Publications and Research

Document Type


Publication Date



This qualitative study explores the understanding and perspectives of faculty in US library and information science (LIS) programs about teaching web accessibility. “Web accessibility” can be defined simply as making websites accessible for all, including people with disabilities. Eight LIS professors and two graduate LIS students or recent alumni with interests in accessibility were interviewed for the study. Results showed that, although some faculty were novices, most interviewees thought it would be beneficial to teach web accessibility in a variety of LIS courses. However, despite the seeming consensus, discussion of incorporating web accessibility into curricula was rare. This study explores possible reasons for the marginalization of web accessibility in LIS. The authors contend that greater support for initiatives to integrate web accessibility into LIS curricula is essential for enabling LIS practitioners to comply with legal standards and with LIS values of inclusion.


This article was originally published in Library Quarterly: Information, Community, Policy, available at s://



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.