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inclusion and diversity
in critical UX research
Karine Larose
@karinenrose
she/her
Simon Bowie
@SimonXIX
he/him
CLAUD Summ...
introduction
Background
Exercise: Quiz
Theory
Disability and
intersectionality
Group exercise:
Reflection scenarios
Divers...
introduction
introduction
Diversity: the presence of difference
Inclusion: deliberate actions
UX research: understand people
Critical U...
background
background
“Governments must ensure the education system at all
levels is inclusive and geared towards supporting
disabled...
SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual
Report - June 2018’
<https://www.soas.ac.uk/comm...
SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual
Report - June 2018’
<https://www.soas.ac.uk/comm...
SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual
Report - June 2018’
<https://www.soas.ac.uk/comm...
SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual
Report - June 2018’
<https://www.soas.ac.uk/comm...
SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual
Report - June 2018’
<https://www.soas.ac.uk/comm...
SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual
Report - June 2018’
<https://www.soas.ac.uk/comm...
Goldsmiths, University of London, 2018. ‘Equality, Diversity and Inclusion
Annual Report 2017-18’ <https://www.gold.ac.uk/...
Goldsmiths, University of London, 2018. ‘Equality, Diversity and Inclusion Annual
Report 2017-18’ <https://www.gold.ac.uk/...
Country of nationality First Language/s
UK English
China Chinese (Mandarin)
France French
Malaysia Malay, English
Italy It...
quiz!
quiz! Q1: Which of the following is
classed as a disability?
c. Acquired brain injury
b. Chronic pain
a. Depression
d. Mig...
quiz!
A1: e. All of the above
Source: https://www.remploy.co.uk/employers/resources/a-z-disabilities
quiz! Q2: For a disability to be
covered by the Equality Act,
how long must the person have
had the condition?
a. 12 month...
quiz!
A2: a. 12 months or more
Source: https://www.citizensadvice.org.uk/law-and-courts/discrimination/protected-
characte...
quiz! Q3: How many people have
hearing loss across the UK?
a. 11 million
b. 8 million
c. 5 million
d. 1 million
quiz!
A3: a. 11 million or more
(around 1 in 6 of the population)
Source: https://www.actiononhearingloss.org.uk/about-us/...
quiz! Q4: You see someone using a
wheelchair in the Library who
appears to be struggling. You
should:
a. Leave them alone
...
quiz!
A4: b. Offer to assist them
Source: https://www.theguardian.com/inequality/2017/nov/15/seven-things-you-
should-stop...
quiz!
Q5: During a UX session, you (the interviewer)
are trying to listen to the answers of a person
who has trouble speak...
quiz!
A5: a. Ask the person to repeat
what they said and repeat it
back to check what you thought
they said is correct
Com...
quiz! Q6: You are giving a tour of the library to new
students and one student has identified as a
partially sighted perso...
quiz!
A6: b. Ask what kind of help
they need, don’t hold on to their
arm but allow them to take your
arm if they want
Sour...
quiz! Q7: When talking about a student with a
disability with another colleague, what is the
appropriate language to refer...
quiz!
A7: c. A disabled student
Source:
https://www.gov.uk/government/publications/inclusive-communication/inclusive-
lang...
quiz! Q8: Which students may not be able to use a
library search interface if they are not able to
change the default colo...
quiz!
A8: d. All of the above
quiz! Q9: What percentage of disabilities are
unseen/invisible (i.e. no use of cane or
wheelchair or other visible aid)?
a...
quiz!
A9: a. 74%
quiz! Q10: In which cases below can a university face
claims for discrimination or other reasonable
adjustments?
a. Denyin...
quiz!
A10: d. All of the above
Charmaz, K., 2014. Constructing grounded theory. 2nd edition.
London: Sage, p. 1
“Stated simply, grounded theory methods
c...
Drabinski, E., 2019. ‘What is critical about critical librarianship?’, Art
libraries journal, 44 (2), p. 49 <https://doi.o...
Drabinski, E., 2019. ‘What is critical about critical librarianship?’, Art
libraries journal, 44 (2), pp. 51-52 <https://d...
http://openwashing.org/
introduction
Karine & Simon
theory
Systems
workers
Academic
libraries
Library UX
community
LIS
White
supremacist
capitalist
patriarchy
disability
Union of the Physically Impaired Against Segregation, 1975. ‘Fundamental
Principles of Disability’, discussion held on 22n...
Andrews, P., 2016. ‘User Experience Beyond Ramps: The Invisible Problem
and the Special Case’ in Priestner, A., and Borg, ...
● Intersectionality is a framework designed
to explore the dynamic between co-
existing identities and connected systems
o...
Why is intersectionality important when we do UX research
● We need to acknowledge that academia remains deeply challengin...
In small groups, discuss real life scenarios of
how the library (policies, decisions,
environment) affects disabled users....
reflection on disability
Scenario 1
Sunil is an international 1st year undergraduate student, in the Social, Therapeutic a...
reflection on disability
Scenario 2
Maureen is a part-time postgraduate international student from the U.S.A. She is parti...
reflection on disability
● Tosh: nonsense
● Ta: Thanks
● Knackered: exhausted
● Pants: underwear (not trousers)
● Pissed: ...
reflection on disability
Scenario 3:
Rebecca is a 2nd year undergraduate BAME student from London. She has registered to h...
reflection on disability
diversity in UX research
Andrews, P., 2016. ‘User Experience Beyond Ramps: The Invisible
Problem and the Special Case’ in Priestner, A., and Borg, ...
diversity in UX research
recruitment
diversity in UX research
recruitment
unconscious bias
diversity in UX research
recruitment
messages
diversity in UX research
research design
diversity in UX research
research design
understanding
diversity in UX research
research design
silence
diversity in UX research
research design
jargon
diversity in UX research
actions
diversity in UX research
challenge non-inclusive
UX research
actions
diversity in UX research
when learning, be your
own leader
actions
diversity in UX community
diversity in UX community
keep your insecurities out of
meetings
don’t undermine staff
from marginalised groups
give staff...
Hathcock, A., 2015. ‘White Librarianship in Blackface: Diversity
Initiatives in LIS’, In the library with the lead pipe, 7...
Reflect on what critical UX
research means to you and how a
critical approach to inclusion and
diversity could impact your...
Andrews, P., 2016. ‘User Experience Beyond Ramps: The Invisible Problem and the Special Case’ in Priestner, A., and Borg, ...
referencesEquality and Human Rights Commission, 2017. The United Nations Convention on the Rights of Persons with Disabili...
inclusion and diversity in critical UX research
inclusion and diversity in critical UX research
inclusion and diversity in critical UX research
inclusion and diversity in critical UX research
inclusion and diversity in critical UX research
inclusion and diversity in critical UX research
inclusion and diversity in critical UX research
inclusion and diversity in critical UX research
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inclusion and diversity in critical UX research

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Slides for a keynote / workshop presented by Karine Larose and Simon Bowie at CLAUD's Summer Study Day at the University of Bath on 2019-07-08.

During summer 2016, Karine and Simon ran user experience research into the information-seeking behaviour of undergraduate and postgraduate students at Imperial College London. Looking critically at this research, we realised what we were doing wrong and got an insight into the limitations of our approach to inclusion and diversity in UX research in libraries. In this session, we want to talk about our methodology for UX research, run through some short activities to help you reflect on disability, and think about best practices for including students with disabilities in the library experience.

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inclusion and diversity in critical UX research

  1. 1. inclusion and diversity in critical UX research Karine Larose @karinenrose she/her Simon Bowie @SimonXIX he/him CLAUD Summer Study Day 8th July 2019
  2. 2. introduction Background Exercise: Quiz Theory Disability and intersectionality Group exercise: Reflection scenarios Diversity in UX research Diversity in UX community
  3. 3. introduction
  4. 4. introduction Diversity: the presence of difference Inclusion: deliberate actions UX research: understand people Critical UX research: acknowledge and question systems of oppressions
  5. 5. background
  6. 6. background “Governments must ensure the education system at all levels is inclusive and geared towards supporting disabled people to achieve their full potential and participate equally in society.” - Article 24 of The United Nations Convention on the Rights of Persons with Disabilities Equality and Human Rights Commission, 2017. The United Nations Convention on the Rights of Persons with Disabilities: what does it mean for you? Published at https://www.equalityhumanrights.com/sites/default/files/the-united-nations-convention-on-the-rights- of-persons-with-disabilities-what-does-it-mean-for-you.pdf
  7. 7. SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual Report - June 2018’ <https://www.soas.ac.uk/committees/equalitydiversity/file134737.pdf> background comparison of various regional average statistics for SOAS, University of London students (UG and PG)
  8. 8. SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual Report - June 2018’ <https://www.soas.ac.uk/committees/equalitydiversity/file134737.pdf> background breakdown of student ethnicity for SOAS, University of London students (UG and PG)
  9. 9. SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual Report - June 2018’ <https://www.soas.ac.uk/committees/equalitydiversity/file134737.pdf> background declarations of disability by SOAS, University of London students (UG and PG)
  10. 10. SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual Report - June 2018’ <https://www.soas.ac.uk/committees/equalitydiversity/file134737.pdf> background breakdown of declared disabilities for SOAS, University of London students (UG and PG)
  11. 11. SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual Report - June 2018’ <https://www.soas.ac.uk/committees/equalitydiversity/file134737.pdf> background attainment by disability of SOAS, University of London students (UG and PG)
  12. 12. SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual Report - June 2018’ <https://www.soas.ac.uk/committees/equalitydiversity/file134737.pdf> background attainment by ethnicity of SOAS, University of London students (UG and PG)
  13. 13. Goldsmiths, University of London, 2018. ‘Equality, Diversity and Inclusion Annual Report 2017-18’ <https://www.gold.ac.uk/media/documents-by- section/about-us/EDI-Annual-Report-2017-18-v5.pdf> background comparison of Goldsmiths against sector student data for UG, PG and PGR 2017/2018
  14. 14. Goldsmiths, University of London, 2018. ‘Equality, Diversity and Inclusion Annual Report 2017-18’ <https://www.gold.ac.uk/media/documents-by-section/about- us/EDI-Annual-Report-2017-18-v5.pdf> background percentage of students who have declared they are disabled by impairment type or condition at Goldsmiths
  15. 15. Country of nationality First Language/s UK English China Chinese (Mandarin) France French Malaysia Malay, English Italy Italian Singapore Malay, Mandarin, Tamil, English Germany German Spain Spanish Greece Greek India Hindi, English ethnic backgrounds of students and languages spoken (UG and PG) at universities in London background
  16. 16. quiz!
  17. 17. quiz! Q1: Which of the following is classed as a disability? c. Acquired brain injury b. Chronic pain a. Depression d. Migraine e. All of the above
  18. 18. quiz! A1: e. All of the above Source: https://www.remploy.co.uk/employers/resources/a-z-disabilities
  19. 19. quiz! Q2: For a disability to be covered by the Equality Act, how long must the person have had the condition? a. 12 months or more b. 5 months or more c. 2 months or more d. 1 month or more
  20. 20. quiz! A2: a. 12 months or more Source: https://www.citizensadvice.org.uk/law-and-courts/discrimination/protected- characteristics/showing-you-re-disabled-under-the-equality-act/
  21. 21. quiz! Q3: How many people have hearing loss across the UK? a. 11 million b. 8 million c. 5 million d. 1 million
  22. 22. quiz! A3: a. 11 million or more (around 1 in 6 of the population) Source: https://www.actiononhearingloss.org.uk/about-us/our-research-and- evidence/facts-and-figures/
  23. 23. quiz! Q4: You see someone using a wheelchair in the Library who appears to be struggling. You should: a. Leave them alone because you don’t want to embarrass them b. Offer to assist them c. Assist them without asking
  24. 24. quiz! A4: b. Offer to assist them Source: https://www.theguardian.com/inequality/2017/nov/15/seven-things-you- should-stop-saying-doing-to-disabled-people
  25. 25. quiz! Q5: During a UX session, you (the interviewer) are trying to listen to the answers of a person who has trouble speaking. You are only able to understand a few words. You should: c. Avoid asking them to repeat because you don’t want to offend them b. Try to fill in the gap and guess what they were trying to say a. Ask the person to repeat what they said and repeat it back to check what you thought they said is correct
  26. 26. quiz! A5: a. Ask the person to repeat what they said and repeat it back to check what you thought they said is correct Comment: This is a good general rule but may not always be the best action in some contexts
  27. 27. quiz! Q6: You are giving a tour of the library to new students and one student has identified as a partially sighted person. Do you: a. Grab their arms and during the tour be specific with verbal instructions and give approximate distances c. Ask the student to come at a later date/time for a more accessible tailored tour b. Ask what kind of help they need, don’t hold on to their arm but allow them to take your arm if they want
  28. 28. quiz! A6: b. Ask what kind of help they need, don’t hold on to their arm but allow them to take your arm if they want Source: https://www.rnib.org.uk/information-everyday-living-family-friends-and- carers/guiding-blind-or-partially-sighted-person
  29. 29. quiz! Q7: When talking about a student with a disability with another colleague, what is the appropriate language to refer to them? a. A student suffering from... b. A student who is a victim of... c. A disabled student d. A special needs student e. The disabled one
  30. 30. quiz! A7: c. A disabled student Source: https://www.gov.uk/government/publications/inclusive-communication/inclusive- language-words-to-use-and-avoid-when-writing-about-disability
  31. 31. quiz! Q8: Which students may not be able to use a library search interface if they are not able to change the default colours? a. Students with eye strain b. Students with Irlen Syndrome c. Students with dyslexia d. All of the above
  32. 32. quiz! A8: d. All of the above
  33. 33. quiz! Q9: What percentage of disabilities are unseen/invisible (i.e. no use of cane or wheelchair or other visible aid)? a. 74% b. 50% c. 30% d. 68%
  34. 34. quiz! A9: a. 74%
  35. 35. quiz! Q10: In which cases below can a university face claims for discrimination or other reasonable adjustments? a. Denying a student a request for an ergonomic chair during seminars and exams b. A student with visible physical impairment who was openly referred to in a derogatory manner using jokes by the tutor during class c. A student with ADHD is banned by their tutor from asking too many questions during lectures d. All of the above
  36. 36. quiz! A10: d. All of the above
  37. 37. Charmaz, K., 2014. Constructing grounded theory. 2nd edition. London: Sage, p. 1 “Stated simply, grounded theory methods consist of systematic, yet flexible guidelines for collecting and analyzing qualitative data to construct theories from the data themselves. Thus researchers construct a theory ‘grounded’ in their data.” theory
  38. 38. Drabinski, E., 2019. ‘What is critical about critical librarianship?’, Art libraries journal, 44 (2), p. 49 <https://doi.org/10.1017/alj.2019.3> “Critical librarianship acknowledges and then interrogates the structures that produce us as librarians, our spaces as libraries, our patrons as students, faculty, and the public, whose interface with the sum of human knowledge is produced, in large part, by us.” theory
  39. 39. Drabinski, E., 2019. ‘What is critical about critical librarianship?’, Art libraries journal, 44 (2), pp. 51-52 <https://doi.org/10.1017/alj.2019.3> “Librarianship, at its beating heart, is about the production and reproduction of structures and systems. These systems include things like our cataloging and classification systems, technologies like the ILS and the OPAC, as well as frameworks, standards, and guidelines that govern the performance of reference service at the desk and online as well as the what and how of classroom teaching in our libraries. Critical librarianship is concerned with who determines what those systems look like and how they work, and who is excluded from those processes. Critical librarianship asks who benefits and how from the development of standards of all kinds.” theory
  40. 40. http://openwashing.org/ introduction
  41. 41. Karine & Simon theory Systems workers Academic libraries Library UX community LIS White supremacist capitalist patriarchy
  42. 42. disability
  43. 43. Union of the Physically Impaired Against Segregation, 1975. ‘Fundamental Principles of Disability’, discussion held on 22nd November 1975 <http://disability-studies.leeds.ac.uk/files/library/UPIAS-fundamental- principles.pdf> “In our view, it is society which disables physically impaired people. Disability is something imposed on top of our impairments by the way we are unnecessarily isolated and excluded from full participation in society. Disabled people are therefore an oppressed group in society.” disability
  44. 44. Andrews, P., 2016. ‘User Experience Beyond Ramps: The Invisible Problem and the Special Case’ in Priestner, A., and Borg, M., eds. User experience in libraries: applying ethnography and human-centred design. Abingdon: Routledge, p. 111. “I can smell the café, which is serving food and coffee. I can smell the toilets, which are disgusting. I can hear a thick wall of noise that buzzes around my head and makes me feel woozy. The lights are harsh.” disability
  45. 45. ● Intersectionality is a framework designed to explore the dynamic between co- existing identities and connected systems of oppression. ● The term was coined by Kimberlé Crenshaw in 1989 and challenges an assumption continuing to undermine the feminist movement. ● The experience and challenges of white disabled women /= black disabled women /= disabled transwomen. disability and intersectionality
  46. 46. Why is intersectionality important when we do UX research ● We need to acknowledge that academia remains deeply challenging for disabled students. ● Limitations of the UK’s equality and diversity policies with regards to multiple protected characteristics. ● The UK is the second most popular study destination worldwide. As of 2017/18, 458,520 international students were attending university in the UK. ● When we take into account intersectionality, we can highlight the multiple oppressions that shape the lived experiences of ALL disabled students. disability and intersectionality
  47. 47. In small groups, discuss real life scenarios of how the library (policies, decisions, environment) affects disabled users. Think about how disabled users are affected, why there is a need to change, and what are the potential solutions in these scenarios. reflection on disability
  48. 48. reflection on disability Scenario 1 Sunil is an international 1st year undergraduate student, in the Social, Therapeutic and Community Studies department. Although Sunil had an initial hard time adapting to university life for the first weeks due to language barriers, he is keen to get involved with his department and participate in student activities. While browsing the student representative page on the library website, he found the page confusing due to the abbreviations, and went to the library help desk to ask for help. The library staff were quickly able to help clarify the acronyms and also email the Communications and Media department about the issue the student reported to check if it is possible to make the page more descriptive. The Communications and Media department manage the library website but for the past years the relationship has been tense between the two departments. The Communications and Media department email back the library staff with the following explanation: they chose to use acronyms on this page because the page is for current students who know their department name. Most students refer to their departments as STaCS rather than saying the full title. It’s much easier to scan the page with the acronyms than adding clutter with ‘Social, Therapeutic and Community Studies’. They also said that the content management system they use to build web pages is very restrictive and they are trying their best to fit the content on the page layout.
  49. 49. reflection on disability Scenario 2 Maureen is a part-time postgraduate international student from the U.S.A. She is partially deaf and wears hearing aids which she uses along with lipreading to communicate. 15 minutes towards the end of a 2 hour workshop for research methods she noticed that suddenly it was silent and everyone was staring at her. “You don’t have to answer my question if the session is not your cup of tea,” said the librarian, with a smile to say he’d caught her daydreaming. Maureen hadn’t even realised the librarian had asked a question. She began to apologetically explain that she wasn’t being lazy, she didn’t hear what was asked and that she was deaf. The librarian looked taken aback then made Maureen move to the front row. After the session, the librarian apologised directly to her and said, “If you fancy another session we have one this week, it is a piece of cake, give us a bell, and we will get this sorted out for you.” Maureen smiled at the librarian and left the room.
  50. 50. reflection on disability ● Tosh: nonsense ● Ta: Thanks ● Knackered: exhausted ● Pants: underwear (not trousers) ● Pissed: drunk ● Gutted: really upset (nothing to do with removing guts) ● Lift: elevator ● Loo: bathroom/toilet ● Dodgy: suspicious ● Not my cup of tea: not what I like or something I don’t like very much ● Quid: a pound / £1 ● Fancy: like ● Cock-up: mess up ● Bang: the hair that hangs over the forehead
  51. 51. reflection on disability Scenario 3: Rebecca is a 2nd year undergraduate BAME student from London. She has registered to help with the UX research study that the library is running. In the advert to recruit students to do the UX testing, the UX team has included that they are keen to interview “students with disabilities”. In an email to book for a 20 minute interview session, Rebecca specified that she is dyslexic. On the day of the interview, she was welcomed by three library staff, John, Mark, and Sue. Sue directed her to the interview room. Rebecca felt a little a little uncomfortable when the interview door closed and she was alone with John and Mark. One of the library researchers senses that Rebecca is a little tense and tries to break the formal conversation by asking her where she is from. During the session, Rebecca had difficulties wording her answers and was not able to complete part of the UX interview. Mark had to cut the interview after 30 minutes as it went overtime and the next student was waiting outside. Rebecca apologised for not completing the interview in time and left the library building feeling exhausted.
  52. 52. reflection on disability
  53. 53. diversity in UX research
  54. 54. Andrews, P., 2016. ‘User Experience Beyond Ramps: The Invisible Problem and the Special Case’ in Priestner, A., and Borg, M., eds. User experience in libraries: applying ethnography and human-centred design. Abingdon: Routledge, p. 108. “UX is for everyone, not just those who are deemed to be the majority group. Everyone is entitled to a good user experience, and no user is ‘lesser’ than another.” diversity in UX research
  55. 55. diversity in UX research recruitment
  56. 56. diversity in UX research recruitment unconscious bias
  57. 57. diversity in UX research recruitment messages
  58. 58. diversity in UX research research design
  59. 59. diversity in UX research research design understanding
  60. 60. diversity in UX research research design silence
  61. 61. diversity in UX research research design jargon
  62. 62. diversity in UX research actions
  63. 63. diversity in UX research challenge non-inclusive UX research actions
  64. 64. diversity in UX research when learning, be your own leader actions
  65. 65. diversity in UX community
  66. 66. diversity in UX community keep your insecurities out of meetings don’t undermine staff from marginalised groups give staff room to talk and contribute
  67. 67. Hathcock, A., 2015. ‘White Librarianship in Blackface: Diversity Initiatives in LIS’, In the library with the lead pipe, 7 October 2015 <http://www.inthelibrarywiththeleadpipe.org/2015/lis-diversity/> “Our diversity programs do not work because they are themselves coded to promote whiteness as the norm in the profession and unduly burden those individuals they are most intended to help.” diversity in UX community
  68. 68. Reflect on what critical UX research means to you and how a critical approach to inclusion and diversity could impact your work. diversity in UX community
  69. 69. Andrews, P., 2016. ‘User Experience Beyond Ramps: The Invisible Problem and the Special Case’ in Priestner, A., and Borg, M., eds. User experience in libraries: applying ethnography and human-centred design. Abingdon: Routledge, pp. 108-120. Belger, J. & Chelin, J., 2013. ‘The inclusive library: an investigation into provision for students with dyslexia within a sample group of academic libraries in England and Wales’, Library and information research, 37(115), pp. 7-32. Bonnici, L. J., Maata, S. L., & Wells, M. K., 2009. ‘US national accessibility survey: librarians serving patrons with disabilities’, New library world, 110(11/12), pp. 512-528. Bourg, C., 2016 ‘diversity, inclusion, social justice and libraries proposing a framework’ <https://chrisbourg.wordpress.com/2016/04/16/diversity-inclusion-social-justice-and-libraries-proposing-a-framework/> Charmaz, K., 2014. Constructing grounded theory. 2nd edition. London: Sage. Cilip, 2015. ‘Landmark UK information workforce survey reveals ongoing gender pay gap’ Cilip: the library and information association. 24 November 2015 <https://www.cilip.org.uk/news/landmark-uk-information-workforce-survey-reveals-ongoing- gender-pay-gap> Dermody, K. & Majekodunmi, N., 2011. ‘Online databases and the research experience for university students with print disabilities’, Library hi tech, 29(1), pp. 149-160. Drabinski, E., 2019. ‘What is critical about critical librarianship?’, Art libraries journal, 44 (2), pp. 49-57 <https://doi.org/10.1017/alj.2019.3> Ellis, C., Adams, T.E., and Bochner, A.P., 2010. ‘Autoethnography: an overview’, Forum qualitative sozialforschung, 12(1), pp. 345- 357. references
  70. 70. referencesEquality and Human Rights Commission, 2017. The United Nations Convention on the Rights of Persons with Disabilities: what does it mean for you? Published at https://www.equalityhumanrights.com/sites/default/files/the-united-nations-convention-on-the-rights-of-persons-with-disabilities- what-does-it-mean-for-you.pdf Fook, J., 2007. ‘Reflective Practice and Critical Reflection’ in Lishman, J., ed. Handbook for practice learning in social work and social care, second edition: knowledge and theory. Basingstoke, Palgrave, pp. 363-375. Goldsmiths, University of London, 2018. ‘Equality, Diversity and Inclusion Annual Report 2017-18’ <https://www.gold.ac.uk/media/documents-by- section/about-us/EDI-Annual-Report-2017-18-v5.pdf> Hathcock, A., 2015. ‘White Librarianship in Blackface: Diversity Initiatives in LIS’, In the library with the lead pipe, 7 October 2015 <http://www.inthelibrarywiththeleadpipe.org/2015/lis-diversity/> INVOLVE, 2012 ‘Diversity and Inclusion’. National Institute of Health Research https://www.invo.org.uk/wp- content/uploads/2012/10/INVOLVEDiversityandInclusionOct2012.pdf King, M., et al., 2016. ‘Men set their own cites high: Gender and self-citation across fields and over time’, arXiv, 30 June 2016 <https://arxiv.org/abs/1607.00376> Mensah, F., 2006. ‘Multicultural preservice teachers' views of diversity and science teaching’, Research and Practice in Social Sciences, 11, pp. 98-131. Scope, 2017. ‘What is the social model of disability?’, Scope <https://www.scope.org.uk/about-us/our-brand/social-model-of-disability> SOAS, University of London, 2018. ‘Equality, Diversity & Inclusion Annual Report - June 2018’ <https://www.soas.ac.uk/committees/equalitydiversity/file134737.pdf> Union of the Physically Impaired Against Segregation, 1975. ‘Fundamental Principles of Disability’, discussion held on 22 November 1975 <http://disability-studies.leeds.ac.uk/files/library/UPIAS-fundamental-principles.pdf>

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