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To what extent are autistic library staff in the UK supported in their workplace?
Low employment statistics of adults with autism spectrum disorder in the UK, the low number of academic studies about supporting autistic library staff in Library and Information Studies academic literature and the indication within the relevant literature that autistic library staff may face barriers to receiving support because of the lack of understanding and negative stigma associated with autism, has prompted this investigation into whether libraries in the UK are providing effective support for autistic library staff. A mixed methods approach was employed to gather quantitative and qualitive data to represent the thoughts and opinions of autistic library staff about the support offered in their workplace. Two surveys were sent out to various library staff listservs, networks and social media groups and a few survey respondents were invited to take part in follow-up interviews which were provided in different formats. Results from both surveys and the interviews indicated that there were issues with disclosure, masking/hiding autistic traits, discrimination due to lack of understanding about autism by some line managers and staff, barriers to requesting reasonable adjustments at work and during job interviews, lack of provision of support services in UK libraries and the lack of provision of autism awareness training. Results have also positively indicated that some autistic library staff have certain traits and skills which enable them to carry out their library work. Although some of the participants have indicated that they have some level of support and face less discrimination in their workplaces, there is still more that can be done in UK libraries to support autistic library staff. Further recommendations are made about different types of support and providing special training for library managers and non-autistic staff to improve understanding about adjustments that autistic library staff may need. Further studies would be useful to understand about prevalence of autism in different sectors and understand the needs of staff working in different library sectors.

Shared with the World by Elangkathir Duhindan

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What role can affect and emotion play in academic and research information literacy practices?
While significant progress has been made in broadening information literacy’s scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, information literacy’s models and discourses have failed to acknowledge emotion’s fundamentally non-cognitive, and disruptive nature and have either ignored, repressed, or misrepresented users’ emotions. This has resulted in a deeply limited and inaccurate conception of the user’s information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of information literacy’s repression of emotion and then examining the consequences of this repression in the standardised information literacy models; specifically in Carol C. Kuhlthau’s Information Search Process and the ACRL’s Framework for Information Literacy for Higher Education. Subsequently, this essay will examine several critical models of librarianship and information literacy - including Holocaust librarianship and Indigenous conceptions of relationality - in order to illuminate models of information literacy that adopt a relational perspective that enables an engagement with the affective elements of user’s information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of information literacy.

Shared with the World by Elangkathir Duhindan

This list was generated on Tue May 21 00:24:32 2024 UTC.