Does access to the academic libraries for students with disabilities affect their academic performance? A systematic review

Parker, Galiema

Does access to the academic libraries for students with disabilities affect their academic performance? A systematic review

Thesis / Dissertation

2023

Abstract

Background: There is an increase in students with disabilities at higher education institutions across the world and research regarding social barriers and learning in higher education is ongoing. Some studies revealed that students with disabilities experienced barriers in respect of the academic sphere. The academic libraries at higher education institutions provide services for all students, however students with disabilities are fewer than students without disabilities at these institutions of higher learning. The American Library Association (ALA) was instrumental in the compilation of the Library Services for People with Disabilities Policy which incorporated library services, facilities, collections, assistive technology, as well as publication and communications in alternative formats amongst other aspects. The International Federation of Library Associations and Institutions (IFLA), an international body of library associations across the world represents the interests of the library profession, develops guidelines for library services and promotes equitable access to information. The “access to libraries for persons with disabilities checklist” developed by the IFLA Standing Committee of Libraries Serving Disadvantaged Persons (LSDP) and authored by Irvall and Nielsen (2005:3) is a guide to the factors to be considered in making libraries userfriendly to persons with disabilities. Objectives: The purpose of the systematic review of the literature published for the period 2015 until 2020 is to determine whether the facilities offered at academic libraries are suitable for students with disabilities and whether these facilities and services affect the library use and the academic performance or academic success of students with varying disabilities. The objective of the systematic review was to find, evaluate and synthesise the findings of the research conducted which investigated similar suppositions, premises or theories and to gain insight into research methodologies utilised, the strengths and the limitations of the published literature, as well as any recommendations contained therein. Methods: Desk research was conducted, and a search was done of the databases EBSCO, Google Scholar, Library and Information Science abstracts (LISA), ProQuest, ProQuest Dissertations and Theses, SABINET and SCOPUS for articles relevant to the topic of the systematic review. The Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) 2020 protocol, an updated guideline of the 2009 PRISMA statement for reporting systematic reviews, was used as a guide for the review. The literature of the studies obtained contained qualitative, quantitative, and mixed method research methods and the methodological quality of the studies was further assessed using the Mixed Methods Appraisal Tool (MMAT), a critical appraisal tool for reviews that include qualitative, quantitative, and mixed methods studies. After examination of the 164 records obtained only 46 near matches to the criteria were included for final review and an analysis of all qualitative, quantitative, and mixed method studies were done. The included studies were a combination of articles (n=42) and dissertations (n=4). Results and Findings: The approaches, paradigms, and data collection methods of the qualitative, quantitative, and mixed methods studies are discussed and the common themes and findings for all three types of studies highlighted are access to library services having an effect on achievement and success, library services and access not being adequate, as well as barriers to the library environment and the inclusion of students with disabilities. Conclusion: The systematic review revealed very limited studies were conducted in relation to whether access to the academic libraries specifically for students with disabilities affect their academic performance and highlighted the importance and need for further research to be conducted in higher education institutions not only in South Africa, but preferably across the world.

Keywords

Library and Information Studies

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