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To Inclusivity and Beyond:
Developing a Library Service where all
flying styles are welcome.
Sally Bridge
Flying styles:
• Customers with disabilities
• Customers with poor mental
health
• International customers
• LGBT customers
• Student parents
• Other disadvantaged
customers
Diversity is being
invited to the party;
inclusion is being
asked to dance
Verna A. Myers, 2012
‘Moving Diversity Forward: How to
Go From Well-Meaning to Well-
Doing’.
Diversity is going to a
party; Inclusion is
being a member of the
party-planning
committee
Daniel Juday, 2017
https://www.linkedin.com/pulse/inc
lusion-isnt-being-asked-dance-
daniel-juday/
Customers with Disabilities
•Existing infrastructure for physical disabilities
• Access and mobility
•Barriers to inclusion:
• 10,000+ customers per day
• Demand for study space
• Heavy demand books
Asking questions
• Customer engagement
• Survey of all students with disabilities
• Customer Journey Maps
• Learning from others
• Disability Sports NI
• AccessAble database
• Conference attendance
Consider both physical and hidden disabilities
• Impaired mobility
• Long-standing medical conditions
• Hearing or visual impairments
• Specific learning difficulty (dyslexia, dyspraxia)
• Autism spectrum disorder
Barriers to inclusion
Becoming inclusive
• Be visible and welcoming
• Ensure access to appropriate
study spaces
• Facilitate independent study
• Be flexible
• Strive to continually improve
Customers with poor mental health
Library pressure points:
• Study space demand
• Exams/assignment deadlines
• Fines
• Book availability
Relieving the pressure:
• Student Wellbeing Collection
• Are Ye Well campaign
• Fines repayment plans
International Customers
Barriers to inclusion – survey results
• Arriving at different times to other students
• Cultural differences
• Library language and terminology
Inclusive Approach
• Rethink our welcome
• Get creative
• Improve our accessibility
• Increase our understanding
LGBT Customers
•Social stigma
‘LGB&/T people have higher
rates of self-harm, suicidal
ideations, suicide attempts
and depression than the
wider population.’
Role of the University
Student & staff LGBT networks
Increased visibility – lanyards
Presence at pride
Role of the Library
Celebrate LGBT History Month
LGBT book displays
https://www.rainbow-project.org/Handlers/Download.ashx?IDMF=fce626f4-de30-40d4-bf4f-43dd4afc39ea
Student Parents
• Academic library
• Silent study
• Essay deadline
• School holidays
• Childcare costs
Student Union request for support:
• Individual bookable study rooms
• Children’s book collection
• Staff awareness: proactive help
Other Disadvantaged Customers
• Distance Learners
• Online requesting
• Document delivery
• Remote support
• Potential customers from
disadvantaged backgrounds
• Library outreach
• Engagement tours
Whether our
customers want to
dance or fly, we
should work with
them to ensure that
they can do so as
easily and
independently as
possible.
Email: s.bridge@qub.ac.uk
Images: www.pixabay.com

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To Inclusivity and Beyond! Developing a Library Service where all flying styles are made welcome. Sally Bridge

  • 1. To Inclusivity and Beyond: Developing a Library Service where all flying styles are welcome. Sally Bridge
  • 2. Flying styles: • Customers with disabilities • Customers with poor mental health • International customers • LGBT customers • Student parents • Other disadvantaged customers
  • 3. Diversity is being invited to the party; inclusion is being asked to dance Verna A. Myers, 2012 ‘Moving Diversity Forward: How to Go From Well-Meaning to Well- Doing’. Diversity is going to a party; Inclusion is being a member of the party-planning committee Daniel Juday, 2017 https://www.linkedin.com/pulse/inc lusion-isnt-being-asked-dance- daniel-juday/
  • 4. Customers with Disabilities •Existing infrastructure for physical disabilities • Access and mobility •Barriers to inclusion: • 10,000+ customers per day • Demand for study space • Heavy demand books
  • 5. Asking questions • Customer engagement • Survey of all students with disabilities • Customer Journey Maps • Learning from others • Disability Sports NI • AccessAble database • Conference attendance
  • 6. Consider both physical and hidden disabilities • Impaired mobility • Long-standing medical conditions • Hearing or visual impairments • Specific learning difficulty (dyslexia, dyspraxia) • Autism spectrum disorder Barriers to inclusion
  • 7. Becoming inclusive • Be visible and welcoming • Ensure access to appropriate study spaces • Facilitate independent study • Be flexible • Strive to continually improve
  • 8. Customers with poor mental health Library pressure points: • Study space demand • Exams/assignment deadlines • Fines • Book availability Relieving the pressure: • Student Wellbeing Collection • Are Ye Well campaign • Fines repayment plans
  • 9. International Customers Barriers to inclusion – survey results • Arriving at different times to other students • Cultural differences • Library language and terminology
  • 10. Inclusive Approach • Rethink our welcome • Get creative • Improve our accessibility • Increase our understanding
  • 11. LGBT Customers •Social stigma ‘LGB&/T people have higher rates of self-harm, suicidal ideations, suicide attempts and depression than the wider population.’ Role of the University Student & staff LGBT networks Increased visibility – lanyards Presence at pride Role of the Library Celebrate LGBT History Month LGBT book displays https://www.rainbow-project.org/Handlers/Download.ashx?IDMF=fce626f4-de30-40d4-bf4f-43dd4afc39ea
  • 12. Student Parents • Academic library • Silent study • Essay deadline • School holidays • Childcare costs Student Union request for support: • Individual bookable study rooms • Children’s book collection • Staff awareness: proactive help
  • 13. Other Disadvantaged Customers • Distance Learners • Online requesting • Document delivery • Remote support • Potential customers from disadvantaged backgrounds • Library outreach • Engagement tours
  • 14. Whether our customers want to dance or fly, we should work with them to ensure that they can do so as easily and independently as possible. Email: s.bridge@qub.ac.uk Images: www.pixabay.com