ArticleAutism in adulthood2025
Communicating Diversity: (Cognitive) Ableism in Information-Seeking Research.
Article in Autism in adulthood, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
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Authors and funding
1 author.
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Abstract
The applied science of Library and Information Science (LIS) has long emphasized understanding user behaviors in information-seeking processes, particularly in higher education environments where new information and research are generated. However, a notable gap exists in the literature regarding the information-seeking and information-use experiences of autistic and neurodivergent students and adults, impacting an interconnected network of relationships between researchers, librarians, LIS students, and postsecondary students seeking support and services. In LIS, research informs practice, and information-seeking is a cognitive and learning process, especially prescient in academic institutions. The failure to address the information needs of autistic, neurodivergent, and disabled people in LIS research and LIS curricula, which educates future librarians, impoverishes both practitioners and students. Drawing from personal experiences and empirical data, the author highlights the prevalence of neurodivergent students in higher education and investigates why, despite a growing awareness of neurodiversity, LIS research, scholarship, and program curricula largely overlook the specific needs of neurodivergent individuals. The article asks questions and proposes ideas for facing the consequences of an incomplete LIS education, addressing the necessity of introducing inclusive pedagogical practices in the academic library and getting honest about the field's cognitively biased scholarship because we cannot understand the information behavior landscape in all its neurobiological variations nor anticipate the future of information use and creation if we have bypassed neurodivergent and autistic minds.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.