This book will be invaluable for those in the academic library who want to understand how best to serve students on the autism spectrum and how those students can contribute to the library.
As a large number of students on the autism spectrum come of age and enter college, increased awareness of autism spectrum disorder is necessary among those who work in academic libraries so that they can respond to and meet the unique needs of these students.
This book fills a scholarship gap while serving as a practical resource for working with the neurodivergent student population in academic libraries. McMullin and Walton explain issues that are likely to arise when interacting with students on the autism spectrum and offer practical solutions for handling them. They discuss how to work with neurodiverse students in different contexts, including at service points, in the classroom, as employees, and through outreach programs. They highlight possible concerns about the physical environment of the library and demonstrate ways that the library can be an especially positive place for students with ASD. Personal anecdotes from students with autism as well as library faculty and staff round out this valuable work.
Recenzijas
Required reading for all librarians, particularly those in K12 and academic libraries, and a solid choice for all educational professionals. * Library Journal, Starred Review * All academic librarians and administrators would benefit from reading and implementing the recommendations in this book. * C&RL News *
Papildus informācija
This book will be invaluable for those in the academic library who want to understand how best to serve students on the autism spectrum and how those students can contribute to the library.
| Acknowledgments |
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vii | |
| Introduction |
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ix | |
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One Autism Spectrum Disorder: What Librarians and Staff Need to Know |
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1 | (14) |
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Cognitive Traits and Characteristics |
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2 | (2) |
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Social Skills and Communication Styles |
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4 | (2) |
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Motor Skills and Repetitive Behaviors |
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6 | (2) |
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Needs When Transitioning to College |
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8 | (3) |
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11 | (1) |
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Conclusion: What Does This Mean for Libraries? |
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12 | (3) |
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Two Sensory Issues, Physical Environment, and Library Spaces |
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15 | (14) |
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How Students with ASD Use the Library |
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16 | (2) |
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Students with ASD and the Physical Library |
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18 | (2) |
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Universal Design in Higher Education: Physical Spaces |
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20 | (1) |
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Providing Spaces to Meet the Needs of Students with ASD |
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21 | (1) |
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22 | (4) |
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26 | (3) |
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Three Research Help (and Beyond) |
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29 | (20) |
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Social Aspects of Research Assistance |
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30 | (4) |
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Beyond the Reference Desk |
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34 | (2) |
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36 | (2) |
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38 | (9) |
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47 | (2) |
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49 | (30) |
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Academic Strengths and Weaknesses of Students with ASD |
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49 | (2) |
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Universal Design for Instruction |
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51 | (4) |
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55 | (8) |
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Full/Credit-Bearing Courses |
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63 | (10) |
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73 | (3) |
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76 | (3) |
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Five Student Employees with ASD in the Library |
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79 | (20) |
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Job Outlook for Individuals with ASD |
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80 | (1) |
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Students with ASD as Employees |
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80 | (8) |
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Supporting Student Workers with ASD |
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88 | (1) |
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Strategies for Supervisors |
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89 | (7) |
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96 | (3) |
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Six Outreach, Support, and Staff Training: Working across Campus to Support Students with ASD |
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99 | (22) |
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The Need for ASD Awareness |
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100 | (2) |
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Academic Accommodations and Supports for Students with ASD |
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102 | (2) |
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Nonacademic Supports for Students with ASD |
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104 | (1) |
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The Role of the Academic Library in Academic and Nonacademic Supports |
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105 | (11) |
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116 | (5) |
| Appendix A Handout for Library Employees |
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121 | (2) |
| Appendix B Handout to Help Students Navigate the Library |
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123 | (2) |
| References |
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125 | (16) |
| Index |
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141 | |
Rachel M. McMullin, PhD, MSIS, is associate professor and humanities/information literacy librarian at West Chester University of Pennsylvania.
Kerry R. Walton, MLIS, is assistant professor and electronic resources and instruction librarian at West Chester University of Pennsylvania.
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