Collection Development, E-Resources, and Barrier-Free Access

Abstract Purpose The author takes a comprehensive look at the accessibility of e-resources for all people, including those with disabilities, in the context of collection development (CD). Methodology/approach Employing a combination of research methodologies — policy analysis, content analysis, and phone survey—the author explores the extent to which the needs of people with disabilities are considered. Findings Several professional library organizations recommend accessibility-sensitive selection and procurement procedures. However, not all students enrolled in library school programs might learn about the issue. Few books on the subject cover the issue adequately. Nationwide, CD policies requiring conformance to accessibility standards are the exception; and when librarians meet to make decisions about the selection of specific e-resources, the needs of people with disabilities are rarely on their radar screens. Research limitations/implications Researchers conducting similar surveys in the future might want to not only select a statistically more representative sample of academic libraries but also widen their focus and include both accessibility and usability in their investigations. Practical implications Textbook authors and course instructors in the area of CD need to address accessibility and usability. Librarians need to raise the issue with database and e-book vendors during license negotiations. Social implications The acquisition of e-resources designed to be accessible and usable for all will enable people with disabilities to participate more fully in our information-driven society. Originality/value The data collected provide for a broad discussion of the extent to which the needs of people with disabilities are considered in connection with CD.