1. Two roles in one:
The unique experience of an assistant librarian/disability advisor
Presented by Cory Newbigging
CONUL Teaching & Learning Annual Seminar 2024
1st March 2024
2. My Background & Current Role
National College of Ireland (2016-2023)
Library Assistant > Library Help Centre
Shannon College of Hotel Management
Assistant Librarian & Disability Advisor
3. Nationally
(AHEAD, 2023)
6.9% of 23 HEI’s
student population
registered with
supports in
2021/22
Breakdown of total students registered with disability support services by
category of disability 2021/22 (AHEAD, 2023, p. 27)
1.3%
1.6%
6.6%
8.8%
9.8%
10.2%
12.6%
21.7%
39.8%
4. University of Galway
of students registered
with the DSS in
2022/23
8%
registered with
additional disabilities
23%
Largest
Categories
SOI
MH
SLD
13%
23%
27%
ADD/ADHD 10%
5. Shannon College of Hotel Management
Most disabilities are invisible. Some students do
not have a diagnosis or may choose not to disclose
a diagnosis.
Registered with
the DSS in 23/24
19%
Specific Learning Difficulty (SLD)
69%
7. Library Space
• Lighting
• Noise
• Lack of or too much signage
• Low sensory spaces
• Library/building Map
• Bookable study spaces
• Provide tour for groups
Library Collection
• Print availability
• Accessibility of e-resources
• Accessibility of LibGuides &
library website
• Online & print options
• Advocate for accessibility standards
• Apply standards to library content
• Use a website accessibility checker
Teaching &
Learning
• Finding books
• Using online resources
• Accessing reading lists
• Planning/Starting Research
• Break down processes (provide
instructional guides -
illustrated/video)
• May need to show more than once
• Be aware of tools available i.e. AT
Potential
Challenges
Potential
Solutions
(Wilauer, 2023; Roberson et al., 2022; Brunskill, 2020; Poinke, 2017)
8. In Summary
Important for us to continue to educate ourselves about this topic and to continue to
make our spaces, resources, and services more accessible to people with disabilities of
all types
“The reality is that if we embrace accessibility, we make it better for everyone.
And you do this one bite at a time”
(Wicker, 2022)
(Pionke in Wicker, 2022, p. 19)
“Incorporating a greater degree of empathy, empowerment, and universal design
into how we think about not only patrons, but also services, training, and buildings,
will go a long way to making libraries truly accessible for all”(Poinke, 2017, p. 55)
9. Thank You
References
AHEAD (2023) Students with disabilities engaged with support services in higher education in Ireland 2021/22. Available at:
https://www.ahead.ie/userfiles/files/AHEAD_Research_Report_22_Interactive.pdf (Accessed: 22 February 2023).
Brunskill, A. (2020) ‘“Without that detail, I’m not coming”: The perspectives of students with disabilities on accessibility information
provided on academic library websites’, College & Research Libraries, 81(5), pp. 768-788. Available at:
https://doi.org/10.5860/crl.81.5.768
Pionke, J.J. (2017) ‘Towards holistic accessibility: Narratives from functionally diverse patrons’, Reference & User Services Quarterly,
57(1), pp. 48-56. Available at: https://www.jstor.org/stable/90014867 (Accessed: 20 February 2024).
Roberson, C. A., Barefield, T. and Griffith, E. (2022) ‘Students with disabilities and library services: Blending accommodation and
universal design’, The Journal of Academic Librarianship, 48, pp. 1-10. Available at: https://doi.org/10.1016/j.acalib.2022.102531
Wicker, M. (2022) ‘Invisible disability and inclusivity in libraries’, Information Today, 39(6), pp. 18-19. Available at:
https://search.library.nuigalway.ie/permalink/f/rdksdr/TN_cdi_proquest_miscellaneous_2680630550 (Accessed: 21 February 2024).
Willauer, F. (2023) ‘What little we know about hidden challenges for library users with invisible disabilities’, in McNally, M. B. (ed.)
Contemporary issues in collection management. Available at: https://openeducationalberta.ca/ciicm/chapter/what-little-we-know-
about-the-hidden-challenges-for-library-users-with-invisible-disabilities/ (Accessed 21 February 2024).
