Hidden Barriers: The Experience of Academic Librarians and Archivists with Invisible Illnesses and/or Disabilities

This study documents the experience of, and identifies professional barriers for, academic librarians and archivists with invisible illnesses and/or disabilities. Results from a survey of MLIS-holding individuals in academic positions indicate that invisible illness or disability often impacts the ability to succeed at work, but many are reluctant to disclose or request accommodations to alleviate those disparities. Respondents reported barriers including professional repercussions for disclosure, difficulty during the hiring process, stigma from supervisors and colleagues after requesting accommodations, and an overall lack of understanding about invisible illness and disability in the profession

Academic Librarians with Disabilities: Job Perceptions and Factors Influencing Positive Workplace Experiences

Although there has been increasing attention to diversity in librarianship, little attention has been paid to librarians with disabilities. This study uses a mixed method approach, using results from a survey and in-depth follow-up interviews, to investigate some of the characteristics of Canadian university librarians with disabilities, their job satisfaction, their perceptions of their workplace climate for diversity and accessibility, and the factors that influence their workplace perceptions. Although librarians with disabilities report a generally high level of job satisfaction, they are less satisfied with some areas related to workplace stress and job flexibility than librarians without disabilities. Librarians with disabilities also report less confidence that their workplace is inclusive, values diversity, and is understanding of disability-related issues. Factors influencing the work experience of university librarians with disabilities include a collegial environment, supportive colleagues and supervisors, job flexibility and autonomy, clear priorities and reporting structures, reasonable expectations about workload, time pressures and short deadlines, effective structures and processes to ensure accessibility, an accessible physical environment, and, most importantly, an understanding of disability and awareness of disability-related workplace issues

Academic Librarians with Disabilities: Job Perceptions and Factors Influencing Positive Workplace Experiences

Although there has been increasing attention to diversity in librarianship, little attention has been paid to librarians with disabilities. This study uses a mixed method approach, using results from a survey and in-depth follow-up interviews, to investigate some of the characteristics of Canadian university librarians with disabilities, their job satisfaction, their perceptions of their workplace climate for diversity and accessibility, and the factors that influence their workplace perceptions. Although librarians with disabilities report a generally high level of job satisfaction, they are less satisfied with some areas related to workplace stress and job flexibility than librarians without disabilities. Librarians with disabilities also report less confidence that their workplace is inclusive, values diversity, and is understanding of disability-related issues. Factors influencing the work experience of university librarians with disabilities include a collegial environment, supportive colleagues and supervisors, job flexibility and autonomy, clear priorities and reporting structures, reasonable expectations about workload, time pressures and short deadlines, effective structures and processes to ensure accessibility, an accessible physical environment, and, most importantly, an understanding of disability and awareness of disability-related workplace issues

Ethnic Diversity and Preferred Leadership Attributes: A Quantitative Analysis with Secondary Use of Qualitative Data

The broad diversity and leadership landscape in the Canadian academic librarianship was assessed using a survey. The survey was designed using REDCap. It was piloted, translated into French, tested again, and electronically distributed via REDCap to English and French-speaking librarians across Canadian academic institutions. This paper represents a secondary analysis of collected data to determine whether the ethnic backgrounds of librarians have any influence on what they view as the most or least essential attributes in a leader. Secondary use of data means using data for a different purpose (from what it was collected for), sometimes by the same researcher to answer an additional or a new research question. Findings show a statistical significance between diversity and the leadership attribute “inspiring.” This study encourages future library leadership education curriculum, training programs, and diversity residency programs to include “how to inspire” in cross-cultural and ethnic minority leadership contexts

Academic Library Leadership and mental health during the COVID-19 pandemic: an interpretative phenomenological analysis

Prior to the pandemic academic library leadership faced a host of challenges, such as budget shortfalls, serials crisis, shifting and evolving technologies and patron expectations. These long-term obstacles were compounded by the advent of the COVID-19 pandemic which required library deans and directors to implement ever evolving safety measures while balancing the needs of library employees, students, faculty, and staff. The mental health of academic librarians and staff has long been the subject of research; however, few studies focused on the mental health experiences of academic library deans and directors. The purpose of this interpretative phenomenological analysis is to describe the experiences of academic library deans and directors through the early months of the pandemic and to utilize those data to help library leadership manage their own mental health while assisting their employees’ well-being during future crises

Accessibility And Academic Libraries: A Comparative Case Study

Although individuals with disabilities represent more than 22% of the Canadian population over the age of 15, they remain underrepresented in higher education, and especially in the university setting. Although some library and information science (LIS) research has focused on creating accessible webpages, resources for individuals with print disabilities, and the physical infrastructure of libraries, few studies have included the perspectives of disabled individuals themselves or attempted to understand how libraries are conceptualizing disability and accessibility. By incorporating a disability-studies lens into this study, we can develop a more comprehensive understanding of the obstacles that arise in the pursuit of university education for students with disabilities, and perhaps of the ways in which academic libraries may address some of these obstacles. This dissertation, then, examines what Canadian academic libraries are doing to support university students with disabilities and how students are experiencing services in practice. To answer these questions, a comparative case study was conducted across two provinces, focusing on one institution in Ontario and one in Québec. Ontario has developed the most comprehensive accessibility legislation in Canada over the last decade, while Québec’s legislation remains relatively unknown and weak. At each institution, data was collected from a variety of sources: interviews with library staff members; survey with students registered with Disability Support Services; interviews with a selection of students; examination of library policies and reports; and a physical and informational audit. Analysis was carried out using grounded theory, interpretative phenomenological analysis, and thematic analysis. Key findings suggest that while academic library staff members have good intentions and often support disabled individuals on a one-to-one basis, there is a lack of awareness about accessibility needs and about how services and resources might be adapted to accommodate more users. Students highlight positive experiences in interacting with library staff, but they face a variety of obstacles in accessing spaces, resources, and information about accommodations or accessible services

Classroom Teachers and Their Experiences with a Diagnosed Mental Disorder in the Atlanta Area: A Hermeneutic Phenomenology

The purpose of this hermeneutic phenomenological study is to describe the experiences of nine classroom teachers with clinically diagnosed mental disorders in the southern part of the metro Atlanta area. An ontological philosophical assumption is utilized through a social constructivist view while framed through the modified labeling theory (Link, Cullen, Struening, Shrout, & Dohrenwend, 1989) and the social identity theory (Tajfel, Billig, Bundy, & Flament, 1971). The central research question is: How do classroom teachers diagnosed with a mental disorder describe their experiences in the school environment? Research questions cover (a) their emotions and the prevalence of them, (b) their relationships with their students and peers, (c) their sense of professionalism, and (d) stigma and disclosure. The data collection methods include interviews, a dyadic focus group, and journaling. Data was analyzed by continuous reading of data, memoing and highlighting, reflecting and then categorized, subcategorized, and coded with text segments. The four themes that emerged are (a) Teaching is Very Stressful, (b) Medication is the Key to “Normalcy”, (c) Not Everyone can be Trusted, and (d) Having Mental Disorders is Not All Bad. Other results include problems with sleep, negative emotions, administrator bullying, family issues, feeling the students are not the first priority, and the view that many other colleagues have undiagnosed mental disorders. Final considerations include comments for school systems and governance. Future research is needed in programs and interventions for educators who struggle with diagnosed mental disorders