ABSTRACT
In this chapter we discuss our method of ‘diary-photograph: diary-interview’ (which included photo-elicitation diaries and face-to-face interviews) as used in a comparative study to understand how print disability affects students’ access to information. A person with a print disability may have a visual impairment, have dyslexia, or a physical disability that prevents them from being able to access a physical copy of a print publication. Students with a print disability may therefore be disadvantaged within an HE setting. We asked participants with and without a print disability to keep a diary for a week and record experiences accessing information in relation to their studies, and also socially. In addition to sharing details of our method and analysis, we discuss how it worked in practice, and the potential challenges of using the method. These included: variation in quality of diaries, the lack of researcher control, the selectivity of responses, and possible inequities of the format. Overall, it was an effective and inclusive method, delivering a wide range of data from all participants. The data did not focus on the electronic and physical aspects of reading or accessing texts as had been expected. Our participants showed that they experienced barriers in accessing information beyond print accessibility. The participants relayed wider issues relating to accessibility which presented as informational barriers to students both with and without disabilities.
