Library and Information Center Accessibility: The Differently-able Patron's Perspective

Abstract

This article explores library services and accessibility in public, school, and academic libraries from the perspective(s) of patrons who are differently-able. 1 1. Some readers may be familiar with accessibility/disability-related terminology and may thus be familiar with the term “differently-abled” as a more recently accepted term used to denote any of a number of perceived physical, mental, emotional, or cognitive challenges. Recognizing the many abilities and the autonomy of those people society may label as having a disability, the author has elected to modify terminology to read “differently-able.” This paper has been double‐blind reviewed to meet the Department of Higher Education's Higher Education Research Data Collection (HERDC) requirement. For this study, five individuals, each of whom has unique experiences with disability and society, participated in in-depth interviews. Qualitative data analysis revealed the following themes: love for libraries and reading; disability as a socially-constructed phenomenon; physical limitations and barriers to library accessibility and services; technology and adaptation; and legislative compliance versus compassion. Through participants' voices, the study lends understanding to the “lived experiences” of library patrons who are differently-able and offers suggestions on how library accessibility may be improved.

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