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School librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (ASD). However, little is known about how prepared school librarians are to serve these students. Using a mixed-methods survey, this study sought to explore training school librarians have completed regarding ASD and students with disabilities, as well as the effects of training on librarian confidence and library services. Based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with ASD in the school library.

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.

Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field.

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. [ABSTRACT FROM AUTHOR]

School librarians play an important role in our public schools by supporting students through both formal and informal learning opportunities. All students have access to library services, including those who receive additional support through special education. Students with autism spectrum disorder (ASD), in particular, may benefit from both the library environment and the knowledge and training specific to school librarians. Yet, school librarians frequently are not included as part of these students' educational teams. This study utilized a survey to discover the extent to which school librarians report providing services and supports to students with ASD, as well as the barriers they experience in working with this group of students. Results of the survey revealed school librarians may have the desire to support students with ASD but experience many obstacles in implementing the services they are uniquely qualified to provide., Introduction Autism spectrum disorder (ASD) is a disability characterized by impairments in social communication and the presence of restricted and repetitive behaviors (American Psychiatric Association, 2013). The prevalence of ASD [...]

Increased prevalence of autism spectrum disorder (ASD) diagnoses within the general population is reflected in the growing number of college and university students with ASD. This exploratory study used an unobtrusive qualitative content analysis design to explore the experiences of students with ASD in academic libraries. It seeks to understand their questions and concerns, as well as their experiences in utilizing the library and library resources. Using the social model of disability studies, this study allows for voices of students with ASD to be presented in their own words, not through the perceptions of parents, caregivers, faculty, or staff.

With 1 in 44 children in the United States meeting the criteria for an autism diagnosis, it is likely that most, if not all, school librarians will have some contact with a student with autism spectrum disorder (ASD). One potential avenue for such education is through professional development opportunities such as state library conferences, in which school librarians share information with one another in forums such as breakout and poster sessions, while also attending keynote and sponsored presentations. To expand upon previous research related to training of school librarians in the area of ASD, this content analysis examines state library conference programs to determine if information is being shared through such conferences about autism and disability. Conferences from nine states, over a 5-year period, were analyzed for key terms related to autism and disability. Findings reveal few opportunities for school librarians to learn about autism and disability through sessions presented at state conferences, despite a previously established interest and need. [ABSTRACT FROM AUTHOR]

Within a number of fields, research on mental health support available for graduate students is scant. Research on mental health support among online students is even more limited. Mental health within library and information science (LIS) has been discussed largely outside of the scholarly realm via webinars, mental health zines, and Twitter chats. As the majority of students pursuing a master's degree in LIS (MLIS) go through online programs, student awareness of and access to mental health support through their university is unknown. Through content analysis, this original study explores the online resources for mental health counseling and support readily available for MLIS students in American Library Association–accredited programs. [ABSTRACT FROM AUTHOR]

Librarians are beginning to address the lack of services for youth with autism spectrum disorder (ASD) by providing flexible and tailored programming and services. One important need among youth with ASD is a better understanding of how to navigate the online environment safely and responsibly. Given different engagement styles with social interaction and communication, youth with ASD may be more susceptible to cyberbullying and misinterpretations during online communications than their peers. This study investigates whether librarians can (or should) play a role in digital citizenship education for youth with ASD and provides suggestions for LIS educators preparing future librarians on how to develop services and programming for neurodiverse youth. [ABSTRACT FROM AUTHOR]

In response to a need for an alternate to the standard clinical placement for registered nurse-to-bachelor of science in nursing students, a collaborative model was developed. The preceptoring map designates two tracks and the model includes assessment and outcome measures. (JOW)

Libraries are designed to support the communities and populations they serve through access to services and materials. Along with supporting faculty and staff, academic libraries work to serve the needs of their students. Academic libraries can be a welcoming environment for college students in general, and some studies are beginning to show that this is particularly true for autistic students, who use the library to pursue special interests, as an escape from a bustling sensory environment on campus, and, of course, for studying and pursuing academic success. Through semi-structured interviews, this study sought to better understand how academic librarians are working together with autism student support programs to provide more targeted services and support. In this study, the researcher reached out to autism support programs for college students across the USA to learn about library involvement. The findings suggest that academic librarians are interested in better understanding the preferences of autistic students and collaborating across campus to provide more inclusive services. Additionally, administrators of autism support programs demonstrated interest in learning more about how the library could be a strong collaborator, suggesting broad practical implications for the results of this study. [ABSTRACT FROM AUTHOR]

With 1 in 68 children in the United States currently being diagnosed with autism spectrum disorder (ASD; Baio, 2014), the potential for school librarians to interact with individuals with ASD [...]

In this exploratory study, the researchers examine the intersection of teens with autism as public library users, their perceptions of and experiences with cyberbullying, and the potential role of public librarians in providing relevant digital citizenship programming. Results from this study indicate that teens on the autism spectrum live rich digital lives and have experience with both sides of cyberbullying, or digital drama. This study suggests that teens are willing to answer questions about their digital lives and demonstrate a desire to learn more about best practices in navigating the online environment, especially when learning alongside peers. Practical implications based in inclusion are given for public librarians seeking to implement digital citizenship education for the communities they serve. [ABSTRACT FROM AUTHOR]

Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange. [ABSTRACT FROM AUTHOR]

Introduction: In a climate where natural disasters are becoming progressively more frequent and severe, there is a greater need for healthcare resilience. Hospital pharmacists are important healthcare responders during disasters, but little is known about how prepared pharmacists are to fill roles in disasters or how prepared pharmacy departments are to support their response. The aim of this study was to determine the disaster preparedness of pharmacists and pharmacy departments in a Metropolitan Health Service in Australia and investigate any relationship between the two. Method: This research utilized two surveys to determine the individual preparedness of registered pharmacists within the eligible hospitals and the preparedness of pharmacy departments (this information was obtained through the Directors of Pharmacy). Results: In total, 68 individual pharmacists participated in the study. It was found that individuals were moderately prepared (preparedness score 19.98). Interventions, such as education, improved individual preparedness scores, though these had poor uptake, where only 17.4% (n=12/68) of participants had received disaster education or training. Individual preparedness was unaffected by facility preparedness and provision of comprehensive resources. The preparedness of hospital pharmacy departments was generally low, where two hospitals were rated as 'somewhat prepared', due to the presence of a mostly comprehensive plan and a moderate engagement in activities that contributed to preparedness. The third hospital was 'poorly prepared', as it did not have a disaster plan and had low engagement in preparedness activities. Conclusion: This study shows that a substantial improvement in pharmacy preparedness is required to achieve healthcare resilience and quality patient outcomes in disaster aftermath–further reinforcing the need for national and pharmacy-specific guidance, complemented by standardized preparedness interventions such as education and training. There is also a glaring disconnect between the preparedness of pharmacy facilities and their workforce, which demonstrates a culture of disaster preparedness. [ABSTRACT FROM AUTHOR]