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Institutional, Legal, and Attitudinal Barriers to the Accessibility of University Digital Libraries: Implications for Retention of Disabled Students

Institutional, Legal, and Attitudinal Barriers to the Accessibility of University Digital Libraries: Implications for Retention of Disabled Students

Sushil K. Oswal
Copyright: © 2017 |Pages: 19
ISBN13: 9781522526650|ISBN10: 152252665X|EISBN13: 9781522526667
DOI: 10.4018/978-1-5225-2665-0.ch010
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MLA

Oswal, Sushil K. "Institutional, Legal, and Attitudinal Barriers to the Accessibility of University Digital Libraries: Implications for Retention of Disabled Students." Disability and Equity in Higher Education Accessibility, edited by Henry C. Alphin, Jr., et al., IGI Global, 2017, pp. 223-241. https://doi.org/10.4018/978-1-5225-2665-0.ch010

APA

Oswal, S. K. (2017). Institutional, Legal, and Attitudinal Barriers to the Accessibility of University Digital Libraries: Implications for Retention of Disabled Students. In H. Alphin, Jr., J. Lavine, & R. Chan (Eds.), Disability and Equity in Higher Education Accessibility (pp. 223-241). IGI Global. https://doi.org/10.4018/978-1-5225-2665-0.ch010

Chicago

Oswal, Sushil K. "Institutional, Legal, and Attitudinal Barriers to the Accessibility of University Digital Libraries: Implications for Retention of Disabled Students." In Disability and Equity in Higher Education Accessibility, edited by Henry C. Alphin, Jr., Jennie Lavine, and Roy Y. Chan, 223-241. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2665-0.ch010

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Abstract

This chapter takes a look at the impact of accessibility barriers to today's digital libraries on disabled students' ability to succeed and considers the wider institutional implications of such barriers in light of disability laws in the United States. It analyzes the implications of these barriers from the broader institutional policy perspective in improving the access to higher education for users with print disabilities. The author concludes by reiterating that achieving technical accessibility through adherence to industry or legal standards alone is not adequate for making usable research and teaching libraries available to students and scholars with print disabilities. The author also emphasizes that engaging actual disabled users both in the design and development stages of the platforms, user interfaces, and content presentation schemas for these knowledge repositories is of utmost importance.

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