CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Supporting students with histories of trauma in libraries: A collaboration of accessibility and library services
Tác giả
Conley S.; Ferguson A.; Kumbier A.
Năm xuất bản
2019
Source title
Library Trends
Số trích dẫn
3
DOI
10.1353/lib.2019.0001
Liên kết
Tóm tắt
This paper explores methods for building relevant, accessible academic services in the context of a liberal arts college with a growing population of students with psychological disabilities. This work is situated in a learning commons, where academic-support programs, including accessibility services and library services, work collabora-tively with a shared goal of getting students to access support earlier and more often in their college careers. The college is home to many students who identify as holding marginalized identities, including those who are LGBTQ+, disabled, students of color, and/or international students, and are thus particularly susceptible to discrimination (Roberts et al. 2010; Seng et al. 2012; Ellis, n.d.; Harrell 2017; Coulter and Rankin 2017; Polaris, n.d.; Proctor, Semega, and Kollar 2016). In consultations with staff, students often name past academic experience as an underlying cause for academic struggle. Exploring this connection, staff observed that histories of trauma and marginalization can make it difficult for students to trust staff and have positive academic experiences. Through action research, the authors developed methods to better support students, including those with histories of trauma. The authors share their methods and suggestions to support readers interested in bringing this work into their communities. © 2019 The Board of Trustees, University of Illinois.
Từ khóa
Tài liệu tham khảo
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Nơi xuất bản
Johns Hopkins University Press
Hình thức xuất bản
Article
Open Access
All Open Access; Green Open Access
Nguồn
Scopus