Poster with Jaena Manson presented by her at BOBCATSSS 2017. Poster focuses on a series of libguides about various disabilities.

1. JJ Pionke and Jaena Manson
University of Illinois at Urbana-Champaign
Building Resource Guides on Disabilities, Disability Theory, and Assistive Technologies
Acknowledgments
This project was made possible by funding from an
American Library Association Carnegie Whitney Grant.
References and Further Reading
o Association of Specialized & Cooperative Library Agencies.
(2006, December 4). Library Services for People with
Disabilities Policy.
http://www.ala.org/ascla/resources/libraryservices
o American Library Association. (2012, May 4). Diversity
Standards: Cultural Competency for Academic Libraries
(2012). http://www.ala.org/acrl/standards/diversity
o Elturk, G. (2003). Diversity and Cultural Competency.
Colorado Libraries, 29(4), 5–7.
o Hee-Yoon Yoon, & Sin-Young Kim. (2016). A Study of
Collection Development Policy to Strengthen South Korea’s
Library Services for Persons with Disabilities. 40(2), 162–185.
o Williams, V. K., & Deyoe, N. (2014). Diverse Population,
Diverse Collection? Youth Collections in the United States.
Technical Services Quarterly, 31(2), 97–121.
https://doi.org/10.1080/07317131.2014.875373
Introduction Encouraging Access and Understanding
http://www.haksblog.com/wp-content/uploads/2015/07/ada25-logo-horiz-300-1.jpg
The Americans with Disabilities Act
celebrated its 25th anniversary in 2015.
While many libraries are proud of being
ADA compliant, there still is a deficit in
resources for and about individuals with
disabilities. With funding from an
American Library Association Carnegie-
Whitney Grant, we have created a list of
resource guides on various disabilities,
disability theory, and assistive
technologies in an effort to highlight
resources in these areas.
Content
Assessment and Outreach
Finding Gaps in Your Collection
o It was intended from the beginning to
create a free collection of resources
that are available to anyone in the
world, whether they have a scholarly
or personal interest in the resource
guides.
o Our resource collection gives users a
private and accessible way to inform
themselves about their own health or
learn about disabilities.
o We created a table of contents guide,
pictured to the left, so that users
could see a comprehensive list of the
guides that were created.
o Disabilities can often be experienced
together. We wanted to provide users
with guide that we could try to
replicate as much as possible the
complexity of disabilities.
o Williams and Deyoe (2014) created a
disability collection checklist from the
Schneider Family Book Award and Disabilities
and Disorders in Literature for Youth (Crosetto
et al., 2009) and found that out of 5,002
libraries only carried 45.7 titles from the 334
titles on average.
o The creation of this set of research guides
revealed gaps in the libraries collection of
resources on disabilities.
o Coverage at U of I was usually dependent on
the prevalence/popularity of a given disability.
o Adult popular literature/fiction was lacking
across the spectrum of disabilities.
o Hee-Yoon and Sin-Young (2016) suggest
creating policies that include collection
development of materials on disability.
o These guides are unique because they provide a centralized location for materials on
common disabilities.
o Some guides were altered due to the lack of material. For example, Body Dysmorphic
Disorder does not have a popular literature tab due to the scant resources that fall under
that category.
o We made sure to follow accessibility guidelines during the creation of the resource guides.
o In order to hear the voices of the community
we are trying to reach, we created a feedback
form that is featured on all of the guides.
o Outreach to underrepresented communities is
essential in maintaining a resource that is
human centered and ethical.
o Elturk (2003) notes that without trying to
become culturally competent, attempts at
diversity and outreach are shallow. The first
step in cultural competency is acknowledging
we don't know enough about other cultures.
The second step is seeking knowledge from
authentic sources.
o We hope to use this framework to reach out
to the community of people who are disabled
or who are affected by a disability.