International Journal of Librarianship

Influence of Collaborative Models Between Libraries, Information Technology Departments and Disability Services on Web Accessibility Outcomes

Victoria Fadeyi — 2026-06-30

This study established how collaboration between libraries, Information Technology (IT) departments and disability services influences web accessibility outcomes in higher education institutions. Mixed-method research design was adopted whereby 150 staff respondents were used in quantitative surveys and 20 key informants in qualitative interviews and focus groups. The quantitative information was subjected to descriptive statistics, correlation and multiple regression analysis. Thematic analysis was used to analyse qualitative data. The findings revealed a moderate level of collaboration, which was mostly informal, reactive, and supported by weak policies, limited shared training, and ad hoc planning. Key strategies that enhanced website accessibility, usability, and inclusiveness included user-centered design, regular interdepartmental meetings, clearly defined roles, and staff capacity-building programs. The unclear roles, poor resources, poor communication and lack of formal policies are the major barriers that hinder collaboration among the units. The review established that coordinated and user friendly interdepartmental teamwork is needed in offering inclusive, effective and accessible web based library services. This article concludes that sustainable enhancement of web accessibility is possible only through formalisation of collaborative structure, role definition, sufficient resources, and involvement of users with disabilities. The article suggests the importance of establishing formal collaborative structures that would facilitate scheduling of frequent meetings, planning and training. Mechanisms such as continuous monitoring and feedback are also required.

Accountability for Web Accessibility in Academic Libraries

Cari Lovins — 2026-06-30

As academic libraries and higher education institutions expand their digital presence, web accessibility has become a critical aspect of equitable service delivery, legal compliance, and inclusive design. Recent regulatory developments, including the U.S. Department of Justice’s final Title II rule on web accessibility, underscore the urgency for organizations to adopt sustainable, institution-wide accessibility strategies. This article synthesizes existing research on web accessibility in academic libraries and higher education institutions, with a detailed practice-based case study from Emory Libraries. Drawing on a literature review and an institutional methods framework, the paper examines common accessibility barriers, the limitations of compliance-driven approaches, and the role of governance, training, and accountability in advancing accessible digital ecosystems. This study contributes to a holistic model that integrates evaluation, remediation, staff development, and governance, offering practical insights for organizations preparing for Title II compliance and long-term accessibility maturity.

Stumbling through the Forest

Jennifer L McGowan — 2026-06-30

With the impending Title II rule based on Web Content Accessibility Guidelines (WCAG) Version 2.1 Level AA coming into effect in April 2027 (changed from April 2026), the library has placed itself in the role of providing more accessible content to its patrons (Federal Register, 2026). This case study examines the use of PDF remediation software to ensure that Course Reserves in digital format are accessible to patrons with disabilities. While there are numerous articles discussing accessibility of library material, very few discuss real-world issues in accessibility within the context of library resources, specifically Course Reserves. There is a dearth of literature that addresses any practical steps in remediating these issues. This topic is important, as proper access to resources, and accessibility of those resources, are paramount to the success of students with disabilities. Additionally, the study is concerned with applying this remediation tool to library resources outside the area of Course Reserves, such as Special Collections and Interlibrary Loan (ILL). Please note that the author is not an attorney, and that no information in this journal should be construed as legal advice. Additionally, please be advised that the library adheres to specific policies and procedures that acknowledge and protect copyright law.

From Compliance to Inclusion

Emmanuel Ehimen Ehikioya — 2026-06-30

Web accessibility in academic libraries is frequently approached as a compliance exercise: meet a standard, pass an audit, reduce legal exposure. While legal and technical standards remain essential, a narrow compliance orientation can result in “checkbox accessibility,” which fails to enhance the everyday experiences of disabled students, staff, faculty, and community users who rely on library websites, discovery tools, guides, repositories, and vendor platforms. This paper reframes web accessibility in academic libraries as an inclusion practice anchored in user experience, disability justice, and continuous service improvement. Drawing on international human rights principles, evolving regulatory requirements, and library-focused research documenting persistent accessibility failures in academic library web environments, the paper distinguishes between conformance and inclusion and explains why the difference matters. It synthesises key findings from recent studies of academic library websites, accessibility webpages, and LibGuides, as well as procurement scholarship that highlights the accessibility risks embedded in licensed digital resources. Building on this literature, the paper proposes an inclusion-oriented framework for accessibility work that emphasises co-design with disabled users, institutional accountability, transparent communication, and a shift from retrofits to accessibility-by-design. The recommendations section offers actionable strategies for academic libraries, governance structures, accessible content and design systems, testing programs that combine automated and manual methods, procurement and vendor management practices, and metrics that align accessibility with educational equity and student success. The conclusion argues that treating accessibility as an ongoing public service obligation rather than a periodic compliance task strengthens academic libraries’ missions of equitable access to information and knowledge.

Consortial Collaboration for ADA Title II Compliance

Alexa Hight — 2026-06-30

In April 2024, the U.S. Department of Justice issued a new rule under Title II of the Americans with Disabilities Act (ADA) requiring all state and local government web content and mobile applications to meet Web Content Accessibility Guidelines (WCAG) 2.1 Levels A and AA by April 2026.^[1] The Texas Digital Library (TDL)—a member-governed consortium supporting a shared digital infrastructure for scholarly communication across 28 higher-education institutions—mobilized its community to respond collaboratively to these accessibility mandates. Through its user‑driven working groups, TDL launched coordinated accessibility initiatives across key platforms, including Open Journal Systems (OJS), Vireo (electronic theses and dissertations), and institutional repositories. This article traces the development of those efforts, highlighting the creation of toolkits, training materials, and shared policy guidance that reduce duplication of labor and empower member libraries to meet legal requirements and ethical commitments to digital inclusion. The TDL model illustrates how consortial collaboration strengthens institutional capacity and fosters a culture of accessibility across diverse scholarly publishing environments.

[1] As of April, 2026, the Department of Justice issued an Interim Final Rule tentatively extending the compliance deadline by one year (Department of Justice, 2026).

From Collective Care to Compliance

April Ibarra Siqueiros — 2026-06-30

In response to the U.S. Department of Justice’s final Title II rule on web accessibility, libraries are increasingly required to remediate complex web ecosystems under constrained timelines and capacity. While much accessibility guidance emphasizes technical compliance, less attention has been paid to the organizational, relational, and pedagogical dimensions of accessibility work in libraries. This practice-based report describes a UX-informed approach to web accessibility remediation in an academic library, grounded in principles of collective care, microlearning, and co-creation.

Positioning library employees as the primary users of accessibility systems, documentation, and workflows, this project applied a user experience (UX) design-inspired process to employee-facing implementation efforts. Interventions included accessibility audits combining automated and manual review, development of a web applications accessibility handbook, governance clarification, microlearning-based remediation strategies, collaborative “web editing parties,” and shared tracking mechanisms. Findings suggest that treating accessibility as a shared practice, rather than an individual compliance task, reduced overwhelm, increased engagement, and supported more sustainable remediation efforts.

Lessons learned highlight the importance of relational UX practices, documentation as infrastructure, and iterative learning. This report offers practical insights for libraries preparing for Title II compliance while seeking to cultivate inclusive and sustainable accessibility practices.

Editorial: Special Issue on Advancing Web Accessibility in Libraries

Jingjing Wu — 2026-06-30