Librarian training for accessibility and inclusion: challenges and impacts of the information regime in university libraries

ABSTRACT

Introduction:  This article aims to investigate the interest and engagement of librarians in training focused on accessibility and the inclusion of people with disabilities (PwD) in university libraries.

Objective:  The study is based on the premise that the training of these professionals is essential to ensure an inclusive informational environment. However, an analysis of curricula on the Lattes Platform and data from the Transparency Portal reveals low participation in courses and training on the topic. Methodology: To understand this scenario, the research adopts a quali-quantitative approach based on documentary analysis and the concept of the information regime.

Results:  The results show that despite librarians' high level of academic qualification, accessibility and inclusion are still not priorities in professional training. Furthermore, the institutional policies of the analyzed universities (UFF, UNIRIO, UFRRJ, and UFRJ) do not include clear guidelines on mandatory accessibility training, contributing to the perpetuation of structural ableism in the academic environment.

Conclusion:  The study concludes that, to promote effective inclusion, it is necessary to revise the curricula of Library and Information Science programs, include mandatory courses on accessibility, and encourage librarians' continuous education in this field. Additionally, the creation of institutional policies that make accessibility training a formal requirement for professionals working in university libraries is recommended.

KEYWORDS
University libraries; Information regimes; Accessibility; People with disabilities; Training of library teams.