Equity on Information Access of Library Services to Students with Sensory Disabilities at Selected University Libraries in Harare, Zimbabwe

Abstract

This study examines equity of information access for students with sensory disabilities relating to visual and hearing impairments at university libraries in Harare, Zimbabwe, identifying barriers and opportunities for inclusive library services. A mixed-methods approach was employed, incorporating surveys, interviews and observational assessments across three major university libraries: University of Zimbabwe, Zimbabwe Open University, and Midlands State University (Harare Campus). The study involved 35 students with sensory disabilities, 15 library staff members and accessibility audits of physical and digital library environments. Findings reveal significant inequities in information access, with physical inaccessibility of libraries, lack of infrastructure to support assistive technologies, and inadequately trained staff being primary barriers. Digital accessibility gaps were particularly pronounced, with navigation difficulties, incompatibility with access tools and inadequate labelling of links preventing effective use of online resources. Correlation analysis revealed strong positive relationships between assistive technology availability and staff knowledge (r = .65, p < .01), and strong negative correlations between accessibility improvements and academic challenges (r = –.60, p < .01). The study provides actionable recommendations for university administrators and librarians to improve accessibility and ensure equitable information access. This is the first comprehensive study examining sensory disability accessibility across multiple university libraries in Zimbabwe, contributing to limited African literature on this topic.