Lightning Talk A

Amelia Anderson, Assistant Professor, School of Information, University of South Florida 

Abigail Phillips, Assistant Professor, School of Information, University of Wisconsin-Milwaukee 

Abstract

Makerspaces are now a common feature in many public libraries in the United States. However, there has been little research into how these spaces function for adults with disabilities. In this study, qualitative data were collected from patrons with disabilities and public librarians through online focus groups, interviews, and an online survey to address this gap in knowledge. Findings speak to the needs of a significant subset of public library patrons, describe current practices in public library makerspaces, and suggest areas for implementing more inclusive practices. 

Practical Implications:

• Makerspaces must be located in easy-to-reach area of the library, and in a library location with accessible parking
• Information and instructions should be available in multiple formats, and shared in advance when possible. 
• Inclusive practices should be built into all makerspace activities to build community, rather than providing “disability friendly” options.  

Yong Ju Jung, Assistant Professor, University of Oklahoma. yongju@ou.edu

Moses Munyao, Doctoral Candidate, University of Oklahoma.

June Abbas, Professor, University of Oklahoma. jmabbas@ou.edu

Kyungwon Koh, Associate Professor, School of Information Sciences, The University of Illinois at Urbana-Champaign. kkoh@illinois.edu

JooYoung Seo, Assistant Professor, School of Information Sciences, The University of Illinois at Urbana-Champaign. jseo1005@illinois.edu

Abstract

A three-year research project aims to create a more accessible library makerspace for Blind and Visually Impaired (BVI) learners, while investigating the experiences and perceptions of BVI learners and librarians who design and facilitate accessible maker learning. The project team developed and implemented tangible, hands-on, multi-modal maker programs to promote computational thinking skills for BVI learners. 

Practical Implications for Professionals Working with BVI Learners:

• Provide detailed, specific verbal descriptions with tactile cues. 
• Use tactile materials to minimize audio/verbal overload. 
• Recognize the diverse needs of BVI learners and offer personalized support.