Abstract
This short presentation outlines our evolving, cross-departmental approach to embedding accessibility and inclusivity into service provision and information literacy (IL) at the university’s Learning Resources Centres (LRCs). Stemming from a review of how our provisions impact library users with protected characteristics (Equality Act, 2010), our approach moves beyond simple legal compliance to consider how inclusive practice supports students as independent learners and improves digital and critical IL.
Reflecting King’s (2023) call to question the practical impact of accessibility policies, our approach brings together academic skills librarians, front-line enquiry staff and collection developers to formulate a more cohesive development strategy for inclusive learning support. Merry (2023) argues that increasing student diversity “has changed the way we need to approach the design and delivery of learning experiences,” emphasising the importance of universal design principles in supporting multiple paths for engagement, representation and expression for all learners (CAST, 2025). Through the development of a continually evolving Equality Impact Assessment (EIA) strategy, informed by staff and student experiences, we aim to utilise these principles to embed accessibility into every aspect of service provision, including IL teaching materials, workshops, online resources, remote access provisions, study environments and enquiry services.
Aligning with CILIP’s 2018 secondary definition statement on IL (Coonan et al., 2018) our approach aims to support all students in developing the skills and abilities needed to “undertake information-related tasks”. Embedded IL teaching resources are now routinely accessibility checked and available prior to delivery, ensuring equal access to learning. Tools including SensusAccess and RNIB Bookshare, are promoted alongside sensory items, supportive software and reading-for-pleasure initiatives, to create a holistic, barrier-free learning environment.
Using a mixed-method approach to gather evidence (qualitative EIA reviews, student and staff evaluations, conference feedback and usage data) we have been able to identify obstacles to engagement with information materials and services, initiate targeted actions and measure impact more meaningfully. Additionally, we have been able to provide clearer referral routes for support and improve the visibility of many excellent but underused services. Improving service visibility has now also become a key driver in our EIA strategy. Targeted training and awareness sessions for staff and student groups across the university, plus regular review sessions, ensure that we update and develop our strategy in response to feedback and the tools we create continue to support the IL needs of our students and staff. Though in its initial phase, our service landscape is already being reshaped, leading to tangible changes such as increased requests for dyslexia support and the digital capabilities to address those needs.
Moving forward, we aim to increase collaboration with students. Insights into challenges such as inconsistent accessibility around e-books have prompted us to consider how to extend our inclusive practices into the wider learning ecosystem, bringing us to LILAC, and the opportunity to further discuss ideas and guidance among colleagues within the sector. Attendees will gain an honest insight into our practical strategies to improve service visibility, embed accessibility and foster cross-team collaboration to support IL skills for all.
References
CAST (2025) Universal Design for Learning. Available at: https://www.cast.org/what-we-do/universal-design-for-learning/ (Accessed: 14 June 2025).
Coonan, E., Geekie, J., Goldstein, S., Jeskins, L., Jones, R., Macrae-Gibson, R., Secker, J., Walton, G. (2018) CILIP Definition of Information Literacy 2018. CILIP Information Literacy Group. Available at: https://infolit.org.uk/ildefinitioncilip2018-2/ (Accessed: 12 November 2025)
Equality Act 2010, c.15. Available at: https://www.legislation.gov.uk/ukpga/2010/15/contents (Accessed 21 May 2025).
King, M. (2023) Accessibility – what does it mean for libraries and education? Available at: https://www.youtube.com/watch?v=pLhF8YTtP6M&t=193s (Accessed: 17 October 2025).
Merry, K.L. (2023) Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education. CAST, Inc.
