Introduction

Under the American Library Association’s standards for equity, diversity, and inclusion, accredited libraries are bound to advocate for “equitable access to library services for all” (American Library Association, 2022). While this does refer to the inclusion of individuals of all cultures, religions, genders, and sexualities, it also encompasses people of all physical abilities. A library must be accessible to all and accommodate a spectrum of disabilities. This includes creating and maintaining a collection with materials in formats that accommodate varying levels of physical ability. Library services, and by extension their collections, cannot be considered equitable if a particular group of people are denied inclusion.

The scope of this chapter is limited to the exploration of accommodations for physical disabilities within the context of public library collections. As such, we will only touch on mental, intellectual, cognitive, or learning disabilities that overlap with physical disabilities. For a discussion of cognitive disabilities and collections see the “What Little We Know about the Hidden Challenges for Library Users with Invisible Disabilities” chapter.  This is because, while there are similar accommodation needs, there are also significant differences that warrant their consideration. As of 2018, there were 6.2 million Canadians aged 15 or older who identified as having at least one disability (Statistics Canada, 2018). Alongside this, the Boomer generation (born approximately 1946-1964) is aging, and it is anticipated that by 2046, the senior population will be twice the current population (Statistics Canada, 2022). As these users retire, they may have more recreational time; however, because seniors generally have lower rates of technological literacy, they may be less inclined to use digital resources; as of 2017, only one-in-five seniors reported owning an e-reader, and one-third own a tablet (Anderson & Perrin, 2017). We can anticipate, then, that accessible physical collections will only become more in demand as time moves on and populations needing accommodations that are not reliant on digital technology continue to increase in number.

Moving forward, we will examine the challenges associated with creating an accessible public library collection for those with physical disabilities. This stretches from how physical spaces can be created or adapted in accessible ways, the formats and subsequent costs of accessible materials, and routes of staff hiring and training practices. Alongside this, we will provide a series of further reading materials pertaining to the application of accessibility policies, as well as readings from organisations working actively in creating and advocating for accessible collections.

Definitions

• Assistive Technology: Assistive technology (AT) is defined as “any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.” (Assistive Technology Industry Association, 2022)
• Disability: According to the Accessible Canada Act of 2019, disability is defined as “any impairment, including a physical, mental, intellectual, cognitive, learning, communication or sensory impairment — or a functional limitation — whether permanent, temporary or episodic in nature or evident or not, that, in interaction with a barrier, hinders a person’s full and equal participation in society” (Accessible Canada Act, 2019).
• Physical Collections: Tangible materials that are housed in a library. This includes paperback or hardback books, audiobook players, CDs, DVDs, etc.
• Physical Disability: “A physical disability affects a person’s mobility or dexterity. A person with a physical disability may need to use some sort of equipment for assistance with mobility. It also includes people who have lost limbs or who, because of the shape of their body, require slight adaptations to be made to enable them to participate fully in society” (National Educational Association of Disabled Students, n.d.).
• Universal Design: “the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability,” Universal Design aims to create spaces that all users can access equitably without intervention (National Disability Authority, 2020).

Background and Context

The issue of the accessibility of libraries to those with physical disabilities ranging from print disabilities to mobility issues is not a new one, as discrimination against disabled people has historic roots. Particularly, in Canada, disabled individuals did not start to receive rights and protections through the government until the Canadian Human Rights Act of 1977. This act was preceded by the United Nations Declaration on the Rights of Disabled Persons in 1975 (Mason & Munn-Rivard, 2021). The Canadian Charter of Rights and Freedoms did not pass until 1982. Despite this, the movement for disability rights and, by extension, universal accessibility, started to gain popularity following the end of World War I as disabled veterans returned from overseas and attempted to reintegrate into Canadian society (Galer, 2015). By the 1970s, individuals were forming their advocacy groups, including the British Columbia Coalition of the Disabled, the Committee of Action Groups of the Disabled (Alberta), and the League for Equal Opportunities (Nova Scotia).

While most Canadian provinces and territories have their legal protections for disabled individuals through both human rights and accessibility legislation, Alberta is still missing the latter. Human rights legislation protects the individual from discrimination, meaning that disabled individuals cannot be denied work, housing, or education based on their ability. Accessibility legislation takes this a step further, by forcing (in federally regulated works and undertakings) both public and private sectors to remove barriers to accessibility in areas such as employment, transportation, the design and delivery of public services, the procurement of goods, services, and facilities, and the built environment (Accessible Canada Act, 2019). Alongside this, “barriers” may refer to “anything physical, architectural, technological, or attitudinal […] that hinders the full and equal participation in society of persons with an impairment” (Accessible Canada Act, 2019). The variability of protections across Canada has created a need for community-led advocacy.

The previously mentioned activist and advocacy groups, and others, have led the charge for the accessibility of public spaces, including public libraries. By the mid-twentieth century, libraries were shifting from elitist spaces for research and the leisure of the middle class to equitable spaces for both social and scholarly purposes (Kevane & Sundstrom, 2014). From a collections standpoint, this means not only providing materials in alternative formats; but also adaptive technologies and accessible physical spaces for those with physical disabilities. Historically, public libraries have always focused on print materials, and the shift to digital content is relatively new. As such, the library as an institution has been inherently inaccessible to those with print disabilities. A major influence in the movement to create equitable access was the Canadian National Institute for the Blind (CNIB), which “argued that library service to Canadians with print disabilities should not be supported by charitable dollars – that services should be publicly funded and ideally made available through their public libraries” (Ciccone, 2018, p. 380). Since then, accessibility work in public libraries has largely been taken over by two organisations: the Centre for Equitable Library Access (CELA) and the National Network for Equitable Library Service (NNELS). Both of these organisations produce accessible digital works for library collections; they also spearhead accessibility studies in LIS and provide staff training and workshops for both libraries and publishers. Policies about libraries and collection accessibility continue to shift at both the library and legislative levels. Accessibility has become a key aspect of collection policies, as the aim of the “[collection] policy should be to ensure a consistent approach to the maintenance and development of the library collections and access to resources” (Koontz, 2010, p. 67). Similarly, to ensure such access, libraries may provide individuals with disabilities with services such as extended loan periods, waived late fines, extended reserve periods, library cards for proxies, books by mail, reference services by fax or email, home delivery service, remote access to the OPAC, remote electronic access to library resources, volunteer readers in the library, volunteer technology assistants in the library, American Sign Language (ASL) interpreter or real-time captioning at library programs, and radio reading services (ALA, 2019).

As such, creating an accessible collection is not as simple as purchasing books in braille. Libraries must also ensure compliance with new and emerging governmental policies, such as the Accessible Canada Act (ACA), that notably only applies to federal libraries, and intends to create a “barrier-free Canada” by 2040. A key principle of the ACA is “Nothing Without Us,” meaning that all policies and changes must be made in consultation with disabled persons when they pertain to issues of accessibility. Notably, the ACA speaks directly to information and communication technologies, the design and delivery of programs and services, and procurement of goods, services, and facilities. All of these tenets speak directly to the library and the acquisition and storage of the collections. On a provincial level, while provinces like Ontario have set accessibility standards through legislation, this is not true on a national scale (Accessibility for Ontarians with Disabilities Act, 2005).

Challenges

While organisations like CELA and NNELS focus their advocacy on those with print disabilities, the range of physical accommodations extends to those with other physical disabilities as well. Public libraries must consider those with mobility impairments when designing the layout of the collections, the weight and shape of materials for those with dexterity impairments, or streams of communication for those with speech or hearing impairments when attempting to access assistance with navigating the collection. As previously mentioned, challenges for collection management are numerous. This section will demonstrate a few of the challenges that people with disabilities face and the challenges that are inherent in building an accessible collection. Accessibility is a pressing issue that requires libraries, public and academic, to modify their staffing, hiring, and collection management. We will focus on the formats, physical space, costs, and staffing challenges.

Formats

The format is one of the greatest challenges that public libraries face when building an accessible library collection. Building these collections will help to increase the representation of people with disabilities in library discourse and materials. To facilitate library collection changes,  the American Library Association (ALA) policy “Library Services for People with Disabilities” (2006) states that collections should have “materials with accurate and up-to-date information on the spectrum of disabilities, disability issues, and services for people with disabilities, their families, and other concerned persons.” (See Collections, Para. 13)

Formatting is the primary way that libraries can work to change their collections to facilitate accessibility. It is commonly understood that there are two main types of formats: print and electronic books; however, that is a limited view of a collection. Accessible collections are a sum of the entire collection of materials and services that the library provides to its community. Some of the physical formats that are provided are DAISY players, large print, books in braille, study materials, and toolkits for home use. While these items are typical types of formats that are seen in libraries, other items that need to be considered should be video games and consoles, computer access, toys, games and puzzles, and even musical instruments (Koontz, 2010). Accessible options should not be limited to books produced for those with print disabilities. For example, improved computer accessibility for people with physical disabilities should include options that address visual impairments as well as mobility issues. By addressing the challenges of accessibility formatting, libraries will move closer to creating a welcoming and inclusive environment for all their patrons. (Lazar & Briggs, 2015).

Assistive technology is another type of format that libraries can work to integrate into their collections. According to the ALA’s “Library Services for People with Disabilities” policy (2006), library collections need to include a range of services and materials that are accessible to people with disabilities, and that library staff need to be aware of the assistive technology and know how to assist all users of the library (see Assistive Technology, Para. 14). In the Canadian Federation of Library Association’s (CFLA) policy (2016), libraries are encouraged to provide assistive reading devices that support the use of alternative formats (see Assistive Devices and Technology).

These diverse needs of disabled individuals can be overwhelming but are necessary to maintain a welcoming and inclusive environment. Creating and maintaining accessible collections with a variety of formats allows for increased patron independence and privacy (CFLA, 2016). For a patron with a disability to have to overly rely on the library staff creates emotional labour for the patron and would potentially alienate the user and detract from their experience.

Cost

Acquiring differing format styles for library collections is important and is closely connected to cost. Everything that requires modification and acquisitions for library collections requires costs and budgeting considerations. For this challenge, libraries need to consider the cost and the ability in which their library can make these changes. In 2019, Sunderland (Mass.) Public Library (SPL) relied on a $7,000 grant to create a sensory toy collection. This example helps to place the cost into consideration, especially, as SPL was helped in their accessible collection development by a grant. When deciding to create accessible collections, libraries need to work to portray their accessibility needs to the vendors (Ontario Council of University Libraries, 2014). Notably, relying on vendors to provide accessibility materials can be difficult, so libraries must be aware of other procurement strategies to mitigate the cost of accessible items. One way is to use resource sharing, as in inter-library loaning, to help increase the accessibility of the library collection for library patrons (CFLA, 2016. See Budgeting and Procurement). According to Kami Funk (2022), there is an extensive price difference between a standard print book and a book printed in braille, as an edition of Harry Potter in braille had a difference of sixty dollars (all figures in USD unless noted) from the standard print.

Libraries need to think about format types, the need for renovations, and any staff training requirements when budgeting for an accessible library and collection. Accessible formats, as previously mentioned, are various and can be expensive. These costly changes for libraries can be supplemented with interlibrary loaning and grants. The accessibility of the library’s physical space and the accommodations made for physically disabled individuals can be costly, depending on the changes needed. The list of building requirements can be extensive, but overall; accessible libraries need to have wide doorways with automatic doors, low shelving and ample space between the shelves. Finally, any expenses related to workshops and training need to be considered. Training may include informing the staff of disabilities within the community and assistive technologies (ATs) through workshops, seminars, or other routes.

The Physical Space

Thus far, material formats and costs have been recognized as significant challenges to creating accessible libraries. Further adding to these challenges is the design of the physical space. A library may have an extensive collection of materials in accessible formats; however, they are rendered nearly useless if the patron cannot physically access them in the space where they are housed. Re-configuring or retrofitting the library space and the access to the collection allows individuals with disabilities to access the said collection without sacrificing independence.

Libraries working towards building appropriate spaces can use the strategies of Universal Design (UD) (CFLA, 2016). The seventh principle of the UD states that, for a collection to be considered equitable, we must ensure that “appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility” (National Disability Authority, 2020). There are barriers to service that people with physical disabilities experience such as accessing the shelving and using computers and electronic catalogues without adaptations (Huntington, 2002, Lazar & Briggs, 2015). A physical space, in a library collection context, focuses on creating an equitable space that allows for accessibility for all patrons. Libraries can work to purchase accessible furniture and to plan the floor space of the library that allows for mobility aids and for individuals with physical disabilities to maneuver the library. According to Marrall (2020), the physical areas of the library that can be renovated are the entrances, the bathrooms, the pathways, ramps, elevators, water fountains, public phones, collection stacks, service points, and signage.

Staff Training

The library staff is paramount to library operations and any staff that are regularly in contact with the public should be trained and be aware of various accessibility needs. To address this challenge properly, library staff need to be provided with accessibility plans, guides, and training workshops. Providing training program access and maintaining that training will increase awareness and sensitivity (CFLA, 2016; ALA, 2006). Staff need to be aware of individuals with disabilities in the community and collaborate with them whenever possible. Additionally, staff should receive training that allows them to provide proper service (Nielson & Irval, 2005). Accessibility is connected to how the space makes an individual feel as well as how they then choose to approach the collection. For individuals with disabilities, entering a space that is accessible allows for an increased sense of independence where they may otherwise feel alienated. Staff training also includes knowledge about the assistive technology that is offered such as DAISY players, text-to-speech technology, and downloadable software (Huntington, 2002). An inadequately trained staff member can be harmful to patrons. For example, staff should be trained on aspects of social awareness, such as appropriate eye contact. According to Preston (2016), prolonged eye contact may cause some patrons anxiety and detract from their experience; similarly, staff avoiding eye contact can be othering and estrange the patron from the library.

Responses

There are multiple ways through which libraries have and will continue to make their collections, spaces, programs, and services more accessible for individuals of all abilities. As outlined above, some of the main areas of focus include costs, content and format, staffing, policy, patrons, the physical space, and Universal Design. The following sections will discuss these responses to the challenges faced by public libraries in terms of accessibility.

Cost

One way for libraries to deflect costs associated with accessibility is to seek grants. The Libraries Transforming Communities project of the ALA is providing grants totalling over $7 million, made possible through partnerships with private and public donor organizations, to help small and rural libraries offer more accessible programs, services, and facilities to patrons with disabilities. The grant also covers professional development opportunities for staff, including accessibility training. Libraries need to conduct community assessments to identify accessibility needs and then apply for grants (ALA, 2022).

Another response is to share accessible formats among libraries. Interlibrary loans have been used extensively by public and academic libraries to widen the range of resources available. Since accessible formats usually cost more and are used less frequently, this approach could be a cost-saving solution. The Parkland Regional Library System in Alberta, Canada, which is made up of 50 small to medium-sized libraries, has a rotation system for their large print books, a common style of accessible books that are used by individuals with vision loss or low vision as well as some senior patrons (Funk, 2022). In this system, items are kept at each library for two months and then they are rotated to another location. Such methods, which cost significantly less than purchasing accessible items, could be used more extensively, covering more formats and other locations, to meet the needs of patrons with disabilities.

Content and Format

An important aspect to consider in developing and maintaining an accessible library is the content of materials in the collection. One of the strategies provided by Huntington (2002) to overcome accessibility barriers is offering a diverse range of resources relevant to the lives of individuals with disabilities. Libraries need to ensure that these patrons see themselves represented in the materials both in children’s and adults’ collections. One way to accomplish this goal is to include content that raises awareness about disability, literacy materials for people with various disabilities and their families, such as teaching and learning sign language, or resources on emotional health for these groups. Challenges and success stories of individuals with disabilities, as well as works created by disabled authors, should also be included. Libraries have to ensure that they maintain up-to-date collections for and about individuals with special needs. To do so, items with outdated information about disabilities and those with offensive ableist content could be removed and replaced with current accurate information (Huntington, 2002).

The content of the collection can and should aim to create an inclusive environment, but another equally important facet to consider is the format. Statistical data could be used to identify the range of disabilities among community members. Additionally, demographic information, such as the percentage of elderly people with special needs in the population, can be used to select the most appropriate formats. The Accessibility Information Toolkit for Libraries (Ontario Council of University Libraries, 2014) has useful suggestions that could be adopted by all types of libraries. The toolkit recommends that a checklist of accessibility requirements be prepared for products, which can be used when making purchase decisions. The accessibility needs and required formats can be communicated to vendors. Vendors may also provide libraries with Voluntary Product Accessibility Templates (VPATs), which inform purchasers of how their product conforms to accessibility standards; these templates would be of use for library purchases of on-site desktop software, for example. In cases where accessible formats are not available, partnering with other organizations, for example, CELA and NNELS, could help with developing and procuring them.

Furthermore, effective use of assistive and adaptive technologies could help public libraries improve accessibility for patrons with disabilities. Screen-reading programs, touch technology, text enlargement tools, speech synthesis, and alternative keyboards and mice, are some examples of ATs that help people with visual impairments or dyslexia (Nielson & Irval, 2005).

Staffing

Accessibility training for library professionals could improve their approaches to working with disabled individuals. It could also help them gain a better understanding of the related challenges and come up with strategies to enhance accessibility. In addition, training will provide staff with tools that can be used to match patrons with disabilities with appropriate items or introduce them to potential options. According to Nielson & Irval (2005), a response for staff training is to prepare one staff member with special training and assign them the responsibility to provide services to patrons with special needs; however, all staff members must be made aware of patrons with disabilities that they serve and any considerations that need to be made. There are practical strategies that library workers could use to make their interactions with patrons with disabilities more respectful and effective. For example, Nielson & Irval (2005) suggest that staff communicate directly with the patron with a disability rather than the person accompanying them, which seems like a good rule of thumb, but only when appropriate, especially as there are individuals who might not be comfortable with direct eye contact from strangers (Preston, 2016).

Another point to consider is that if individuals with disabilities have more opportunities to work at libraries, they can provide invaluable insight into enhanced accessibility of collections and all aspects of library service. It is recommended in the Guidelines on Library and Information Services for People with Disabilities (CFLA, 2016) that libraries should actively seek to hire people with disabilities both as paid employees and volunteers and declare this interest in their job ads and interviews.

Policy

Inclusion of accessibility and the needs of individuals with disabilities in the collection development policy is an important step (Huntington, 2002). The policy should also include matters such as confidentiality, equal service and access (CFLA, 2016), and regular evaluation of and attempts to improve collections, as accessibility is not a goal that can be reached within a limited time frame, but rather an ongoing process, dynamically informed by new trends, issues, formats, and technological advancements. Some public library systems, such as the Halifax Public Library (2022) and Toronto Public Library (n.d.), have taken an extra step and devised accessibility plans that cover all aspects of library service including collections. Making use of these documents could help other libraries meet accessibility standards.

Patrons and Community Outreach

One way to fill accessibility gaps in collections is to actively seek out the opinions of individuals with disabilities and their families through various methods, such as surveys, interviews, and focus groups. Giving individuals who experience any type of disadvantage the opportunity to express their needs, interests, and concerns will position them in the place of power (Hill, 2011), reducing their feelings of isolation from society (Mannion, 2022). Libraries need to have meaningful conversations with community members about accessibility issues to be able to resolve them. One way to achieve that is to include patrons with special needs and their families in the evaluation of the library collections. Furthermore, libraries could collaborate with community agencies and organizations that work with disabled individuals, such as nursing homes or residential facilities, to find the best ways to increase accessibility for those who require it. For example, Sunderland Public Library (SPL)  carried out a survey of schools, community organizations, parents, and teachers who specialize in working with special-needs students, to identify resources that could help meet the requirements of neurodivergent children and their families. Having found that 5% of elementary school students in their district are on the autistic spectrum, SPL decided to create a collection specifically for this group (Mannion, 2022).

Individuals with disabilities and their families should also be targeted in marketing activities. The availability of accessible formats has to be indicated through promotional media. A respondent to the study done by Hill (2011) stated that individuals with disabilities who don’t currently use libraries might start doing so once they become aware of the availability of alternative formats and appropriate equipment that meet their needs.

While all the above strategies are effective ways to enhance accessibility, libraries might still not be able to reach those who have trouble leaving their residence or do not have access to social media. This is where outreach comes into play. Providing accessible collection materials on-site at organizations that serve these people and offering to send items to patrons who cannot come to the library (Huntington, 2002) are possible solutions to this problem. Also, if libraries have staff dedicated to outreach activities, their input could inform collection development decisions, as some of them are in direct contact with individuals with disabilities and have experience with their needs.

Physical Space

Even with the most accessible collection that contains a vast range of formats and appropriate content, aligned with community members’ needs, the availability of which is communicated through promotions, patrons cannot make effective use of the collections if materials are not provided in an accessible physical space. Numerous resources deal with and provide solutions for this aspect of accessibility. The main entrance to the building needs to be accessible to staff and patrons. The collection should be housed on shelving units that are spaced to allow users with mobility aids to move between them (Baker, 2011; Marrall, 2020; Nielson & Irval, 2005). The shelving should be brightly lit and the items on the shelves should be shelved so that heavy items are near the bottom of the shelf. The items on the shelves and items not housed on shelves should be accessible to the public and finding aids made publicly available. One solution that allows for access to the collection without high cost is to implement a form on the catalogue; this form would allow patrons to indicate items they need to be retrieved from the shelves (Marrall, 2020). This solution demonstrates the local fixes that can be implemented without a high cost to the library budget. For example, Halifax Public Library’s Accessibility Plan notes the importance of having an accessible public space that is easy to navigate in order to meet the needs of the community and has worked these changes into the budget (2022).

Universal Design

Stressing that any environment or service should be designed in a way that makes it accessible to people with various abilities, Universal Design is a comprehensive approach to meeting the needs of all groups in society. Some Universal Design principles that could be applied to public library collections and services include:

• Maximizing legibility of information, for example, signs pointing to areas that hold large print books should use larger fonts and have adequate contrast;
• Minimizing physical effort required to use items and services, for example, accessible format collections could be placed on the main floor and on easy-to-reach shelves (neither too high nor too low);
• Providing appropriate size and space, for example, aisles should be wide enough to allow wheelchairs to easily pass through;
• Eliminating unnecessary complexity, for example, unless there is evidence or feedback indicating that accessible items can be placed in a new location that increases accessibility, it’s better to not move them frequently as this might create confusion for patrons (National Disability Authority, 2020).

Conclusion

With over 6.2 million Canadians having a disability, in order for a library to serve the public to the best of its ability, it must have collections that can be accessed without physical barriers (Statistics Canada, 2018). It is a step not only to ensure that disabled individuals have both independence and privacy but a step forward in making participating in society a more equitable experience. In an ideal situation, a patron should not need to disclose their disability or explain their needs to library staff; rather, the collection and the spaces in which it is housed should adhere to a policy that ensures the library is inherently accessible. Alongside this, public libraries should include accessibility in their collection policies. These policies should be reviewed periodically to reflect on trends in patron needs and new advances in technology. Library policymakers should set goals to continuously improve the accessibility of the collection.

The challenges still lie primarily in issues of cost as libraries transition to a focus on Universal Design. While new and innovative material formats are under constant development, they are not getting cheaper. Collections management must decide whether to spend their budget on one particular material in multiple formats, or whether to expand in other ways. Additionally, older buildings need to be retrofitted for mobility access, which adds another cost. Despite these barriers, libraries can take advantage of free resources offered through organizations such as CELA and NNELS and invest in staff training that informs library workers on ways to best serve patrons of all abilities.

Further Reading

Canadian Federation of Library Associations [CFLA]. (2016). Guidelines on Library and information services for people with disabilities. Canadian Federation of Library Associations. https://cfla-fcab.ca/en/guidelines-and-position-papers/guidelines-on-library-and-information-services-for-people-with-disabilities/

A website document that provides a guideline for serving people with disabilities. The purpose of this document is to provide libraries with recommendations that will work to create accessible and inclusive spaces. It includes sections on policy and planning, public services, outreach, budgeting and acquisitions, training, collection management, resource sharing, assistive devices and technology, physical access, and advocacy.

Centre for Equitable Library Access [CELA]. (2020). Public library service for Canadians with print disabilities. https://celalibrary.ca/

A website resource that highlights the items and services available for individuals with print disabilities. CELA provided immediate access to books, magazines, and newspapers in formats that people with print disabilities can read, such as audio, digital text, and braille.

Galer, D. (2015). Disability rights movement in Canada. The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/disability-rights-movement

A website resource that outlines the disability rights movement in Canada. This document outlines the movement in the late 19th and early 20th centuries, the mid-20th century, the 1970s, the 1980s, the 1990s, and the 21st century. This chapter focuses on contemporary issues with accessibility in public libraries but disability rights have a long history.

Huntington, B., Swanson, C., & Wisconsin State Dept. of Public Instruction, M. (2002). Adults with special needs. A Resource and Planning Guide for Wisconsin’s Public Libraries. ERIC. https://files.eric.ed.gov/fulltext/ED482241.pdf

This resource is a guide for providing services to adults with disabilities. Twelve chapters focus on different disabilities such as vision and cognitive disabilities. In this chapter, we focused on mobility and physical disabilities.

Marrall, R. M. (2020). Developing a library accessibility plan: A practical guide for librarians. Rowman & Littlefield Publishers. https://doi.org/10.5195/jmla.2021.1318

For this chapter, we ended up using a specific chapter on ‘physical accessibility’ but the entire resource will be a good tool for building an accessible library. This contains chapters on creating accessibility plans, programming, outreach, community partnerships and more. There are even case studies of libraries that have attempted to improve their accessibility.

National Disability Authority. (2020). 7 Principles of Universal Design. National Disability Authority.  https://universaldesign.ie/What-is-Universal-Design/The-7-Principles/

A website resource from the National Disability Authority. The seven principles are equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. Each of the principles has specific guidelines to use when creating an accessible library and services.

National Network of Equitable Library Service [NNELS]. (N.d.). NNELS hompeage. https://nnels.ca/

A website resource and library service that is beneficial to creating and maintaining an accessible library. The National Network for Equitable Library Service is a repository of content owned and sustained by Canadian public libraries. This organization works to create copies of books in accessible digital formats.

Nielsen, G. S., & Irval, B. (2005). Access to libraries for disabled persons checklist: A practical tool. IFLA Conference Proceedings, 1–16.

This resource is a checklist for library use. We primarily used the ‘collection development’ chapter; however, the other chapters will be a handy tool to have when reading into accessible libraries.

Ontario Council of University Libraries [OCUL]. (2014). Accessibility information toolkit for libraries. Ontario Council of University Libraries.  https://ocul.on.ca/accessibility/sites/default/files/OCUL%20Accessibility%20Toolkit%20-%20ENG%20-%20v2.0%20%28May%202014%29.pdf

This is a toolkit for accessibility. While this resource is for university libraries, it can still be referenced when implementing accessibility. The section for public services provided tips and tricks for in-person communication.

Preston, J. (2016).  Staring and why it matters. https://jeffpreston.ca/2016/01/11/staring-and-why-it-matters/

Educational commentary by a person with lived experience explains how to approach conversations about disability and avoid othering disabled people via social cues and body language.

References

A portrait of Canada’s growing population aged 85 and older from the 2021 Census. (2022, April 27). Statistics Canada.  https://www12.statcan.gc.ca/census-recensement/2021/as-sa/98-200-X/2021004/98-200-X2021004-eng.cfm

Accessibility for Ontarians with Disabilities Act [AODA]. (2005). Accessibility for Ontarians with Disabilities Act. http://www.aoda.ca

Accessible Canada Act (S.C. 2019, c 10). (2019).  Justice Laws. https://laws-lois.justice.gc.ca/eng/acts/A-0.6/page-1.html?wbdisable=false

American Library Association. (2006). Library services for people with disabilities policy. American Library Association.   https://www.ala.org/asgcla/resources/libraryservice

American Library Association. (2022). Libraries transforming communities to distribute more than $7 million in grants to support small and rural library accessibility efforts, call for grant advisor RFPs now open. American Library Association. http://www.ala.org/news/press-releases/2022/03/libraries-transforming-communities-distribute-more-7-million-grants-support

Anderson, M. & Perrin, A. (2017, May 17). Technology use among seniors. Pew Research Center.   https://www.pewresearch.org/internet/2017/05/17/technology-use-among-seniors/

Assistive Technology Industry Association [AITA]. (2022). What is AT? https://www.atia.org/home/at-resources/what-is-at/

Barker, D. (2011). On the outside looking in: Public libraries serving young people with disabilities. APLIS, 24(1), 9–16.

Canadian Charter of Rights and Freedoms, Part 1 of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11.

Canadian Human Rights Act (R.S.C., 1985, c. H-6). (1977). Justice Laws. https://laws-lois.justice.gc.ca/eng/acts/h-6/page-1.html

Canadian Federation of Library Associations [CFLA]. (2016). Guidelines on Library and information services for people with disabilities. Canadian Federation of Library Associations. https://cfla-fcab.ca/en/guidelines-and-position-papers/guidelines-on-library-and-information-services-for-people-with-disabilities/

Centre for Equitable Library Access [CELA]. (2020). Public library service for Canadians with print disabilities. https://celalibrary.ca/

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