Neurodiversidad en la biblioteca académica

adaptaciones en colecciones y servicios

Autores/as

DOI:

https://doi.org/10.54886/ibersid.v16i2.4848

Palabras clave:

Bibliotecas universitarias, Neurodivergencia, Discapacidad intelectual, Discapacidades del desarrollo

Resumen

Frente al aumento de estudiantes neurodivergentes matriculados en educación superior y el fortalecimiento del paradigma de la neurodiversidad como movimiento social, se hace necesario que las bibliotecas académicas consideren a estos usuarios. El objetivo del presente estudio fue identificar —a través de una revisión sistematizada de literatura —las acciones que las bibliotecas académicas han implementado en colecciones y servicios para afrontar la necesidad de inclusión de la neurodivergencia, enfocándose especialmente en diagnósticos de dislexia, déficit atencional e hiperactividad y trastorno del espectro autista. La búsqueda de información se realizó en los recursos Web of Science, Scopus, Taylor & Francis, E-Lis, EBSCO, Jstor, Wiley, Red de Repositorios Latinoamericanos, SpringerLink y Emerald. De los 1.549 documentos recuperados inicialmente, 19 fueron incluidos en la revisión. Se puede concluir que las acciones tomadas por las bibliotecas académicas son diversas y heterogéneas, tanto en su concepción como en su ejecución y varían ampliamente dependiendo de la institución en las que se enmarca la biblioteca. Los servicios han sido los más adaptados a usuarios neurodivergentes, mientras que las colecciones son las menos consideradas al momento de tomar acciones de inclusión.

Citas

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Publicado

2022-11-17

Cómo citar

Flores, C., Reyes-Narváez, C., Pinto-Troncoso, G., & Olivares González, C. (2022). Neurodiversidad en la biblioteca académica: adaptaciones en colecciones y servicios. Ibersid: Revista De Sistemas De información Y documentación, 16(2), 111–119. https://doi.org/10.54886/ibersid.v16i2.4848

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