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Makerspaces are now a common feature in many public libraries in the United States. However, there has been little research into how these spaces function for adults with disabilities. In this study, qualitative data were collected from patrons with disabilities and public librarians through online focus groups, interviews, and an online survey to address this gap in knowledge. Findings speak to the needs of a significant subset of public library patrons, describe current practices in public library makerspaces, and suggest areas for implementing more inclusive practices. [ABSTRACT FROM AUTHOR]

Within a number of fields, research on mental health support available for graduate students is scant. Research on mental health support among online students is even more limited. Mental health within library and information science (LIS) has been discussed largely outside of the scholarly realm via webinars, mental health zines, and Twitter chats. As the majority of students pursuing a master's degree in LIS (MLIS) go through online programs, student awareness of and access to mental health support through their university is unknown. Through content analysis, this original study explores the online resources for mental health counseling and support readily available for MLIS students in American Library Association–accredited programs. [ABSTRACT FROM AUTHOR]

In response to library closures (or delayed closures or nonclosures), budget cuts, and layoffs as a result of the pandemic, librarians and library workers followed and promoted a few hashtags on "library Twitter." Use of #ProtectLibraryWorkers raised awareness The Fallout The word I fallout i in this discussion refers to the ways in which libraries and library administrators responded to the voices of library workers. [Extracted from the article]

Librarians are beginning to address the lack of services for youth with autism spectrum disorder (ASD) by providing flexible and tailored programming and services. One important need among youth with ASD is a better understanding of how to navigate the online environment safely and responsibly. Given different engagement styles with social interaction and communication, youth with ASD may be more susceptible to cyberbullying and misinterpretations during online communications than their peers. This study investigates whether librarians can (or should) play a role in digital citizenship education for youth with ASD and provides suggestions for LIS educators preparing future librarians on how to develop services and programming for neurodiverse youth. [ABSTRACT FROM AUTHOR]