A study was conducted that examined readily available syllabi from library and information sciences graduate programs to discover what their instructors taught library graduate students about accessibility and disability through an analysis of the structure and topics of their syllabi. Of the 149 courses identified, 77 syllabi were available to examine. Findings include a lack of consistency and accuracy across syllabi structure, as well as components like poor citations, an emphasis on digital accessibility above all other types as a topic, and a lack of learning assessment on the topics of accessibility and disability. This syllabi analysis indicates that while accessibility and disability is being taught in library and information science programs, it is relatively spotty in terms of diversity of content, with a generally narrow focus on digital objects and web materials, as well as generally poor syllabus design which sends the message that accessibility and disability issues are generally unimportant.



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