Tillgänglig kurslitteratur? Lärosätesbibliotekariers praktik och yrkesroll i tider av förändring

Sammanfattning

This study has highlighted academic librarians’ own perspectives and experiences of their work with accessible course literature for students with reading disabilities. The study has addressed how academic librarians described their work, which working conditions are central, and how the work is shaped by institutional and material changes. Using a practice-theoretical framework with a neoinstitutional perspective, focus has been given to a largely unexplored area and has been linked to earlier research on broadened recruitment, students with disabilities and the academic librarian’s profession. The study demonstrates that conditions for academic librarians’ work differ, despite shared goals and guidelines. Academic librarians’ work with accessible course literature is context-dependent, non standardized and highly influenced by institutional and material changes. Institutional changes generate tensions, which are addressed through adaptations and collaborations. Institutional reforms can lead to unforeseen consequences ultimately affecting students’ rights to accessible course literature. The changes in academic librarians’ work also shift responsibility towards the student with a reading disability. The student is expected to be more active, persistent and independent, while at the same time facing challenges in their study situation. The guidelines and rules intended to ensure legal certainty risk creating new barriers.