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We identify the process used for implementation of support for students with disabilities at 16 Japanese university libraries, selected from among 285 university libraries. Seventeen librarians participated in our interview survey. Using a Modified Grounded Theory Approach (M-GTA), we analyzed the process library staff employed when introducing creative and accommodating measures to support users with disabilities. First, we found that support for students with disabilities was not treated as a special activity, but as an enhancement of existing library functions, e.g., instruction in problem-solving, providing access to information, and responding to reference needs. Second, we found that training improved staff awareness of students with disabilities who may need assistance when using the library but do not ask for help, or do not communicate their requests well. And third, we found that collaboration among librarians, department staff, and faculties enhanced support for students with disabilities.
Based on these findings, the following four suggestions are offered as guidelines for university librarians who do not know where to start when introducing such support:
(1) Librarians should enhance their daily work by offering assistance proactively, keeping in mind that students with disabilities may be visiting the library even if they aren't making specific requests. Being aware of the need to respond to their needs proactively improves the overall quality of the assistance provided.
(2) Training on how to provide support for these students (e.g., online training) should be implemented to improve the quality of assistance given by all library staff.
(3) In order to enhance support for students, librarians should utilize informal networks that include staff from other departments within the university, especially staff in the Student Support Division.
(4) When planning and providing support, librarians should keep in mind that they are also university employees.
Research papers (academic journals)
