Abstract:
This study investigated how language used in youth literature communicates theoretical models of disability, and how language used in book reviews and library cataloging compares to the disability language in the books. Using social constructionism and moral, medical, and social models of disability as a theoretical framework, the researcher used discourse analysis to examine 22 award-winning books from the Dolly Gray Award for Children’s Literature in Developmental Disabilities and the Schneider Family Book Award, along with library cataloging and book reviews that describe the books. The disability language in all of the texts reflected three major themes: descriptions, feelings, and responses to disability. The books demonstrated a shift from moral or medical theoretical models of disability to a social model of disability. The study has implications for libraries in that librarians have a responsibility to create and maintain library collections that provide accurate and authentic portrayals of disability. Further,
the study suggests that librarians should seek input from people living with disabilities in understanding disability language preferences and information needs.
