If you are interested in joining, please contact facilitator Nicole Slattery (nslatter@uoguelph.ca)
The Neurodivergence in Academic Libraries CoP aims to bring together academic library workers interested in neurodiversity, including those who self-identify as neurodivergent (diagnosed or not) and those who are engaged in supporting neurodivergent colleagues and learners. The CoP will place a strong emphasis on lived experiences, recognizing them as an essential source of professional knowledge. Grounded in in peer learning, the CoP aims to support members in translating awareness into actionable, context-sensitive neuro-inclusive practices across library environments, and cultivate a space for collective reflection, mutual support, and the advancement of neuro-inclusive practices within academic librarianship.
The scope of this Community of Practice encompasses several key areas:
- Focuses on fostering a strong sense of community among neurodivergent individuals within academic libraries.
- Addresses workplace practices such as meetings, communication, and workflows to ensure inclusive and supportive environments.
- Explores research and scholarship approaches that value neurodiverse perspectives.
- Explores instructional strategies like Universal Design for Learning and cognitive accessibility.
- Aims to influence policy and service design
- Promotes and advocates for neuro-inclusive principles and strategic planning consideration throughout academic library settings.
Primary Goals and Objectives:
- Awareness: Provide resources and support to educate academic environments and the broader librarianship community about neurodiversity and the value of diverse thinking.
- Belonging: Establish a much-needed, supportive community where neurodivergent academic library workers can connect, share experiences, and foster a sense of inclusion within the profession.
- Empowerment: Support neurodivergent individuals in using their strengths to achieve personal, academic, and professional goals.
- Advocacy: Create and implement programs, policies, and practices designed to support academic librarianship in fostering environments that are both welcoming and accessible.
Possible Activities:
By engaging in regular, practice-based inquiry, participants will convene every two months to collaboratively examine and develop neuro-inclusive strategies that address teaching, research, service, and the everyday realities of professional practice. This ongoing process is intended to spark meaningful conversations and inspire positive transformation throughout all aspects of academic library work.
Here are some example activities:
- Practice exchange sessions, where members can share tools, adaptations, and challenges, offering one another collaborative support or engaging in mini-share discussions.
- Joint OER development, including the sharing and co-creation of resources, guides and templates tailored to neuro-inclusive academic library practices.
- Case-based discussions focused on real-life teaching scenarios, workplace dynamics, or navigating academic norms, providing opportunities for collective problem-solving.
- Invited talks from peers, such as neurodivergent scholars or neuro-affirming practitioners, to share lived experiences and practical insights.