Supporting Students with Histories of Trauma in Libraries: A Collaboration of Accessibility and Library Services

Abstract

This paper explores methods for building relevant, accessible academic services in the context of a liberal arts college with a growing population of students with psychological disabilities. This work is situated in a learning commons, where academic-support programs, including accessibility services and library services, work collaboratively with a shared goal of getting students to access support earlier and more often in their college careers. The college is home to many students who identify as holding marginalized identities, including those who are LGBTQ+, disabled, students of color, and/or international students, and are thus particularly susceptible to discrimination (Roberts et al. 2010;Seng et al. 2012; Ellis, n.d.;Harrell 2017;Coulter and Rankin 2017; Polaris, n.d.;Proctor, Semega, and Kollar 2016). In consultations with staff, students often name past academic experience as an underlying cause for academic struggle. Exploring this connection, staff observed that histories of trauma and marginalization can make it difficult for students to trust staff and have positive academic experiences. Through action research, the authors developed methods to better support students, including those with histories of trauma. The authors share their methods and suggestions to support readers interested in bringing this work into their communities.accessibility & library services / conley et al. 527 support in the Harold F. Johnson Library Center at Hampshire College. The authors focus on the collaboration between library staff and the Office of Accessibility Resources and Services (OARS) staff, and the coevolution of the KC and the Holistic Learning Program (HLP). OARS staff developed HLP as a partner program in the KC to normalize academic struggle and empower disabled and nondisabled students with tools and strategies for academic success. HLP staff work with students to help them understand their strengths and challenges to hone their learning process. An action-research approach serves as the framework for HLP's iterative development. The authors note problems prevalent in the community and remark on the goals and values they developed to address those concerns, as gleaned through HLP student consultations. The authors articulate their own process and discuss methods they employed to increase program sustainability. Finally, they outline a set of strategies that proved effective for supporting students with histories of trauma. History and ContextThe Knowledge Commons The Knowledge Commons is a centralized, vibrant center of academicsupport services for students at Hampshire College. The KC is both a physical space in the library and a conceptual frame for the intentional collaboration between academic-support programs, previously spread across campus. 2 The mission of the KC is to cultivate a hub within the library to revitalize a campus center, centralize resources, and build community in order to support students in confidently navigating those resources at crucial points during their time at Hampshire. T...

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“…, 1996; Sinnasamy and Karim, 2016). Additionally, in the disability community there is often a stigma attached to asking for help (Conley et al. , 2019), which is why library anxiety may be an even greater concern for individuals with disabilities.…”

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How do first-year students perceive learning support services in Chinese university libraries?

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Resilience in the Aftermath: School Libraries Rebounding After Trauma

“…The librarian becomes essential in curating a suitable collection of books and educating teachers in their use. Self-service resources in both paper and digital formats provide even greater access for traumatized students who might avoid interaction with staff to acquire valuable information (Conley, Ferguson, & Kumbier, 2019). Doll and Doll (1997) discuss using bibliotherapy with children and teenagers from the perspective of a school librarian and a psychologist.…”