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Reimagining Access and Inclusion : = Early Literacy Services for Autistic Children and Their Families in Public Libraries.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Reimagining Access and Inclusion :/
Reminder of title:	Early Literacy Services for Autistic Children and Their Families in Public Libraries.
Author:	Romeijn-Stout, Milly L.
Description:	1 online resource (328 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Library science. -
Online resource:	click for full text (PQDT)
ISBN:	9798381409314

Reimagining Access and Inclusion : = Early Literacy Services for Autistic Children and Their Families in Public Libraries.
Romeijn-Stout, Milly L.

Reimagining Access and Inclusion :Early Literacy Services for Autistic Children and Their Families in Public Libraries. - 1 online resource (328 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ph.D.)--University of Washington, 2023.

Includes bibliographical references

Providing programs for diverse populations and strengthening communities in need has been a longtime focus of public libraries (Garmer, 2014). Early literacy services are one way that libraries support their communities, with a particular focus on children's programs (Grimes et al., 2013). Library storytime programs promote early literacy skills in participating children and encourage parents to participate in their children's literacy development by providing them the skills to do so (Albright et al., 2009; ALA 2006). Currently, autistic children are not adequately supported in early literacy development in comparison to neurotypical peers (Westerveld et al., 2016), with a lack of support at two years old impacting reading at five years old (Davidson & Ellis, 2014). Despite a commitment to serve children of all abilities, library services continue to be inaccessible to autistic children and their families, leaving a sizeable service gap for this community, especially concerning early literacy (Matoushek et al., 2017; Paynter et al., 2020; Prendergast, 2017; Schriar et al., 2016). There are systemic barriers in libraries that make library early literacy services inaccessible for autistic children and their families, resulting in lower access to library services for these families (e.g. Prendergast, 2016; Broman, 2017; Simpson et al., 2020; Kaeding, Velasquez, & Price, 2017; Copeland, 2011). These include both systemic barriers that impact access in the library context for autistic children and their families, as well as systemic barriers that affect library staff services to autistic children and their families.The purpose of this study was twofold: The first objective was to develop a conceptual framework identifying the barriers and enablers present for autistic children and their families in public libraries related to early literacy learning experiences; the second objective was to identify components of training and resources youth-serving librarians need to provide autism-inclusive early literacy services. To do this I utilized a critical lens informed by Critical Disability Theory (CDT) and the neurodiversity paradigm. This lens allowed me to identify systemic environmental and social barriers that keep autistic children and their families from needed early literacy experiences and materials in public libraries. My work is framed within a social constructivist epistemology, aligning with Critical Disability Studies (CDS) which utilizes CDT to focus on the lived experiences of social actors, especially within research and the context of providing counter-narratives to traditionally ableist institutions (Broderick & Ne'eman, 2008; Schwant, 1994). I utilized an instrumental embedded single-case study to understand public early literacy services to autistic children in Washington State through multiple perspectives and extend theoretical findings to practical applications (Patton, 2015; Yin, 2018). Through interviews, focus groups, and Participatory Design (PD) sessions, this study found that autistic children and their families face systemic social and structural barriers in public libraries that limit access to early literacy services and programs. Most prevalent among these barriers are social systemic barriers, which refer to systemic barriers that are informed by social ableism. Social ableism is discrimination, stigmatization, and prejudice that results in social oppression towards the disabled community (Bogart & Dunn, 2019; Billawalla & Wolbring, 2014). These are barriers such as families' fear of judgment by library staff or fellow library patrons, predominantly fueled by community and cultural expectations of patron behavior and libraries as "quiet" spaces. Additionally, youth-serving library staff experience systemic barriers that impact their ability to utilize autism-inclusive practices to serve these families, including a lack of resources and available training to support autistic children's early literacy needs and address social barriers. Enabling practices identified by families with autistic children included creating a community of inclusion through welcoming environments, inclusive patron expectations, and autism-inclusive early literacy program design. Ultimately, this study found that youth-serving library staff require training and resources that utilize a critical lens to address social barriers. Training needs to provide information about autism from autistic advocates themselves, and include research-based information and key practices for autism-inclusive early literacy services and programs.The findings of this study inform theory and practice in the Library and Information Sciences (LIS) field in multiple ways. The first contribution is the development of a conceptual framework for understanding the impact of systemic barriers and enablers in libraries on the early literacy learning experiences of autistic children and their families. Other crucial contributions include a critical reframing of autism in libraries, and key theoretical concepts regarding early literacy services in public libraries for autistic children and their families. Contributions to practice include informing key practices for serving autistic children and their families' early literacy needs, and an early literacy-services training and supportive resources for youth-serving librarians. This study lays the foundation for future work examining and dismantling systemic barriers in public libraries for neurodivergent and underserved communities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381409314Subjects--Topical Terms:

561163
Library science.
Subjects--Index Terms:

AutismIndex Terms--Genre/Form:

554714
Electronic books.

Reimagining Access and Inclusion : = Early Literacy Services for Autistic Children and Their Families in Public Libraries.
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Despite a commitment to serve children of all abilities, library services continue to be inaccessible to autistic children and their families, leaving a sizeable service gap for this community, especially concerning early literacy (Matoushek et al., 2017; Paynter et al., 2020; Prendergast, 2017; Schriar et al., 2016). There are systemic barriers in libraries that make library early literacy services inaccessible for autistic children and their families, resulting in lower access to library services for these families (e.g. Prendergast, 2016; Broman, 2017; Simpson et al., 2020; Kaeding, Velasquez, & Price, 2017; Copeland, 2011). These include both systemic barriers that impact access in the library context for autistic children and their families, as well as systemic barriers that affect library staff services to autistic children and their families.The purpose of this study was twofold: The first objective was to develop a conceptual framework identifying the barriers and enablers present for autistic children and their families in public libraries related to early literacy learning experiences; the second objective was to identify components of training and resources youth-serving librarians need to provide autism-inclusive early literacy services. To do this I utilized a critical lens informed by Critical Disability Theory (CDT) and the neurodiversity paradigm. This lens allowed me to identify systemic environmental and social barriers that keep autistic children and their families from needed early literacy experiences and materials in public libraries. My work is framed within a social constructivist epistemology, aligning with Critical Disability Studies (CDS) which utilizes CDT to focus on the lived experiences of social actors, especially within research and the context of providing counter-narratives to traditionally ableist institutions (Broderick & Ne'eman, 2008; Schwant, 1994). I utilized an instrumental embedded single-case study to understand public early literacy services to autistic children in Washington State through multiple perspectives and extend theoretical findings to practical applications (Patton, 2015; Yin, 2018). Through interviews, focus groups, and Participatory Design (PD) sessions, this study found that autistic children and their families face systemic social and structural barriers in public libraries that limit access to early literacy services and programs. Most prevalent among these barriers are social systemic barriers, which refer to systemic barriers that are informed by social ableism. Social ableism is discrimination, stigmatization, and prejudice that results in social oppression towards the disabled community (Bogart & Dunn, 2019; Billawalla & Wolbring, 2014). These are barriers such as families' fear of judgment by library staff or fellow library patrons, predominantly fueled by community and cultural expectations of patron behavior and libraries as "quiet" spaces. Additionally, youth-serving library staff experience systemic barriers that impact their ability to utilize autism-inclusive practices to serve these families, including a lack of resources and available training to support autistic children's early literacy needs and address social barriers. Enabling practices identified by families with autistic children included creating a community of inclusion through welcoming environments, inclusive patron expectations, and autism-inclusive early literacy program design. Ultimately, this study found that youth-serving library staff require training and resources that utilize a critical lens to address social barriers. Training needs to provide information about autism from autistic advocates themselves, and include research-based information and key practices for autism-inclusive early literacy services and programs.The findings of this study inform theory and practice in the Library and Information Sciences (LIS) field in multiple ways. The first contribution is the development of a conceptual framework for understanding the impact of systemic barriers and enablers in libraries on the early literacy learning experiences of autistic children and their families. Other crucial contributions include a critical reframing of autism in libraries, and key theoretical concepts regarding early literacy services in public libraries for autistic children and their families. Contributions to practice include informing key practices for serving autistic children and their families' early literacy needs, and an early literacy-services training and supportive resources for youth-serving librarians. This study lays the foundation for future work examining and dismantling systemic barriers in public libraries for neurodivergent and underserved communities.
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