Facilitating digital accessibility for students with disabilities into information services at Jordanian academic libraries
| Date | 19 September 2024 |
| Pages | 527-546 |
| DOI | https://doi.org/10.1108/LM-01-2024-0001 |
| Published date | 19 September 2024 |
| Author | Asmaa Abu Qaadan,Faten Hamad,Hussam Fakhouri |
Facilitating digital accessibility for
students with disabilities into
information services at Jordanian
academic libraries
Asmaa Abu Qaadan
Department of Library and Information Studies, The University of Jordan,
Amman, Jordan
Faten Hamad
Department of Information Studies, Sultan Qaboos University, Muscat, Oman and
Department of Library and Information Studies, The University of Jordan,
Amman, Jordan, and
Hussam Fakhouri
University of Petra, Amman, Jordan
Abstract
Purpose –This study examines the digital accessibility of information services for students with disabilities
at the University of Jordan. Despite advancements in disability rights and technology, academic libraries often
lag in providing fully accessible digital services.
Design/methodology/approach –The mixed-methods research involved quantitative surveys from 173
students with disabilities and a qualitative interview with the head of the information application department,
in addition to a focus group interview with 10 students with disabilities. Quantitative analysis included means,
standard deviations and four-way ANOVA to identify significant differences in perceptions. Qualitative
insights highlighted specific issues and recurring themes, revealing significant gaps in digital accessibility.
Findings –The results revealed a weak level of digital accessibility of students with disabilities to
information services in academic libraries in Jordan is very low. The findings indicate a need for
improvements in library infrastructure, staff training and policy development. The study also offers insights
into challenges in a developing country context and provides recommendations for enhancing library
inclusivity and support structures, emphasizing the importance of aligning services with international
accessibility standards.
Practical implications –The findings will primarily be beneficial for library managers to understand their
library’s deficiencies and responsibility towards the local community and the enhancement of digital
inclusion. This understanding will aid in planning training programs and workshops for employees on
supporting students with disabilities. Additionally, it serves as a valuable resource for collaboration between
libraries and educators to organize educational sessions for academic librarians in Jordan and other
developing nations.
Originality/value –It serves as a valuable resource for collaboration between libraries and educators to
organize educational sessions for academic librarians in Jordan and other developing nations. This research
adds value to existing literature by highlighting the context in one developing country.
Keywords Academic libraries, Digital inclusion, Information services, Digital accessibility,
Students with disabilities, Integrative environments
Paper type Research paper
Introduction
Diversity and inclusion remain pressing topics in higher education and broader society,
shaped by accreditation standards, laws and social change agents (Brannen et al., 2017).
Libraries, as service organizations, cater to a diverse clientele, including individuals with
disabilities, offering nondiscriminatory access to resources. With the rise of the Internet as a
Library
Management
527
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0143-5124.htm
Received 2 January 2024
Revised 7 June 2024
Accepted 27 June 2024
Library Management
Vol. 45 No. 8/9, 2024
pp. 527-546
© Emerald Publishing Limited
0143-5124
DOI 10.1108/LM-01-2024-0001
global information hub and the increased number of disabled students enrolling in higher
education, libraries are prompted to reassess and ensure their resources and services are
equally accessible to all users (Ekwelem, 2013). This includes maintaining a variety of
accessible formats for library materials (Queiros et al., 2015). The evolution of digital
technologies and electronic resources has bolstered libraries’ roles in ensuring all individuals
can access their services, aligning with the United Nations principles on the inclusion of
people with disabilities in all life aspects (Mladenov, 2013).
With the Americans with Disabilities Act (ADA) emphasizing access to library services,
libraries have been key in bridging the digital divide by providing technology and digital
literacy programs. Studies by Wiler and Lomax (2000) and Schmetzke (2001) evaluate the
ADA’s effectiveness, particularly for services aiding the blind and visually impaired.
The UK’s Special Educational Needs and Disability Act (SENDA) 2001 similarly focuses on
accessibility compliance. Beyene (2018) highlights the need to thoroughly explore digital
accessibility, considering access, skills, participation and usage to advance the goal of
universal access.
Academic libraries are recognizing the importance of planning and evaluating their
services, especially those for people with disabilities for a comprehensive inclusion of all
different library users (Kirillova, 2017). Information services are essential not only for
treating individuals with disabilities on par with others but also for enhancing their cultural,
mental and scientific capacities, thus mitigating the impact of their disabilities and
promoting full societal inclusion. Calvert (2008) adds that improving library services for
students with disabilities requires clear policies and procedures, staff development and
training, equal access to facilities and services and strategically placed specific technology
support, often in an adaptive technical room within the library. Together, these measures
help bridge the gap in access to information for individuals with disabilities. Libraries use
many digital technologies, including web pages, where when designing the library website, it
must be considered that access to the page by persons with disabilities must be facilitated by
using a range of supporting devices and programs. It must, therefore, be designed in an
effective way using supporting options and programs to provide persons with disabilities
easy access to information (Billingham, 2014). Also, when the library selects databases and
programs, it should take into account the ability of persons with disabilities to use these
programs and services and provide assistive tools such as keyboards. Also, the availability
of options that enable them to adapt to their nature, such as font size should be supported.
Supporting techniques to show them their location on the screen, and tools to properly
describe program functions and support commands with the appropriate image should be
available for people with disability.
Research problem
Despite legislative frameworks in Jordan ensuring the rights of individuals with disabilities
to access education and information, academic libraries, particularly at the University of
Jordan, face significant challenges in providing adequate digital accessibility. Existing
research indicates systemic deficiencies in supporting students with disabilities, particularly
regarding digital access and resources. While some measures have been taken to improve
accessibility, there remains a notable gap in fully integrating and implementing these
services effectively.
The primary issue prompting this study is the substantial gap between the legal
requirements for accessibility and the actual experiences of students with disabilities in
academic libraries in Jordan. Although the Law on the Rights of Persons with Disabilities No.
20 of 2017 mandates accessible educational and informational resources, and the UN
Convention on the Rights of People with Disabilities outlines the necessity for inclusive
LM
45,8/9
528
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