for the reference desk and the classroom. In addition, readers can learn how to refine outreach and programming to better serve these patrons. Assistant Professor Remy and Associate Professor Seaman are librarians at the University of Tennessee at Chattanooga.-Editor

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Information Equality for Individuals with Disabilities: Does It Exist?

Cited by 16 publications

References 1 publication

The Integration of Special Needs for People Living with Disabilities in Tanzania’s LIS Curriculum

The Integration of Special Needs for People Living with Disabilities in Tanzania’s LIS Curriculum

Sustainable library services for all

Evolving from Disability to Diversity

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