“I don’t want easy – just possible.” – Bethany Hamilton
As a child, navigating the world of literature and knowledge was both exhilarating and challenging for me. Born with partial hearing loss, I often felt isolated in a world that seemed to communicate in a language I couldn’t fully grasp. However, the local library became my sanctuary, a place where barriers dissolved, and stories came to life through vibrant illustrations and captivating narratives. Over the years, I’ve witnessed the transformative power of inclusive library services for children like me, whether deaf or blind, and I’m ecstatic to see that accessible services and programs continue to improve.
Growing up, I frequented libraries that had embraced the principles outlined by scholars like Bushman (2018) and Payne (2022), who emphasised the importance of tailored services for deaf and hard of hearing children. I vividly remember attending sign language storytelling sessions where animated librarians brought characters to life through both puppets and expressive signing, fostering a sense of belonging and understanding within the Deaf community.
Moreover, the insights provided by McQuigg (2003) regarding the Deaf community as a linguistic minority rather than a disabled group resonated deeply with me. Libraries that recognised and celebrated sign language as a legitimate means of communication not only empowered deaf children but also fostered greater societal acceptance and inclusion. These libraries served as advocates for linguistic diversity, challenging misconceptions and promoting a more inclusive society.
I was unaware, however, of the improvements that had been made to services for visually impaired children. Thanks to initiatives outlined by scholars like Slater (2013), libraries have become increasingly adept at providing accessible resources and services for blind children, ensuring that no child is left behind in their pursuit of knowledge. Braille books, audio recordings, and tactile materials have become staple offerings in many libraries, opening up a world of literature to those with visual impairments.
Beyond access to books, these libraries serve as community hubs where children can connect with peers who share similar experiences and forge lasting friendships. Through inclusive programming and outreach efforts, libraries create spaces where differences are celebrated, and diversity is embraced.
However, despite significant progress, I have noted that challenges remain in ensuring equitable access to library services for all children. Limited funding, lack of trained staff, and inadequate awareness about the needs of deaf or blind individuals continue to hinder efforts towards full inclusion.
Reflecting on my own experiences, I can attest to the profound impact of inclusive library services on Deaf children. I have noticed however that this inclusion is currently limited to those only within the Deaf community. It is imperative that libraries and staff understand that they need to include deaf or blind patrons not just within their own community but in hearing or sighted society also. I believe that my personal difficulties stand me in good stead to be an advocate for accessible library services for Deaf children, and with further diversity training, I can also help to develop programs and services for visually impaired children as well.
Bushman, B. (2018). Library services and early literacy approaches in public libraries for deaf and hard of hearing children. The International Journal of Information, Diversity, & Inclusion, 2(1/2), 89-93. https://www.jstor.org/stable/48644843
McQuigg, K. (2003). Are the deaf a disabled group, or a linguistic minority? Issues for librarians in Victoria’s public libraries. The Australian Library Journal, 52(4), 367-377. https://doi.org/10.1080/00049670.2003.10721582
Payne, D. (2022). Sharing the same agenda: The public library and the Deaf community. Advances in Library Administration and Organization, 43, 103–130. https://doi.org/10.1108/s0732-067120220000043006
Slater, L. (2013). Public library services to deaf families and deaf children. OLA Quarterly, 19(3), 12-17. http://dx.doi.org/10.7710/1093-7374.1752
Shane it was great to read the wonderful memories you have of an inclusive space at your local library, what a joy it must have been to attend animated Storytime sessions, developing lasting friendships to develop within a setting celebrating all. It is great you are using your experience and knowledge to advocate for those in the deaf community to fully access all library services. I would love to hear what types of programmes you may be thinking of implementing to assist with this. After reading your blog I investigated my local library and I’m glad to report I found that in their Libraries and learning strategy 2022 – 2027, Learning for Life (n.d), they plan to improve access to library programs for children and young adults by way of establishing regular meetings with disability providers as well as meeting with those residing within the community with lived experiences. I will be taking a keen interest in this and seeing what is implemented to ensure all libraries are inclusive and possible for ALL.
Do you see yourself presenting these types of Storytime sessions Shane? ANd if so, how would you go about it?
Hi Michael, thanks for your comment! I’m very much a behind-the-scenes kind of guy, but I’d be happy to be the token Deaf Guy and develop such a program. I do have fluent Auslan so I would probably be the interpreter for the children and participants that use Auslan as well. If such a program were to go ahead and be a regular occurrence, I would suggest that staff take professional development training in Auslan, as we are sadly lacking in these skills as a population.
As far as what I would recommend for the actual program, I would use animation, puppetry, lots of colour and movement to keep the kids’ attention – Deaf youngsters tend to get distracted and bored if there is nothing to look at!
Hey Shane,
Your post was very inspiring. I appreciated reading about library services for young people with hearing issues being so much better than I might have expected, especially for you as a young person finding your library a sanctuary.
Students at my school learn Auslan as an additional language, and it really opened my eyes about how it is probably the most important second language we could learn in our lives to understand the diversity of people around us (Woll, 2022, para. 7). I shared an office with one of our Auslan teachers, who was also deaf, getting to know her and working alongside her was fantastic.
I liked your comments to Michael that even though being out front wasn’t your thing, you would still get involved as an interpreter
References
Woll, B. (2022). Why everyone should learn some sign language. New Scientist. https://www.newscientist.com/article/mg25333693-100-why-everyone-should-learn-some-sign-language/
Hey Shane, I have updated my question. It remains the same just wanted to add some more information to it.
Thanks for the Blogpost Shane!
Do you see yourself presenting these types of attended sign language storytelling sessions? And if so, how would you go about presenting them?
Teaching is one of the best forms of learning according to my circus mentors in my past. Leikin and Zazkis (2010) state how continually challenging students through creative thinking, learning and problem solving helps those who teach (literacy in our case) find new ways to deliver information to future students (p. 3). I know I have found this with my 14 years of circus teaching experience, I have over a handful of ways to teach someone how to juggle.
While running sessions may not be for everyone, is this something that you may include yourself in, either hosting the session or just being an interpreter on the side?
References
Leikin, R. & Zazkis, R. (2010). Learning through teaching mathematics. Springer. http://doi/10.1007/978-90-481-3990-3_1
Hi Shane,
I loved reading your post and how the library affected you growing up. It reminded me just how special and powerful libraries are and why I wanted to become a librarian. I hope you do go on to have a role where you write programs for visual and hearing impaired people, you’d be fantastic!
Jen