Using Virtual Tours to Transform LIS Student Perceptions and Ability to Meet Accessibility Needs in a Library Setting.
Saved in:
| Title: | Using Virtual Tours to Transform LIS Student Perceptions and Ability to Meet Accessibility Needs in a Library Setting. |
|---|---|
| Authors: | Harrison, Amanda1 (AUTHOR) aeharrison@ucmo.edu, Pryde, Kelly1 (AUTHOR) kpryde@ucmo.edu |
| Source: | Journal of Education for Library & Information Science. Jan2026, Vol. 67 Issue 1, p63-78. 16p. |
| Subject Terms: | *Transformative learning, *Library education, *Library users, *Library public services, *Psychology of students, *Action research, Accessible design, Tours |
| Abstract: | In the LIS classroom, students are encouraged to consider the needs of their entire patron population when designing library programs, spaces, and services. While LIS students express interest in supporting people with disabilities in their physical library, they often struggle to connect theoretical and abstract concepts to enact change. This action research project explored how utilizing virtual library tours in an online LIS course allowed students to think practically about supporting patrons with various needs within a specific library space. After reviewing five virtual libraries, students participated in an online discussion and a self-reflection about structuring library spaces to support patrons best. Finally, students created an action plan to help update a library space. Student surveys, discussions, and action plans were reviewed via content analysis using a rubric based on Mezirow's transformational education stages. Students also self-assessed their ability to accommodate and support a range of patrons within a physical library setting. Self-assessments and the content analysis were compared to determine student confidence and knowledge. Based on the action research findings, over half of the students achieved five out of seven stages of the Transformational Education Process, visualizing practical change in a library setting and supporting patrons of all abilities. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education for Library & Information Science is the property of Association for Library & Information Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In the LIS classroom, students are encouraged to consider the needs of their entire patron population when designing library programs, spaces, and services. While LIS students express interest in supporting people with disabilities in their physical library, they often struggle to connect theoretical and abstract concepts to enact change. This action research project explored how utilizing virtual library tours in an online LIS course allowed students to think practically about supporting patrons with various needs within a specific library space. After reviewing five virtual libraries, students participated in an online discussion and a self-reflection about structuring library spaces to support patrons best. Finally, students created an action plan to help update a library space. Student surveys, discussions, and action plans were reviewed via content analysis using a rubric based on Mezirow's transformational education stages. Students also self-assessed their ability to accommodate and support a range of patrons within a physical library setting. Self-assessments and the content analysis were compared to determine student confidence and knowledge. Based on the action research findings, over half of the students achieved five out of seven stages of the Transformational Education Process, visualizing practical change in a library setting and supporting patrons of all abilities. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07485786 |
| DOI: | 10.3138/jelis-2024-0083 |
