Enhancing Library Access for Students with Visual Impairments in Tanzanian Higher Education Institutions: Progress and Future Directions

Abstract

Abstract

This study aimed to analyse the extent to which students with visual impairments in higher education institutions have access to library information services. Specifically, the study examined library services and resources available for students with visual impairments and analysed strategies for enhancing access to library services and resources for students with visual impairments in higher education institutions in Tanzania. This study employed a qualitative approach and a multiple case study design under the Social Constructivist philosophical worldview. The sample of the study included six students with visual impairment, two transcribers, two special education lecturers, two readers, and four librarians. Data were collected through interviews and analysed thematically. Findings indicated that books and other documents in the libraries were neither in braille nor in large print; library technologies were not accessible to students with visual impairments; the physical environment and infrastructure were not prepared to accommodate students with visual impairments; and library staff were not trained to support students with visual impairments. They depended on human readers to access library services. It was recommended that library facilities and services should be made accessible to students with visual impairments.