Autism Spectrum Disorder (ASD) has steadily increased in prevalence in recent years, with a current estimate of 1 in every 68
children eligible for such a diagnosis. Prevalence within the general population is reflected in the growing number of college and
university students with ASD, with more students both registering for services than ever before – this does not include those who do not
have a formal diagnosis or attempt to forge the academic journey without targeted support. College attrition rates are higher for college
students with ASD than for neurotypical college students due to lack of previously available supports, along with characteristics of this
population including challenges during periods of transition and difficulty adapting to social and behavioral norms. Academic library
usage correlates to college retention for college students as a whole; however, no studies have yet been done to explore how college
students with ASD use their academic libraries and, in turn, how this might play a role in their ultimate college success. The purpose of
this study is to explore the experiences of college students with ASD in academic libraries. It seeks to understand their questions and
concerns, as well as their experiences in utilizing the library and library resources. We know that individuals with ASD use the library,
but there is little firsthand evidence to describe their experiences and barriers they face in accessing library services. By addressing
these concerns, campus libraries and librarians can ultimately help to support ASD student retention. This exploratory study used a
qualitative content analysis design to collect discussion board posts to the online forum Wrong Planet (wrongplanet.net). Wrong Planet, a
robust forum with more than 80,000 members, was designed by individuals with ASD for individuals with ASD. Collecting these discussion
posts allowed for an unobtrusive research design in which accounts from college students with ASD could be gathered and presented in their
true, unedited language as they conversed with their peers in an unmediated online environment. Collecting data from this online forum was
particularly important; there is evidence to support the hypothesis that individuals with ASD thrive in communicating online, as it
removes some of the social barriers of face-to-face communication. Using the social model of disability studies, this study allowed for
voices of students with ASD to be presented in their own words, not as mediated by parents, caregivers, or the perceptions of faculty and
staff of their lived experiences. The social model also provides the framework in that librarians and libraries should be the ones to
adapt services – not students with ASD adapting to suit neurotypical-centric services. Coding and analysis was both inductive and
deductive and based on the research questions, emerging themes, and concepts from the Theory of Information Worlds. Findings demonstrate
that when students with ASD go to the library it is often for the same purposes as neurotypical students – to study. However, students
with ASD especially describe using the library as an escape from sensory overload. This study's findings reveal many contradictions that
call for further research in this area. Students with ASD use the library as an auditory escape, yet many still find the library to be too
loud or chaotic to suit their needs. They use the library for solitary pursuits, and yet many Wrong Planet members describe a longing for
interaction. Wrong Planet members even provide one another with advice about initiating relationships with other library users, both
platonically and romantically. This work fills a gap within the literature, allowing college students with ASD the opportunity to describe
their experiences in the academic library as never before. While there is a growing body of knowledge about children with ASD and the
library, this is potentially the first glimpse into the experiences of college students in their academic libraries. This study has
particularly important implications for the role of academic libraries in ASD college student retention. We know that there is a high rate
of attrition for college students with ASD, and that academic library use correlates with college student retention. The findings from
this study demonstrate that college students with ASD use the library for a variety of reasons, including for solitary study, as an escape
from overwhelming sensory environments, and for pursuit of interests. Academic libraries can address these needs and uses, and adapt
services and supports to better serve the needs of this growing student population, thus contributing to their ultimate college retention
and success. / A Dissertation submitted to the School of Information in partial fulfillment of the requirements for
the degree of Doctor of Philosophy. / Spring Semester 2016. / February 26, 2016. / Academic libraries, Asperger, Autism, College retention, Higher education / Includes bibliographical references. / Nancy Everhart, Professor Directing Dissertation; Juliann Woods, University Representative; Mia
Liza A. Lustria, Committee Member; Michelle Kazmer, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360312 |
| Contributors | Anderson, Amelia Maclay (authoraut), Everhart, Nancy (professor directing dissertation), Cripe, Juliann J. Woods (university representative), Lustria, Mia Liza A. (committee member), Kazmer, Michelle M. (committee member), Florida State University (degree granting institution), College of Communication and Information (degree granting college), School of Information (degree granting department) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (127 pages), computer, application/pdf |
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