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Dyslexic entrepreneurs and
business information
By Sally Ann Clarke
Submitted in partial fulfilment of the degree of MA Information Studies at the
University of Brighton, School of Computing, Engineering and Mathematics, 2012.
2
Acknowledgements
I would like to thank everyone at the British Library Business and IP Centre (BIPC) for
making me so welcome in my placement.
A very big thank you to:
Neil Infield, manager of the BIPC for saying yes to this research project.
Gail Mitchell, Business Information Specialist at BIPC for taking some excellent
photographs.
All the dyslexic entrepreneurs who took part in my research.
My supervisor Dr David Horner who’s academic mind kept me on track.
Leila Kassir, Academic Support Librarian for the London College of Communications.
My good friend Lynda Robb, who proof read all 22,000 words.
Ann and Mike Clarke, my Mum and Dad, for their continuing love and support.
Adrian Russell, my fiance and fellow dyslexic, who spent hours listening to me talk things
through, as well as doing all domestic duties, so I could concentrate on writing this
dissertation and for his belief that I could really do it!
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Abstract
There is a lack of Library and Information Science research on dyslexia, disabilities and
libraries and no research on dyslexic entrepreneurs and business information, so this
research explores these issues for the first time.
Dyslexia is a disability and is a complex condition and as such is covered by the Equalities
Act 2010. Studies indicate that entrepreneurs are more likely to be dyslexic than the general
population. Business libraries may need to take this into consideration when providing
business information and services for their dyslexic customers.
The aim and objectives of this qualitative research, based at the British Library Business and
IP Centre (BIPC) focuses on the interviews of nine dyslexic entrepreneurs, asking them what
they need to best access, use and process business information. This is coupled by
observation of the BIPC to be able to make recommendations for them to improve their
services to dyslexic entrepreneurs.
The findings show an understanding of the complex nature of dyslexia is important. Also
adopting a pro-active approach which includes the need for on-going staff training,
acknowledging and catering for different learning styles in providing library guides,
information and workshops, and the provision and promotion of services specifically catering
for dyslexic entrepreneurs can all help them access and use business information.
It is hoped this research is not only of use to the BIPC, but can be of use to all libraries,
especially business libraries, when considering library services to dyslexic entrepreneurs
and acknowledging the importance of taking them into consideration when providing
accessible business information.
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Table of Contents
Preface……………………………………………………………………. 5
List of Figures……………………………………………………………. 6
Chapter One: Introduction……………………………………………… 7
Chapter Two: Literature Review………………………………………. 12
Chapter Three: Methods……………………………………….………. 27
Chapter Four: Legislation, policy and dyslexic friendly libraries…… 37
Chapter Five: Observations of the Business and IP Centre……….. 44
Chapter Six: The dyslexic entrepreneurs have their say…………… 51
Chapter Seven: The benefits of a proactive approach……………… 67
Chapter Eight: Conclusion……………………………………………… 74
Recommendations for the Business and IP Centre…………………. 76
References……………………………………………………………….. 77
Appendix One: Blog Post………………………………………………. 84
Appendix Two: Poster………………………………………………….. 86
Appendix Three: Interview schedule………………………………….. 87
Appendix Four: Consent Form………………………………………… 91
Appendix Five: Dyslexic Entrepreneurs Extra Information…………. 92
Appendix Six: Screenshots of an Industry Guide……………………. 99
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Preface
This dissertation is designed to be a ‘living’ example of a document to be as easy to read as
possible for dyslexic individuals.
Firstly, it is printed on cream paper to make it easier to read for those with ‘visual stress’. It is
written in Arial, a sans serif font, in point 11 and has 2.0 spacing. There are some mind
maps throughout the document to give examples of what can be done with mind mapping
software (in this case Inspiration). As many photographs as possible were used to illustrate
points.
It must be noted that there are limitations to this because of the academic conventions
needed for a dissertation which would not be recommended for a dyslexic friendly document
such as the length of paragraphs, the use of italics in referencing and the unacceptable use
of bullet points.
Abbreviations and acronyms are explained in each chapter to make it easier for those with
short term/working memory difficulties.
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List of Figures
Figure 1: Mind Map of Chapter 2, Section 3………………………………… 13
Figure 2: Mind Map of Chapter Three……………………………………….. 27
Figure 3: Mind Map of Chapter Four………………………………………….. 37
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Chapter One: Introduction
The idea for this research topic came from Cass Business School research which was about
entrepreneurs being more likely to be dyslexic than the general population (Logan, 2008)
and speculating whether this had been taken into consideration in the British Library
Business and IP Centre’s (BIPC) provision of business information, especially as they
proactively promote their services to entrepreneurs. I also have a personal interest in this
subject (Eve, 2008, p.19) as I am dyslexic myself. The BIPC was approached and an eight
week placement was organised to conduct the research.
The British Library BIPC in London was launched in 2006 and “supports entrepreneurs,
inventors and small businesses from that first spark of inspiration to successfully launching
and developing a business” (The British Library Board, 2012). The centre offers free access
(with a reader’s pass) to the UK’s most comprehensive collection of business and intellectual
property databases and publications including start-up advice, information on funding,
market research, company data, business news and information on patents, trademarks and
copyright. They also offer advice sessions, workshops, events and webcasts of previous
events. One of the main series of talks are called ‘Inspiring Entrepreneurs’ and since it was
launched over 300,000 entrepreneurs have used the centre (The British Library Board,
2012). The aim and objectives of the research will be presented followed by a brief
introduction to the dissertation but first a series of definitions will be introduced.
1. Definitions of dyslexia
There is a problem when defining dyslexia which “lies in the lack of a universally accepted
definition of dyslexia.” (Reid, 2009, p.2). There are many different dimensions to dyslexia; it
is multi-facetted which is why a definition has not been achieved. Reid argues that there is
“some agreement on the constellation of factors that can contribute to dyslexia, but
controversy surrounds the respective weighing of these factors” (Reid, 2009, p.3).
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The British Dyslexia Association (BDA) also states that there are a number of different
definitions and descriptions of dyslexia, which may be variously appropriate for certain
contexts or purposes. The description of dyslexia adopted by BDA is as follows:
“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent
word reading and spelling. Characteristic features of dyslexia are difficulties in phonological
awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range
of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there
are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language,
motor co-ordination, mental calculation, concentration and personal organisation, but these
are not, by themselves, markers of dyslexia. A good indication of the severity and
persistence of dyslexic difficulties can be gained by examining how the individual responds
or has responded to well-founded intervention.” (BDA, 2012).
In addition to these characteristics, the BDA acknowledges the visual and auditory
processing difficulties that some individuals with dyslexia can experience, as well as ‘visual
stress’ (also called Irlen Syndrome or Scotopic Sensitivity Syndrome) which can cause the
text to appear to move about. The BDA points out that some dyslexic readers can show a
combination of abilities and difficulties that affect the learning process. Some also have
strengths in other areas, such as design, problem solving, creative skills, interactive skills
and oral skills.
They do have a differing definition which is used as the BDA Code of Practice for Employers
which is maybe more appropriate for adults with dyslexia:
“Dyslexia is a combination of abilities and difficulties that affect the learning process in one
or more of reading, spelling and writing. It is a persistent condition. Accompanying
weaknesses may be identified in areas of speed of processing, short-term memory,
organisation, sequencing, spoken language and motor skills. There may be difficulties with
auditory and /or visual perception. It is particularly related to mastering and using written
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language, which may include alphabetic, numeric and musical notation. Dyslexia can occur
despite normal intellectual ability and teaching. It is constitutional in origin, part of one’s
make-up and independent of socio-economic or language background. Some learners have
very well developed creative skills and/or interpersonal skills, others have strong oral skills.
Some have no outstanding talents. All have strengths” (BDA, 2012).
These different definitions highlight the complex nature of dyslexia and different definitions
meet differing needs thus more than one definition has been included.
2. Dyslexic Entrepreneurs
The Oxford English Dictionary (2012) defines an entrepreneur as “one who undertakes an
enterprise; one who owns and manages a business; a person who takes the risk of profit or
loss.” Professor Julie Logan (2001, 2009,) found that nearly 20% of entrepreneurs are
dyslexic in the UK and in the US 35% of entrepreneurs are dyslexic compared with 3% and
less than 1% of corporate managers respectively. This discrepancy between countries can
be partially explained by the US initiating identification, intervention and support to those with
dyslexia earlier than in the UK. 10% of the population of the UK are dyslexic, 4% severely so
(Dyslexia Action, 2010) and so the case can be made that entrepreneurs are more likely to
be dyslexic than the general population, it can be estimated that there are 300,000 dyslexic
entrepreneurs in the UK (Halfpenny and Halfpenny, 2012). Successful dyslexic
entrepreneurs include Richard Branson, Duncan Bannatyne, Kelly Hoppen and Theo
Paphitis. Dyslexic entrepreneurs are more likely to be determined to succeed, be creative
thinkers, be intuitive and take risks in business (Business Link, 2008) as well as delegate
successfully and have good oral communication and leadership skills (Logan 2009, 2010).
They may have difficulties with writing business plans, emails and reports and in completing
forms which can affect confidence levels (Business Link, 2008, Logan 2009). This is
relevant when analysing and evaluating the needs of dyslexic entrepreneurs when accessing
and using business information.
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3. Definition of Business Information
Business information can be divided into several categories (O’Hare, 2007; British Library
and JISC, 2009, British Library 2012a). Firstly, market information including market research
reports, which in the UK, is provided by publishers including Key Note, Verdict, Datamonitior,
Euromonitor, Frost & Sullivan, Mintel and Ovum. Secondly, company and financial
information, major suppliers’ include FAME for the UK, and One Source as well as Dun &
Bradstreet, who are both publishers of international company information. Thirdly, there is
product and supplier information, examples of which are Dun & Bradstreet’s Key British
Enterprises and KOMPASS which has service and product listings for companies worldwide.
Fourthly, there are advice and funding sources databases such as COBRA and Grantnet &
Grantfinder. Fifthly, intellectual property such as patents, registered designs and trademarks
and can be accessed on databases such as Derwent Innovations Index and Espacent.
Sixthly, there are business and economic statistics found in, for example, Country Data
(Economist Intelligence Unit) and the Office of National Statistics. Lastly, there is trade and
business news, such as the databases Factiva and Business Source Complete as well as
trade and business journals. All these categories of business information are available at the
BIPC in either print or electronic form and are typical of the kind of sources an entrepreneur
might need when starting a business.
4. Aim and Objectives
The aim and objectives for this research project were agreed with the BIPC and are as
follows:
Aim
To analyse and evaluate the needs of dyslexic entrepreneurs when accessing and using
business information and its implications for the British Library Business and IP Centre.
Objectives
To investigate how dyslexic entrepreneurs access and process business information.
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To identify and understand what dyslexic entrepreneurs need in order to effectively access
business information.
To produce recommendations for the British Library Business and IP Centre.
5. Brief introduction to the dissertation as a whole
To carry out the aim and objectives in this project, a thorough literature review was
conducted and is examined in Chapter Two. There is a relatively small amount of research
specifically on information provision for dyslexic users in any library or information sector. No
other research on dyslexia and entrepreneurs or dyslexic customers and specifically
business information has been found. This indicates a gap which this research will hopefully
begin, in a small way, to rectify. This is followed by Chapter Three which describes why the
qualitative methods of observation of the BIPC and semi-structured interviews with dyslexic
entrepreneurs were chosen and how the research was conducted. Chapter Four covers the
context of the research; reviewing disability legislation, British Library policy on disability and
examples of ‘dyslexic friendly libraries’. Chapter Five sets out the findings of the research by
discussing observations of BIPC. Chapter Six reviews some of the main themes which were
identified from the interviews with the dyslexic entrepreneurs. In Chapter Seven, all the
research is brought together from the previous chapters and discussed, indicating the
importance for a proactive approach when delivering services for dyslexic entrepreneurs.
Following is the conclusion in Chapter Seven, which systematically returns to the aim and
objectives and identifies where they have been fulfilled and where more research is
suggested. Lastly, a series of recommendations are made for the BIPC which is hoped could
also be useful for other business libraries’ provision for dyslexic entrepreneurs.
.
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Chapter Two: Literature Review
1. Introduction
The Library and Information Science (LIS) literature was reviewed, which included searching
in various databases including Library, Information Science & Technology Abstracts (LISTA).
Although academic research and the LIS professional literature was reviewed, none was
found that covers the research question specifically. There are no studies looking at the
needs of dyslexic entrepreneurs or customers when accessing business information and
very little research investigating the information needs of dyslexic users in the library and
information community.
This chapter is divided into two sections. The first short section will provide a very brief
overview of the literature about dyslexia. The second section will review the literature around
people with disabilities and library use broadly and then investigate the few studies that have
been conducted specifically into people with dyslexia and library use focusing on the impact
of dyslexic individuals difficulties in using a library.
2. Dyslexia
There is a substantial body of literature about dyslexia. For example, the causes of dyslexia
(Stein, 2001), the diagnosis, assessment and teaching of children with dyslexia (Reid and
Wearmouth, 2002; Reid, 2009) and, more specifically, dyslexia and learning styles
(Mortimore, 2008). There is also a wide and extensive debate into definitions of dyslexia in
the academic literature (Reid Lyon et al, 2003; Elliott and Gibbs, 2008; Fletcher, 2009;
MacDonald, 2009; Tunmer and Greaney, 2010; Uppstad, and Tønnessen, 2012). Much of
this literature is from the education world and centres on dyslexic children. There is less on
dyslexic adults (Seigel and Smythe, 2006), with some concentrating on employment and the
Disability Discrimination Act (DDA)/Equalities Act 2010 (Bartlett and Moody, 2010; Leather et
al, 2011). Most of the literature centres on the problems and difficulties dyslexic adults face.
However, there is a small amount researching the strengths and advantages of dyslexic
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individuals (Davis, 1994; Stein, 2001, von Karolyi et al, 2003; Dror et al, 2011; Eide and
Eide, 2011) and these strengths are echoed by the very limited literature into dyslexic
entrepreneurs (Logan, 2008 and 2010).
It is beyond the scope and remit of this dissertation to review these aspects, debates and
discussions about dyslexia in any depth. In the Chapter One, a definition and introduction to
dyslexia was given indicating the main strengths and weakness of this condition as well as
an introduction to entrepreneurs’ likelihood of being dyslexic. In Chapter Four, other ‘grey
literature’, not appropriate for a literature review will be explored, such as disability
legislation, British Library policies on disabilities as well as investigating examples of
‘dyslexic friendly’ libraries.
3. Disabilities, dyslexia and library use
Figure 1. Mind map of Chapter 2, Section 3
3.1 Introduction
While researching this section, it quickly became apparent how little had been written about
dyslexia and libraries in the LIS literature, most studies centre on dyslexia and technology in
libraries. As there is a lack of research in this area the review will expand out to include
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research on general disabilities and libraries. There is one recent book that covers this issue
in detail, "Improving library services to people with disabilities" (Deines-Jones, ed., 2007). It
is worth noting here that although there are chapters on other specific disabilities there is not
one for dyslexia. This either is an indicator of the lack of research in this area, or that an
"invisible disability" such as dyslexia is not deemed as important or there is less of a
historical precedent in libraries catering for the needs of dyslexic people.
Libraries have been affected by the DDA in the past. Although McCaskill and Goulding
(2001) wrote a thorough report on how it was going to affect public libraries, no more recent
research on the Equalities Act 2010 has been found. It is perhaps surprising, especially
when considering the DDA/ Equalities Act 2010, (see Chapter Four for more details), that
more research has not been carried out in relation to library provision and disabilities. Most
of the research in the area of libraries and disabilities is centred around Public libraries. For
example, McCaskill and Goulding, (2001) and Muddiman et al. (2001) although Pinder
(2005) and MacFarlane et al (2010) concentrate on the academic libraries.
There are two pieces of research that deserve a special mention because they are the only
two studies that specifically research dyslexia and libraries and are discussed in detail
below. The Chartered Institute of Library and Information Professionals (CILIP, 2012) have a
section of their website about dyslexia and libraries (explored further in Chapter Four) where
two articles are specifically recommended. Rutledge's PhD thesis (2000) researched public
library provision of resources for dyslexic individuals in 114 Library Authorities in England
and Wales and Rosenthal’s MA dissertation (2006) investigated how one public library met
the needs of dyslexic adults. Both conducted their research whilst working as public
librarians and they both wrote accompanying journal articles in professional journals
(Rutledge, 2002, Rosenthal and Train, 2007.)
In this review, some issues of methodology and terminology with the literature which is
available are explored. Research into assistive technology, accessibility, usability and
15
information retrieval is assessed and then in the last section the findings and
recommendations regarding library staff attitudes, training and promotion of services will be
explored.
3.2 Issues with the methodology in the LIS research
An issue that has been identified in the literature is that many of the studies, (Rutledge,
2000, Muddiman et al. 2001, Pinder, 2005, Schmetzke, 2009) involve researching libraries
and librarian’s attitudes rather than asking the disabled or dyslexic customers themselves
what they want or need. Of course, surveying what various kinds of libraries are doing with
regards to provision for disabled customers has its benefits. For instance, Sook Lee (2007.
P117) quotes various studies regarding the attitudes of librarians towards disabled
customers which could only be gleaned from this kind of research. Yet if the LIS community
concentrate on researching themselves and their own attitudes to the detriment of other
studies which prioritise the voices of disabled or dyslexic individuals themselves, then
perhaps the same results, ideas and recommendations are perpetuated and these
recommendations might not be what disabled or dyslexic customers want.
There are, however, some notable exceptions. McCaskill and Goulding (2001, p.202) play
up the importance of consultation with the disabled user community and suggest it should be
a "two-way process". They state that thinking ‘the librarian knows best’ rather than consulting
customers is a problem cited by disabled users as condescending. The benefits are many,
including finding out about specific customers’ needs, piloting developments and publicising
services. Joint, (2005) states he prefers to focus on the human rather than the technological
side of research into disabilities and libraries. Rutledge’s (2000) thesis principle aim was to
survey all UK Public Library Authorities in relation to their provision for dyslexic users but
does acknowledge (2000, p.6) that she added a case study and read a collection of personal
views gleaned from an internet based chat group to add a "personal human dimension".
Rosenthal (2006) chose to do both which included a questionnaire and interviews with
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dyslexic individuals as well as library staff. This is the only study found where dyslexic
individuals are interviewed in depth about their experiences of using a library. It is worth
noting that Rosenthal is herself dyslexic which might explain partially why she chose this
approach.
3.3 Issues with terminology
As there is so little research specifically on dyslexia and libraries, the review extends to the
literature on disabilities and libraries. There are some issues with this approach as it is
difficult to ascertain whether research, especially recommendations for general disabilities
and libraries, can be transposed to a more specific disability such as dyslexia. This is
because the nature of disability is diverse; there are great differences between physical
disabilities and 'invisible disabilities’ such as dyslexia and autism and they would have very
different needs in a library setting. The ‘invisible disabilities’ themselves have been brought
together by Mortimer and Pollak (2008) by using the term 'neurodiversity' which covers those
with dyslexia, dyspraxia, autism and attention deficit disorder as a way to counterbalance a
medical model of disability. Pinder (2005, p.465) acknowledges that using the term 'disabled'
was "effectively bundling together users with very different learning support needs [and] was
unhelpful”. However, he thought the term better than nothing in ensuring library managers
focused their thoughts on the needs of this group.
Another difficulty identified is when literature that purports to be about all disabilities only
uses examples for those with print disabilities. In “Improving library services to people with
disabilities” (Deines-Jones, 2007) the chapters focusing on generic disabilities almost
exclusively use examples from the visually impaired community. McCaskill and Goulding
(2001) suggest that public librarians in the past have had a ‘narrow concept’ of disability. In
particular the blind and partially sighted have been better served than others. This maybe
because there is a long history for this kind of provision in public libraries, for example, Sook
Lee (2007) mentions Manchester Public Libraries bought a Kurzweil reading machine for
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blind people in 1982, long before there was disability legislation. Manchester Public Libraries
have continued with supporting those with visual impairments to this day. It seems that
disabled equals visually impaired in LIS research. Sook Lee (2007) suggests that technology
is "the most significant factor to bring changes in services as well as a key tool for integrating
library services for people with disabilities into the mainstream." As most of his examples to
prove this statement are about visually impaired people this may be true for them and
beyond the scope of this dissertation, but it shows again the problems of ‘bundling’ all the
different disabilities together and then making a sweeping statement. As will be investigated
later the use of technology is certainly more difficult for dyslexic customers.
This bundling together of dyslexia within the research on print disabilities and libraries is
wide spread. (Stewart and Narendra, 2004; Pinder, 2005; Atkinson and Dhiensa, 2007;
Schmetzke, 2009). The term print disabilities itself indicates that it is inclusive of all those
disabilities including dyslexia that effect the visual reading of text. In some studies dyslexia is
tacked on almost as an afterthought about those with a print disability especially when
considering assistive technology. This kind of technology maybe adequate for the
percentage of dyslexics with ‘visual stress’ but it does dyslexic adults a disservice if this is all
that their needs are reduced to. Obviously it is wonderful that those with print disabilities are
being catered for and research is being done. However, when researchers are saying that
they are writing about all disabilities but really only writing about those with print disabilities it
is rather misleading. Although there may be some technology that by default does help those
dyslexics with ‘visual stress’, librarians need to be wary of then thinking they have ticked the
box for all dyslexic customers. Unfortunately, as we have seen, dyslexia is more complex
than this.
3.4 Information technology and dyslexia in libraries
Information technology is a strong theme in the literature with regards to dyslexia and
libraries (Rutledge, 2000; Joint, 2005; Rosenthal, 2006) and indicates the importance played
18
by those in the LIS research community. However, the research itself shows it is not a
panacea for helping those individuals with dyslexia in a library context. A digital divide exists
for many with disabilities and dyslexia and "existing inequalities" persist as Muddiman et al.
(2001, p.157) points out. The research can be divided into three different areas; that of
assistive technology, accessibility and usability and information retrieval.
3.4.1 Assistive Technology
Smythe (2010, p.67) defines the role of assistive technology in making “the material more
accessible, to assist in accessing the meaning of the content in a more appropriate format."
A real problem has been identified in the choosing and purchasing of specific software that
would help an individual with dyslexia. Edwards (2003) noted that in his pilot study around
assistive technology in Sussex, although members of the public were very supportive of the
scheme, very few had specific technology in mind. The study involved recommending a
specific terminal in all (public) libraries where various assistive technologies can be
accessed including, Text Help Read and Write for those with dyslexia. He also points out the
problems of cost for the various software. One problem with this research is that in the pilot
only a one off training day was scheduled and for Text Help Read and Write only a
demonstration was planned. This would not be enough in reality to train all staff in this
software and to keep them up to date. Edwards (2003) makes a presumption here that an
individual with a disability would already be very familiar with the software. However, if
someone with a disability such as dyslexia was going to get the most out of the software,
unless they had been trained on it themselves, they would look to the librarian for training.
Unfortunately Edwards (2003) does not consider this point in his research and this could
lead to library managers’ spending money on assistive technology without also training
library staff. Smythe, (2010, p. 97) identifies real problems with assistive software because
"unless you match the technology to the specific needs of the individual, the software may
prove to be useless. You could liken it to a prescription for glasses - unless the prescription
is just right, benefits are limited." He also highlights the difficulties with the rapidity of change
19
in the technology and keeping up with changes and developments. He is not referring to
librarians but to dyslexic assessors, however, this could be more of a problem within a library
context.
3.4.2 Accessibility and usability
Stewart and Narendra (2004) were the first to research commercial databases and found
that although they met accessibility standards, the usability was poor for those with
disabilities but were positive about future design. Unfortunately, Tatomir and Durrance
(2010) found that 72% of the evaluated databases were rated as marginally accessible or
inaccessible reflecting a low level of compliance to international web accessibility standards.
They also found that many of the databases’ were ineffective with assistive technology
software. Another problem they found with the individual databases was that their own
assistive technology was hidden or difficult to find, which increased the time and effort it took
to use a particular database. The authors point towards more research needing to be done
especially around databases and their lack of accessibility rather than access to adaptive
technology.
Although everyone has their own preferences there are some general guidelines that may
help dyslexic individuals with accessibility such as technological, navigational, typographic,
and layout issues and this needs to be addressed (Smythe, 2010, p.117). Although there is
the Web Accessibility Initiative (WAI), Smythe (2010, p.137) points out that universal design
is a long way off and may never be achieved. He suggests engaging designers and software
developers to include the capabilities of change before disability legislation makes them. He
also suggests creating good examples such as The British Dyslexia Association website,
engaging the user group and adopting the social model of disability and giving appropriate
technology to all.
This all sounds like a noble exercise and will take time. In relation to libraries it points to the
fact that in the short term at least there is a real problem with accessibility of different
20
databases and it is difficult to know what librarians could do. Schmetzke (2009) points out
that very few libraries have adopted policies that address the issue of accessibility in
connection with the selection and procurement of online information products.
3.4.3 Information retrieval
MacFarlane et al (2010) in their pilot study looked into the effects of dyslexia and information
retrieval by studying two groups; a dyslexic group and a non-dyslexic group. They were
unable to distinguish between them. This may be a surprising result but the two groups they
used were all university graduates, post-graduates or PhD level students and will have had
to learn ways to access databases in their studies. Both groups had a "sophisticated
understanding of search and evaluating information quality” (2010,p323).
What MacFarlane et al (2010) did find however was that although dyslexic students did not
find it harder to retrieve information there was a real difference on how much of that
information they read and absorbed. Overall, they read fewer documents than the other
group in the time given as they had a slower reading speed as well as their short-term
memory problems which impacted on how much of the information the dyslexic group could
absorb. MacFarlane et al (2010) do not mention if they asked the dyslexic group how they
felt afterwards. They may have performed the task just as well but may well have felt more
tired or developed a headache, issues that the other group may not have experienced.
MacFarlane et al (2010) suggest further research is needed in relation to processing
information for dyslexic individuals in this area.
Research has also highlighted the problems with dyslexic individuals when accessing online
library catalogues (OPAC’s). Rosenthal (2006, p.65) found that for dyslexics using the online
catalogue or database, the spelling was the most difficult aspect as it did not have a spell
check or easy access to Google. Pottage (1997) also identified this as a problem.
Rosenthal identified information retrieval and using the library catalogues as one of the
major problems facing dyslexic users, which contradicts MacFarlane et al (2010). This
21
maybe explained because Rosenthal was studying dyslexic adults in a public library setting,
some of whom had only used a public library infrequently or not at all whereas the other
study focused on students who were much more au fait with libraries. Rosenthal also asked
the dyslexic adults how they felt about the OPAC which was something that was missing
from the MacFarlane et al’s (2010) research.
3.5 The proactive approach
Some of the literature with regards to disabilities and libraries, but especially the research
specifically about dyslexia and libraries, highlight the importance of taking a proactive
approach. Rutledge (2000, p.265) comments that the library profession is rather passive
when it comes to taking the lead in this area, only 6 authorities had a written policy covering
special needs and she states (p.270) "at policy leadership level, much more could be done
by the library profession to set the agenda for more proactive librarianship in dealing with
special needs". She also found that public libraries were not organizing and promoting
services for dyslexic individuals.
Muddiman et al. (2001, p.156) echoes this, stating that public libraries need to become much
more proactive and suggests that in the past public libraries have “adopted only weak,
voluntary and 'take it or leave it' approaches to social inclusion”. Rosenthal (2006, p.84) also
concludes that "promotion is essential" with regards to services for dyslexic customers. This
maybe because dyslexic customers are reluctant to identify themselves to library staff. One
problem could be that there is a thin line between being proactive and helping a customer or
doing everything for them as cautioned by Mortimer and Pollak (2008). Although they do
suggest customers have a library contact as they may feel more comfortable approaching
them with difficulties they may have.
3.5.1 Library orientation
Deines-Jones, C. (2007, p.123) suggests that librarians can make small improvements in
their service that could be done immediately. She says "even the smallest step can make a
22
difference” and would improve services to those with disabilities. Many of the ideas she
suggests are not relevant to dyslexic customers but her sections on the importance of
orientation of the library certainly are. Improving signage and creating mind maps of the
library that are easy to read are two such suggestions.
Smythe, (2010, p.84) points out the importance of mind maps (sometimes called concept
maps) for dyslexic individuals and draws attention to the common use of mind map software
in the business/commercial sector and it is often used in project management. He
comments that this is where dyslexic individuals can use their creative skills and strengths
by using mind maps making information into a format that is more accessible by using
images, keywords and ideas. Again, with staff training, mind maps could be a more
accessible and creative way of producing library guides and promotional material.
Another issue emphasized with regards to library orientation was problems with the layout of
the library. Rutledge (2000) found that some dyslexic customers found that the Dewey
Decimal System was "bewildering and intimidating”, yet Pottage (1997, p.13) suggested that
some dyslexics find numbers easier than words to orientate themselves around a library. Of
course, this depends on whether a dyslexic customer also has dyscalculia.
Rosenthal (2006) learned from the dyslexic customers she interviewed that orientation
around the library was difficult, misreading signage, remembering the alphabet to find a book
on the shelves and numerical difficulties with Dewey as well as information overload all
caused difficulties with library orientation. Rutledge (2000) states that library orientation is a
real problem and one that is easily forgotten for dyslexic users and recommends clearer
signage and labelling of shelves, colour coding and signs to ask for help if a customer is
dyslexic and having difficulties. Mortimer and Pollak (2008) go further and suggest offering
individual, tailored library inductions and tours, including audio tours or sound files on web
pages to remind customers of where stock is located. With staff training, all these ideas to
improve library orientation could be put into action not just to benefit customers with dyslexia
23
but to benefit all customers.
3.5.2. Staff training, changing attitudes and the importance of partnerships.
Sook Lee (2007, p.117) suggests that it is easier to acquire new technology or make libraries
more accessible physically than to change attitudes towards those with a disability. It could
be argued that this is more difficult with an "invisible disability" such as dyslexia where the
customer may not want to divulge or feel it necessary to indicate that they are dyslexic. Sook
Lee (2007, p.117) goes on to quote worrying attitudes towards those with disabilities, from
failing to see the individual and just seeing the disability to only speaking to the carer/helper.
He suggests that this "psychological barrier" was the most difficult of all to change. He
recommends better staff training and education (2007, p.118). He does, however, propose
not having a separate department responsible for services for disabled people stating it can
cause more problems because "it goes against other principles of mainstream integration
and may tempt library management to relegate disability services to the 'expert', effectively
removing disability access issues from overall library service planning" (2000, p.120). This
may be true but the problem with having no 'expert' on hand means that disability or dyslexia
training and education could fall between the cracks and be forgotten.
Most of the literature highlights the importance in staff training but does not necessarily go
into how it would be done or what it would include. Some research does go into more detail
such as Forrest (2007) who evaluates a way of providing on-going disability training support
by using a Virtual Learning Environment (VLE). She found that library staff gave favourable
comments on the value and effectiveness of this way of training and it increased their
awareness and knowledge of disabilities. She said that (2007, p.709) that "the advantages of
a bespoke, web-driven course created in-house appeared to outweigh the advantages of
other methods considered.”
What is interesting about this is that staff take the course at their own pace and it is a way of
delivering on-going training, although Forrest (2007) admits that one of its drawbacks is the
24
amount of time taken to devise and write the training course. She does not mention more on
this matter and so does not mention whether disabled community groups were involved. An
interesting point is that staff wanted more detailed modules on specific disabilities including
dyslexia rather than just a generic disabilities module. Another example is Mortimer and
Pollak (2008, p.16) who recommend staff be trained in creating accessibility guidance
incorporating visual media via the use of mind maps, relevant graphics, video material as
well as sound recordings. This is so library staff employ a variety of delivery techniques to
cater for the differing learning styles of all customers.
Rutledge (2000, p.272) states how important staff training is to improve staff attitudes and
understanding regarding dyslexia and in line with DDA requirements suggests the training
could sit within a wider base of training in “listening and skilful questions sessions” to ensure
that all customers’ needs are met. This implies that some sort of disability training could be
incorporated into more general customer service training. Pinder (2005, p.465) points out the
importance of customer service in meeting the needs of customers with disabilities.
Rosenthal (2006, p.66) also highlights the importance of staff assistance in helping dyslexic
users but that this may be difficult if they don't know they are dyslexic. She also highlights
that on the whole the dyslexic individuals she interviewed (2006, p.73) had a positive
impression of library staff. Nevertheless, a clear majority would like more staff advice and
support as well as knowing there was librarian who specialized in this area. All the dyslexic
participants felt they needed a more attentive service. Rosenthal (2006, p.74) states how
important staff training is to educate and inform staff about dyslexia and suggests (2006, p.
82) nominating a support librarian. This is because the majority of dyslexic individuals
interviewed said it was of most value to them to have a specific librarian who would be
understanding, supportive and sensitive to their needs and show them how to make the
most out of the library.
The research shows that most agree that staff training and therefore changing attitudes
25
toward different disabilities is vital, although not many go into details. It is clear from the
Rosenthal study (2006) dyslexic customers would like a specific librarian to go to but this is
obviously very dependent on the library budget. At the very least, library managers can
ensure that all staff have on-going training in this area, and can hopefully include various
partnerships with disability groups.
Deines-Jones, (2007, p.134) suggests the most effective and useful steps in removing
barriers is to go beyond the library walls and involve various disabled community groups.
She identifies three reasons why staff may have a negative attitude toward disabled
customers: firstly, a worry about personal safety, secondly, the person with a disability will
take a lot of time to help and thirdly, the staff member will not know how to help the person
with a disability. She indicates that training is not enough, it needs to be on-going, hopefully
with partnership from specific disability groups. This point is also picked up by McCaskill and
Goulding (2001, p. 198) who state that training is vital for staff to understand the needs of
disabled users but cautioned that training is not enough if the library staff do not come into
contact with disabled customers. This could, they suggest be achieved with contact with
various disabled groups encouraging them to attend the library. Sook Lee (2007, p.121)
also indicates the importance of working closely with various agencies to "build coalitions
and displace fear." With relation to dyslexia specifically, Rutlege (2000, p..252) highlights the
importance of networking with the local dyslexia association as vital for providing the best
service for dyslexic users. She states as examples of good practice the library authorities
that did the best in their provision for dyslexic users had close involvement with their local
dyslexia association. Rosenthal’s (2006, p.72) research agrees and recommends working in
partnerships as a key factor in a library becoming "dyslexia friendly" especially to gain
expertise about dyslexia and hear suggestions that would be difficult to find out anywhere
else. By making a library more dyslexic friendly it benefits all users (Rosenthal, 2006, p.84).
26
4. Conclusion
A definition of dyslexia with a list of possible weakness and strengths was introduced in
Chapter One and is more than adequate for the needs of this research. There is a vast
quantity of research about dyslexia especially in the education field concentrating on
dyslexic children with less research into dyslexic adults. There is only room in this literature
review to merely point to a few of these studies as it is beyond the scope of this dissertation.
However, a few books centre on the advantages of dyslexia and some studies have found a
link between dyslexia and entrepreneurs.
When reviewing the LIS research over the last 10 years very little has focused on the
experience of disabled and dyslexic users in any library setting. What there is focuses on
librarian’s views with some notable exceptions. With regards to libraries and dyslexic
customers specifically there are three main studies which is surprising especially in the light
of the Equalities Act 2010. More has been researched recently on assistive technology
which is important but maybe leads libraries into a false sense of security that they are doing
the ‘right thing’. It is clear that more research needs to be done around dyslexic adults’
experience of how they use libraries in different sectors, their preferred way of accessing
information and the importance of staff support and training in understanding this complex
condition.
27
Chapter Three: Methods
1. Introduction
A qualitative approach using semi-structured interviews as well as observation of the
Business and IP Centre (BIPC) and shadowing of staff were used. These methods are
considered the best method in meeting the aim and objectives of this research. Semi-
structured interviews give dyslexic entrepreneurs themselves an opportunity to voice what
they need in accessing, using and processing business information. Observations of BIPC
are vital in understanding how the service works and helps in providing recommendations.
As established in Chapter Two, there is no research specifically on dyslexic entrepreneurs
and business information and little related research. Bryman (2001, p. 23) suggests that it
would be difficult to utilise quantitative research methods as there is little prior research to
draw on.
Figure 2: Mind Map of Chapter Three
By interviewing dyslexic entrepreneurs on how they access and use business information it
was hoped more detailed and nuanced replies would be forthcoming. Logan (2008) has
used questionnaires when she studied dyslexic entrepreneurs, which could be argued are
difficult for dyslexic people to read and are rather restrictive. Even if an open ended
28
questionnaire is used this relies on the dyslexic entrepreneur having to express themselves
with the written word rather than verbally. This is something that Logan (2008) identified in
the methodology section of her research and wonders whether she would have had a better
take up from dyslexic entrepreneurs if she had chosen a different method. So it seems
sensible to use interviews as the main method. As established in Chapter Two, most LIS
research does not ask dyslexic individuals about their experiences and needs in accessing
information so this project, in a small way, positions the voice of the dyslexic entrepreneurs
centre stage.
I have chosen to write this Chapter (as well as my observations of the BIPC in Chapter Five)
in the first person. Many library and information science (LIS) research has taken a formal
approach presenting research in the more distant third person (Beck and Manuel, 2008,
p.104). Communicating the research story in the first person “through the lens of the
researcher” (Beck and Manuel, 2008, p.104) is an integral part of qualitative research and by
doing so aligns LIS research more closely with social sciences qualitative norms. Given the
sensitive nature of this research, it is appropriate to use the first person perspective.
As I am dyslexic myself, I have an insider view of how to best approach the research, giving
me some insight into observing and shadowing at the BIPC from a dyslexic perspective.
This could be problematic as it may bias the findings. I was aware of this from the beginning
and tried to limit the amount of bias that seeped into my research.
2. Sampling
Denscombe (2010, p.24) suggests that exploratory samples used in small-scale research,
lend themselves to qualitative data and are a good way of “probing relatively unexplored
topics and as a route to the discovery of new ideas or theories” and as such I chose to use a
non-representative, exploratory sample. It was hoped that a snowballing sampling technique
could have been used. This method is an appropriate and effective approach for a small
scale research project such as this and has the advantage of being a quick way of finding
29
participants where there is no sampling frame (Denscombe, 2010, p. 37). I had met one
dyslexic entrepreneur who had used the BIPC before I had started the research phase of
this project and I thought he could have been a gatekeeper to other dyslexic users.
Unfortunately, when I asked him he said he had never met another dyslexic entrepreneur.
It now became imperative to advertise for volunteers so I chose to approach this by various
different means. I felt, as a fellow dyslexic, that word of mouth would be a good way of
eliciting volunteers. As I had been introduced to one dyslexic entrepreneur by Neil Infield, the
manager of BIPC, I first explained to all members of staff at the BIPC what I was doing just
in case they came across any customers that told them they were dyslexic. This proved
fruitful as one participant identified herself as dyslexic to a business information specialist on
the enquiry desk and was happy to be interviewed. I had already planned to go to all the
workshops on offer as part of my observation, as I thought this an important way to network
and possible find more participants. I explained to each workshop leader my research aim
and they were very happy for me to explain who I was and what I was doing. I felt it
important to explain that I was dyslexic myself so they knew I understood. In many of the
workshops I attended someone came up to me in the break or at the end with some
connection with dyslexia. In one workshop there were two dyslexic people who worked with
dyslexic adults and two dyslexic entrepreneurs. In the end I interviewed three people found
this way including one of the workshop leaders. Another method used to find interviewees
was to write a guest blog post on Neil Infield’s British Library blog, “In through the Outfield”
(Infield, 2012) (See Appendix 1) which was also tweeted by @BIPC who have 4098
followers. This was not overly successful in eliciting a response, although I interviewed one
participant found this way. I also designed a poster (See Appendix 2) that was put up in the
networking area of the BIPC. I wrote it in a sans serif font, with as little wording as possible
about the research and a picture of myself explaining I was dyslexic. This was not
successful, although I did have a few responses, it did not lead to any interviews. The last
method I employed to find volunteers was using the BIPC monthly e-newsletter.
30
Unfortunately, the July issue had already been written by the time I approached them but
they were happy to put a feature in the August newsletter. I had the best result by far, fifteen
people contacting me and all were dyslexic entrepreneurs. The biggest problem was that it
all happened too late. My cut off for interviews was the second week of August and many did
not get in contact until the end of August. There was just not enough time. However, I was
able interview two people I found this way.
One of the possible problems I thought I may encounter was that dyslexic entrepreneurs
may not use BIPC. In a recent survey, commission by the British Library (Adroit, 2012, p.3)
7% of users of the BIPC consider they have a disability, (4% would rather not say). This
research did not discriminate between disabilities and one of the problems with dyslexia is
that often people are reluctant to admit to being dyslexic, or have not been officially
diagnosed or do not consider it a disability or they would rather not answer a survey. In my
research proposal, I identified there may be a problem finding dyslexic entrepreneurs so I
needed a backup plan. Therefore, I found and joined a ‘Meet Up group for dyslexic
entrepreneurs and professionals’ (Rowntree, 2012) set up by a film maker, Marcus
Rowntree, who is making a film about dyslexic entrepreneurs. Luckily, a meeting was held in
a pub in London in the first week of my placement. This was very informal but I met one
dyslexic entrepreneur that was very keen to take part. He had not used the BIPC and had
limited experience of using business information elsewhere. I felt it was interesting to
interview someone with a different experience of business information as well as asking him
his first impressions of the BIPC.
There was some degree of flexibility in the sampling method in the first few weeks of the
project. To some extent the sampling method was lead partially by convenience, something
that should be avoided (Beck and Manuel, 2004, pp.241-242). However, I do not see how I
could have done anything else as time was of the essence. I knew I only had six weeks to
find participants and interview them. With each participant a mutually agreeable time had to
be arranged, and on top of this the Olympics took place within this period and participants
31
were reluctant to come to the BIPC, especially in the first week of the Olympics. It was very
difficult to pin people down to a specific date with long delays between emails. As time was
the most difficult factor I chose to do three interviews by Skype after I had officially finished
the placement so I could be more flexible.
The non-representative sample proved to be quite mixed with four women and five men (one
woman dropped out at the last minute). Although the majority of participants were white not
all were. There was a range of ages and experience with some at the start up stage of a
business and some with well-established and successful businesses. In the end, the
response was good with 25 people taking the time to get in touch as well as others whom I
met at workshops but who were not keen to be interviewed. More importantly, all of these
potential participants were dyslexic entrepreneurs.
3. Semi-structured interviews
Due to time constraints, especially in transcribing and analysing the data, no more than ten
interviews were planned. As one participant dropped out at very short notice, nine dyslexic
entrepreneurs were interviewed. The purpose of an interview is to discover an individual’s
opinion (Pickard, 2007, p.172) and this is its greatest strength. It is central to the aim of this
research that dyslexic entrepreneurs were asked themselves what they need and want when
accessing business information rather than asking BIPC librarians what they think dyslexic
entrepreneurs need.
The interviews were semi-structured and an interview ‘guide’ was used (See Appendix 3)
that served as a check list of questions and topics to be covered (Robson, 2011, p.280). I
was careful to put the interviewee at ease, listen and tried not to use leading questions as
well as give them an indication of how long the interview will be (Robson, 2011, p. 282). As I
am an experienced oral history interviewer, I have been influenced by various oral history
methodologies (Richie, 2003 and Yow, 2005) and veered towards a more unstructured
interview. I am especially influenced by feminist oral history methodology (Gluck and Patai,
32
1991) and as such, I chose to start the interview with some background information about
myself, mentioning that I was dyslexic as well as details about the research itself. My
intention was that if I was open about myself then the interviewee would feel able to talk
openly too and also I would not be seen as an ‘expert’ but a fellow dyslexic who is interested
in their experiences.
As mentioned in the previous section, time was the most difficult aspect of the interviews.
BIPC staff were very supportive in providing a room for me to do the interviews in but the
rooms were in constant use. My original plan was to do all the interviews in the two weeks of
the Olympics as the BIPC had cancelled all workshops for the duration and thus rooms were
easily available. In the end, I chose to do three interviews by Skype at home.
Six of the interviews took place in a very small room used for one to one business
information sessions. Ethical considerations will be discussed in the next section; however
each participant signed to a consent form or verbally agreed their consent (see Appendix 4).
The most successful part of these interviews where the participants themselves who all had
much to say and were really interested in my research and in helping fellow dyslexics. They
were all friendly and engaged in the subject. This friendliness can be seen as positive within
a feminist approach and produced rich accounts of the dyslexic entrepreneur experience, but
it does have its drawbacks.
The most difficult aspect was to stay objective. Many of the interviewees’ experiences about
dyslexia, especially their difficulties, hit a real nerve for me. I shared many of their feelings of
frustration, stress and lack of confidence that is associated with dyslexia. As each interview
took place, I feel in reflection, that I lost more of an observer role and the interview became
more of a conversation as I empathised and shared my experience. I did not speak at length
but sometimes had to explain to them why I had obviously had a strong response to
something they had said. For example, one participant spoke about dealing with the stress
of having to write by overeating. I had never connected these two issues before but realized
33
it is something I do, especially since studying again. My reaction was so strong he thought
he was saying something wrong and was upset so I had to explain to him how I felt. This
lead into a discussion about how to deal with stress differently which I found personally very
helpful but it was not connected to the aim of my research. Other times, especially when
they were asked about ideas that could improve BIPC’s ways of delivering information, the
participants had so many interesting ideas that I also joined in, bouncing ideas of each other
and it turned into more of a brain storming session. So, I acknowledge that I may have
influenced some of the data in this research.
This is one problem with using interviews in research. The Skype interviews had different
problems. Interestingly, I did not get so involved emotionally with the interviewees, perhaps
the physical distance coupled with the sometimes poor picture quality felt more removed so
that I was able to listen without interjecting and if I did respond to something it was also
difficult for them to see me.
Overall, the interviews were a success with much rich data obtained. I acknowledge that I
some of the interviews did stray into conversations and thus I may have unduly influenced
the results. However, I feel that the interviewees opened up more and responded well to this
approach.
3.1. Ethical issues
An awareness of the difficulties around disclosing dyslexia, problems of diagnosis or not
being officially diagnosed, means that the participants needed to be reassured about
confidentiality and treated with sensitivity and care. Each participant interviewed in person
was given a form to fill in agreeing for their information to be used in the research project, so
they give their ‘informed consent’. (Denscombe, 2010, p.331), (See Appendix 4). This
proved an unforeseen problem with the Skype interviews so I had to improvise and I read
the form out and they verbally agreed.
34
Each participant was asked if they wanted to remain anonymous. Surprisingly, nearly all
were happy for themselves and their companies to be named. They all felt they did not have
anything to hide in relation to being dyslexic. Only one person was uncomfortable as he felt it
may affect his business, so I have changed his name. As it was important to humanise the
research and as most were happy being known, I asked to take photos of each participant
and these are included in the Chapter Six.
4. Observation, shadowing and the problems of going native
My first experience of observation began the week before I started the placement. I chose to
go to the BIPC for the day as a ‘secret shopper’ and experience using the reading room as a
dyslexic customer. I then wrote my experiences down in my researcher’s log, a process that
was continued for the six weeks of the placement (Pickard, 2007, pp. 214-215). I did this
before I was known and it gave me a different window on the service especially seeing it
through dyslexic eyes as an ‘outsider’.
When I started the placement, I became a participant observer (Bryman, 2001, p.167),
observing how the BIPC was run by attending meetings and shadowing staff on the enquiry
desk. I also went to as many workshops and events run by the BIPC as possible in the six
weeks of the placement. I was made to feel very welcome by all the staff, and was given the
BIPC staff rotas so I could decide when I wanted to observe and shadow staff. I had my own
desk and computer and had access to the staff intranet and my own staff email as well as a
staff passes to give me access to all areas.
This open and relaxed attitude made observation and shadowing easy and enjoyable as well
as informative as I learnt a great deal about business information databases and what kind
of information start-up businesses need. This was important for me to understand before I
interviewed the dyslexic entrepreneurs. However, after four weeks of being there, I realized
that I was losing my researcher observational attitude and was beginning to feel like I
worked there. This was because I was made to feel so welcome, got on well with staff
35
members and enjoyed being there. I was, in effect, “going native”. Denscombe (2010) points
out that this can be a problem with participant observational research and describes it as
walking a tightrope between “involvement and passion associated with full participation and
the cool detachment associated with research observation” (Denscombe, 2010, p.212).
There is evidence of this from reading my researcher’s log which at the beginning is full of
observations into how the service is run whereas by the fourth week, I am making notes on
the content of the workshops and useful search strategies about different databases with
much less observation. I chose to do something about this, before I forgot I was a researcher
completely. I decided, as no-one wanted to be interviewed the first week of the Olympics and
the BIPC had suspended all workshops, I would work from home for a few days. This had
the desired effect, as when I went back, I came back with a researcher’s attitude again and
this is reflected in my researcher’s log.
5. Analysis of data
The biggest disadvantage of using interviews are that they are time consuming, especially
the transcribing and analysing (Denscombe, 2010, p.178). Full transcripts were not deemed
necessary for this project so the data was partially transcribed and analysed by thematic
coding (Robson, 2011, p.467). I wrote a summary sheet (Robson, 2011, p.473) immediately
after each interview of what I perceived the main themes to be which led to a list of themes
to work with. I then did a mind map of these themes and as I listened to the interviews again,
I transcribed sections and put them with the appropriate theme. I also added new themes as
and when they became apparent. I was aware that my own personal bias could seep in at
this point, so I made sure I listened to the interviews more than once to try and ensure that I
did my best not to bias the results.
6. Conclusion
It was important to give a voice to dyslexic entrepreneurs within the LIS research community
which has a tendency to be introspective. This was delivered by semi-structured interviews
36
and a feminist oral history methodological approach. Although, I have acknowledged the
problems with this approach, very rich narratives are the result. This method was
demonstrated to be the most appropriate way to uncover the needs of dyslexic
entrepreneurs as stated in the aim and objectives. The observation and shadowing of the
BIPC was also problematic but again provided a genuine experience of the service and gave
me a great opportunity for both insider and outsider research.
37
Chapter Four: Legislation, policy and dyslexic friendly
libraries
1. Introduction
In this chapter, three aspects relevant to this project are discussed to give context to the
research topic. Firstly, the disability legislation; the Equality Act 2010 and the public sector
Equality Duty will be discussed. This legislation framework outlines what employers are
legally obliged to provide for people with disabilities. In the second section, some British
Library policies which relate to the provision for disabled users will be explored. These library
policies describe how the library intends to comply with legislative requirements, for
instance, the services it provides for disabled users. The third section will examine some
examples of good practice in creating a ‘dyslexic friendly’ library in order to provide a
comparison with the BIPC.
Figure 3: Mind map of Chapter Four
2. Legislation on disability and equality
New legislation in this area came in to effect in the last couple of years specifically the
Equalities Act 2010 and the Equality Duty 2011. It is important to note that no research
38
exists about this new disability legislation and libraries.
2.1 The Equality Act 2010
From 1st October 2010, the Equality Act replaced all the existing equality law including the
Disability Discrimination Act 1995 (Directgov, 2012). This Act brings together for the first time
all the legal requirements on equality that the private, public and voluntary sectors need to
follow. It affects equality law at work and delivery of services. The purpose of the Equality
Act is that everyone has the right to be treated fairly at work or when using services. It
protects people from discrimination on the basis of certain characteristics. These are known
as ‘protected characteristics’ and vary slightly according to whether a person is at work or
using a service. For those using a service there are eight protected characteristics which
includes disability. In the Act, a person has a disability if “they have a physical or mental
impairment and that the impairment has a substantial and long-term adverse effect on their
ability to perform normal day-to-day activities” (Directgov, 2012). Dyslexia is a disability and
is therefore covered by the Equality Act 2010. The British Dyslexia Association quotes
Paragraph B10, Guidance to the Definitions of Disability of the Equality Act:
“In some cases, people have coping or avoidance strategies which cease to work in certain
circumstances (for example, where someone who has dyslexic is placed under stress). If it is
possible that a person’s ability to manage the effects of an impairment will break down so
that effects will sometimes still occur, this possibility must be taken into account when
assessing the effects of the impairment.” (British Dyslexia Association, 2012b)
All employers and service providers have a responsibility under the law to treat their
employees and service users fairly. The law protects against different kinds of discrimination,
some that are relevant to this context will be listed. Firstly, ‘direct discrimination’, which is
treating a person worse than someone else because of a protected characteristic. ‘Indirect
discrimination’ which includes a service putting in place a rule or way of doing things that has
a worse impact on someone with a protected characteristic than someone without one, when
39
this cannot be objectively justified. ‘Discrimination arising from a disability’ such as when a
disabled person is treated unfavourably because of something connected with their disability
when this cannot be justified. Lastly, and perhaps most importantly in the context of this
research, failing to make ‘reasonable adjustments’ for disabled people. (Equality and Human
Rights Commission, 2012).
2.2 The Equality Duty
The general equality duty came into force on 5 April 2011 and covers the following eight
protected characteristics: age, disability, gender reassignment, pregnancy and maternity,
race, religion or belief, sex and sexual orientation. The Act explains that public services
need to have due regard for advancing equality which involves:
“Removing or minimising disadvantages suffered by people due to their protected
characteristics. Taking steps to meet the needs of people from protected groups where
these are different from the needs of other people. Encouraging people from protected
groups to participate in public life or in other activities where their participation is
disproportionately low. “ (Equality and Human Rights Commission, 2012b).
The Act states that meeting different needs involves taking steps to take account of disabled
people's disabilities. It describes fostering good relations as tackling prejudice and promoting
understanding between people from different groups. It states that compliance with the duty
may involve treating some people more favourably than others. The broad purpose of the
equality duty is to integrate consideration of equality and good relations into the day-to-day
business of public authorities. The general equality duty therefore requires organisations to
consider how they could positively contribute to the advancement of equality and good
relations. It requires equality considerations to be reflected into the design of policies and the
delivery of services and for these issues to be kept under review. (Equality and Human
Rights Commission, 2012b).
40
3. British Library Policy on disability and diversity
The Business and IP Centre, as part of the British Library is covered by its policies, which
includes provision for dyslexic and disabled customers. In the British Library’s Strategy
2012/2013 (British Library Board, 2011, p.3) one of the five Strategic Priority’s is to “enable
access to everyone who wants to do research”. The British Library has, as might be
expected, a comprehensive Equality and Diversity Policy (British Library, 2012) which states
the library “aims to pro-actively tackle discrimination or disadvantage and aims to ensure that
no individual or group is directly or indirectly discriminated against for any reason with regard
to employment or accessing it’s services”. It is committed to complying with the Equality Act
2010 and “pursues and builds on the statutory position to ensure effective polices and
practice of promoting equality” (British Library, 2012). It is also committed to “ensuring all
staff and managers are trained in equality and diversity and aims to ensure that adequate
training is provided so that managers are able to operate this policy”. In 2008, the British
Library published the new “Unified Generic Equality Scheme” (British Library, 2006) which
included specific focus and commitment to disability equality and brings together in one
document commitment to equality to all the ‘public duties’. It was written in direct response to
the Equalities Act 2010 and the new public sector duties. The ‘Disability Equality Scheme’
which includes the Disabilities Action Plan, included internal and external consultations and
information gathering (British Library, 2010a, 2010b). In 2006 the British Library carried out
initial consultations involving disabled people, the purpose of which was to “consider issues
that may affect disabled people in respect of the design and delivery of the Library’s
Disability Equality Scheme and three year action plan” (British Library, 2009). Another
external consultation with disabled people took place as part of developing the new Action
Plan from 2010-2013. This all comes under the remit of the Director of Operations and
Services, Phil Spence, who is the ‘Disability Champion’ for the British Library and the HR
Diversity Team Disability Action Group, who have “enabled substantial progress in
embedding disability awareness in areas of activity as wide-ranging as employment, access
41
to services, customer service, staff engagement and procurement” (British Library, 2010b).
4. What makes a ‘dyslexic friendly library’?
The International Federation of Library Associations and Institutions (IFLA) and the
Chartered Institute of Library and Information Professionals (CILIP) have clear guidelines
and recommendations for providing for dyslexic users and creating a ‘dyslexic friendly’
library (Nielson and Irvall, 2001; CILIP, 2012). Both suggest that a library can be an
“intimidating place” for individuals with dyslexia. It may also be difficult to identify users who
are dyslexic, so this may be a barrier for planning for them (Nielson and Irvall, 2001; CILIP,
2012). Many of the CILIP (2012) recommendations are for public libraries and are not
appropriate for a business library; such has having a separate, targeted collection of books
and resources specifically about dyslexia or when choosing book stock selecting titles that
are appropriate. However, some recommendations are appropriate and useful such as
improving signage, colour coding of shelves, creating maps of the library and making
printed library guides and other literature the library produces more accessible by using a
sans serif font (such as Ariel), larger spacing between lines and using non-white paper.
CILIP (2012) also suggest having at least one terminal with accessible software (such as
Text-to-Speech) and provide demonstrations of the software for users, making the Online
Public Access Catalogue (OPAC) as accessible as possible including spell-checkers,
dyslexia friendly fonts and using appropriate coloured backgrounds. CILIP (2012) also
highlight the problem of copyright. Dyslexics who suffer ‘visual stress’ would benefit from
having texts converted to speech so they can read with comfort. Permission was given to
visually impaired people in the Copyright (Visually Impaired Persons) Act 2002. However the
law contains an anomaly that dyslexic people are not included in this Act even though, as
discussed above, they are included in the Equality Act 2010. According to CILIP (2012) work
is continuing with interested bodies to get dyslexic individuals with visual stress copyright
exemptions.
42
IFLA’S recommendation echoes that of CILIP although concentrates on staff awareness and
training. They (Nielson and Irvall, 2001) recommend the training of librarians should start at
Library School, they suggest the best way to learn is to invite in a person with dyslexia to talk
to the class about being dyslexic and what they would like to see in terms of library
provision. They also suggest continuing education on this subject for librarians by attending
workshops and conferences, by liaising with dyslexic members of the library as well as
library organizations cooperating with the Dyslexia Association which leads to their
suggestion of a “dyslexia librarian” whom will not only help dyslexic individuals but also help
publicise the services for dyslexic users.
CILIP (2012) cites Birmingham City Libraries as an example of good practice. This could be
because they have worked in conjunction with the Dyslexic Association Birmingham (DAB)
(Birmingham City Council, 2012). Birmingham Public Libraries’ have a page of information
especially for dyslexic users on their website including a YouTube film from DAB highlighting
where Birmingham city libraries can help the service for dyslexic users. (Birmingham City
Council, 2012).
There are a higher percentages of entrepreneurs who are dyslexic and they can be
compared with another user group with a higher percentage of dyslexia, that of art students
(Wolff and Lundberg 2002, Nielsen and Irvall, 2003). Although it is beyond the scope of this
dissertation to survey examples of art libraries who cater for a higher than average group of
dyslexic customers, one art library was approached to investigate the services they provided
for dyslexic students. Through email correspondence with Leila Kassir (Kassir, 2012), an
Academic Support Librarian at the London College of Communication (LCC), which is part of
the University of the Arts, an outline of their services was provided. They offer a standard
service, outlined in library policy, throughout all six sites for students who are dyslexic with
the automatic normal loan period doubled. The LCC ensure that all their printed information
(e.g. subject guides, information skills session worksheets) are printed on pale cream or
other pastel paper with Ariel font text, point size 12. They left-align text, avoid using capitals
43
if possible and use bullet points. They also create large print versions online and aim to use
plain English in all their communications with students. They also have a photocopier in the
library which always contains cream paper as well as general library signage which is all
printed in inky blue or pale off-white paper. There shelf signage is colour-coded on the
shelves themselves the Dewey number is accompanied by the subject name. They also
have good links with the LCC Study Support Team which contacts Leila if a particular
student requires additional help in the library such as additional induction or help using the e-
library. Each team within the library has a staff member who acts as a ‘Diversity Champion’
and they all meet termly to discuss any issues or areas they may need to improve, which
includes not only support for dyslexic students but for dyslexic staff too. Kassir highlights one
difficulty in making texts accessible to students with dyslexia as well as those with visual
impairment as colour contrast needs are not always compatible with each other. For some
visually impaired people, for instance, dark text on bright yellow is a good combination but
may be more difficult for a dyslexic student to read. Although this is in no way a
comprehensive list of art libraries and their provision for dyslexic students, a flavour of what
can be done to help dyslexic students’ access information has been shown.
5. Conclusion
It is hoped that this overview of the relevant ‘grey literature’ of disability legislation, British
Library policy on disability and diversity and examples of what can be done, especially when
library policy explicitly mentions dyslexic users, to make a library more ‘dyslexic friendly’,
goes some way to provide context for this research topic. This has been a deliberately
descriptive chapter but some aspects will be returned to in Chapter Seven in the discussion
of the research findings.
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Chapter Five: Observations of the Business and IP Centre
1. Introduction
In this Chapter I will discuss in some detail my observations whilst on placement, of the
activities and services of the Business and IP Centre (BIPC) which was one of the methods I
chose to try fulfil my aim and objectives, especially in understanding the implications for the
BIPC and in providing recommendations.
Photograph of the BIPC Networking Area Photograph of the BIPC Reading Room
2. The Secret Shopper with Beginners Mind
My initial observations came from my ‘secret shopper’ experience, which consisted of me
going to the BIPC and experiencing what it was like to research a business idea. Although I
had been to the ‘networking area’ before, I had not been into reading room itself. I was
observing from the perspective of a dyslexic individual rather than that of a librarian who is
quite used to being in a library (although not a business library). I wanted to bring the Zen
concept of ‘beginners mind’ to my observation, so I could bring an open mind and see things
fresh and new.
First, I looked at the networking area in more detail and I liked the environment, it was clean,
bright and clear with an interesting display to look at. I then noticed the Skills Swap board
which I was not attracted to and would have walked on but as I was observing I took a closer
look. I realised why I did not like it, all the small cards were hand written, which I found very
45
difficult to read and everything was on white which made it worse as I have ‘visual stress’ so
it really gave me a headache. I then noticed the ‘Industry Guides’. These too were white
which makes it less easy to read but also it was full of text with no images.
I then went into the reading room itself, it was really quiet. I first noticed that the signs for the
shelves could have been clearer. So I took a closer look and the first shelf of books made
sense, clearly labelled for start-up businesses. I did not really know what all the books and
reports were and there was not anything obvious I could see that would explain. There were
Dewey numbers on the shelve labels, which were rather small, but no further explanations.
I sat down at a computer terminal and tried to work out what to do. I found a beginners
information guide online to start up which was relatively easy to read and from there I found
the COBRA database which I had no problems with. They have many useful pdf guides
which I chose to print out. I took a hand-out which listed the databases with the rather
complicating rules about how much you are allowed to download from each database and
although relatively clear, there were no pictures just text, so it was not very inspiring to read.
I also looked to see if there was more information on the website. This had quite good
usability but could be a great deal better, it took me ages to find the pages about help that
may be available for those with disabilities, and I would have given up if I had not been doing
it as part of my observation. Although there was an introductory video explaining the BIPC,
there was no more information, such as a video helping me find out about what information
was available if I was starting a business, which was disappointing.
Overall, my secret shopper experienced was mixed. I found the library a lovely place to be
yet difficult to know where to start. I did not feel encouraged to come up to the enquiry desk
and ask. I felt the industry guides were very dyslexic un-friendly. I felt very comfortable in the
networking area, however, and the person on reception smiled at me which put me at ease.
From this initial experience, I felt certain aspects of the service could be improved especially
the ‘Industry guides’ and shelf signage.
46
3. The workshops and events
After my ‘secret shopper’ experience I started the placement and took the role of the
researcher and attended as many workshops and events as I could. There are two different
types of workshops at the BIPC. The first kind are delivered by the BIPC Business
Information specialists, are free, need to be booked in advance and cover introductions to
various subjects such as business information, intellectual property, registered design,
trademarks. They are usually two hours long. I attended several of these and I found them
very useful. They were very clear on the whole, using a PowerPoint presentation with hand
out (on white), allowing for lots of questions. They were clear with the ‘housekeeping’ such
as how long the workshop will be and what will be covered and if there will be a break. They
had enough content without it feeling rushed. I felt that they could have been more practical,
so rather than watching someone demonstrate a database, it would have been good to have
had a go as we went along. After some, there was a little time for people to ‘play’ on the
databases, although after a couple of hours I felt I needed a break.
The other kinds of workshops are organised by the Marketing Department of the BIPC and
delivered by some of the partners of the BIPC, who are visiting business experts on a variety
of subjects such as funding, business coaching, financial planning, business trends, writing
business plans and women in business. These workshops have to be booked and paid for in
advance. They varied in length but were normally a whole morning or afternoon. I attended
all the workshops (except one) that the BIPC put on which gave me a real insight on how the
workshops were delivered. These were very different in tone to the other BIPC workshops
and I really enjoyed the enthusiasm of the presenters, the amount of knowledge and passion
they had for their subject, as well meeting some interesting entrepreneurs who were
attending the sessions. The delivery was varied among the presenters with some being
better than others at the ‘housekeeping’. They all used Powerpoint, although not all gave the
slides as hand-outs. The most difficult aspect for me with many of the workshops was
‘information overload’. All the presenters bar one went over time (sometimes as much as
47
three quarters of an hour), with short breaks or ‘working breaks’. They had too much to say
in too little time. Some of the slides were also full of words with no images and some used
the flip chart to write on but their writing was too difficult to read which added to the
‘information overload’ feeling. There was also no opportunity in many of the workshops to
participate; when listening to someone speak for several hours it becomes quite difficult to
concentrate. Some did have exercises to do in the workshop but unfortunately spoke all the
way through and I found it difficult to concentrate. At the beginning of the workshop, all the
workshop leaders spoke about how important it is to fill in the feedback form for the British
Library. At the end, they reminded us to fill it in. I took one look at it and explained it was not
appropriate for me to fill it in because I was there as an observer. However, this was a partial
excuse as I would not have filled it in anyway. This was because of ‘information overload’,
the fact that the feedback form was white, had small writing and we were given very little
time to do it in. There was a box asking if you were disabled which I would not have ticked,
although I would have ticked a box saying I was dyslexic. I would have preferred to have
done the feedback some other way.
In all, although I learnt a great deal and really enjoyed the workshops, the sense of
‘information overload’ was the biggest difficulty I can see for those with dyslexia. They were
on the whole not catering for those who have a more visual or kinaesthetic learning style.
4. Shadowing the enquiry desk
Another part of my observation was to shadow the business information specialists in the
enquiry desk of the BIPC reading room. I found the whole experience very useful in
understanding what business information the BIPC has to offer. I had a full tour, including
the upstairs reading room which I did not know existed before. There are always two
specialists working on the enquiry desk and when they are not answering questions in
person they are answering questions emailed in through to the ‘Ask the Librarian’ facility on
their website as well as updating the ‘Industry guides’ they produce. This means that they
48
spent a great deal of time looking at their computers. When the specialist helped customers
they were always friendly. The enquiries were of course varied. Many people wanted the
passwords to various databases, or help with where to start looking for information. This was
done by the specialist moving their terminal around to show them or going over to where the
customer was sitting and helping them there. One of the main enquiries was customers
wanting to download information from various databases onto memory sticks which the
specialists have to do and they keep a tally on the percentages or amounts downloaded per
person, per day or week, by writing all the details in various Excel spread sheets. More time
was spent with those with more difficult enquiries, for instance searching for patents, and I
noticed that the specialist were happy to go that extra mile to help.
Photograph of the BIPC Enquiry Desk Photograph of the BIPC Workshop Area
There was a sense that they had forgotten what it is like to first come to the reading room, so
many aspects seemed obvious to them that were not to me. This was shown when
customers asked the same question more than once or needed more help once they had
been ‘dealt’ with. Also, because the specialists are also busy doing other work, there was a
sense that customers would have to come to them and not the other way round. Some of the
business information specialists also do paid business information and intellectual property
research as well as one to one business information sessions for entrepreneurs which I was
unable to observe.
49
5. Observations ‘backstage’ at the BIPC
As I was given a desk and had access to the British Library intranet I was able to observe
the day to day running of the BIPC from a staff point of view. I soon learnt that many different
departments are responsible for different areas. For instance, a different department deals
with the ordering of books up from the vaults, who also responsible for shelving the books,
and they have a separate desk next to the enquiry desk for customers to come and pick the
books up they have ordered. The manager of the BIPC is not in charge of the reading room,
this comes under the jurisdiction of the head of the Reading rooms. This all took time for me
to understand. The British Library is such a big organisation; it seems very siloed, with a lack
of knowledge in what other departments are doing.
I asked members of staff that I was shadowing what they do for dyslexic customers or
indeed for customers with other disabilities and there was a feeling that staff felt they should
know more. Some spoke of having some external training about some disabilities in the past
but there had been no more recent follow up. After a few weeks of my being there, one
specialist said that I had opened her eyes to what dyslexia was. The myth that dyslexic
individuals cannot read and would probably not be at the British Library was in evidence.
To investigate further, I met with the Reading room manager to discuss provision for
disabled and dyslexic customers in the British Library as a whole. He told me that there used
to be a Disability Support Officer role but in the restructuring this had now become part of his
job. His remit being to deliver good, flexible customer service for all, with reasonable
adjustments for those who need it. He admitted that the text to speech software, Supernova,
which is specifically for blind people but could help some dyslexic customers, did not work
although they were trying to get it fixed. He said customers could be helped with various
needs but had to give advanced notice to book, for example, a separate study carell so a
Dictaphone could be used. In the BIPC reading room there are no such carells. When a new
customer signs up for their reader’s pass no one asks if they need any additional help or tells
50
them of services on offer to those with a disability. He also gave me a copy of the British
Libraries leaflet “Helping those with Additional Needs” (British Library, 2012c) where there is
no mention of dyslexia.
I asked many of the staff, including managers about British Library policy on disability issues
and no one seemed aware of them or could point me towards where to find them. As can be
seen from Chapter Four, they of course, exist, however the lack of knowledge about them is
perhaps surprising. Interestingly though, several staff members of the Marketing Team of the
BIPC and the Welcome Team told me they were dyslexic and were extremely interested in
the research.
6. Conclusion
This period of observation and shadowing gave me a window into how business information
and services are delivered at the BIPC. My experiences of being a ‘secret shopper’
enlightened me to some of the problems a dyslexic entrepreneur may encounter on using
the BIPC reading room. My attendance of workshops taught me so much but highlighted the
pitfalls of only catering for one kind of learning style. My shadowing on the enquiry desk
showed me what it was like to be a business information specialist and how they help their
customers. Being ‘back stage’ highlighted a rather siloed organisation with a lack of recent
training on disabilities.
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Chapter Six: Dyslexic entrepreneurs have their say
1. Introduction
This Chapter contains the results and the analysis of the interviews with the dyslexic
entrepreneurs. There are over ten hours of content and all the dyslexic entrepreneurs had
much to say. Unfortunately, there was not enough room to include everything the dyslexic
entrepreneurs said so more is included in Appendix 5 which gives some background to their
dyslexia difficulties and strengths. This themed discussion consists of the most pertinent
content to the aim and objectives of this research. Each dyslexic entrepreneur is introduced
when first quoted, with a brief biography, to set their quotes in context. All were happy to be
named and photographs taken except one person who chose to be anonymous as he was
worried that it may affect his business. The themes cover the entrepreneurs views on being
dyslexic, strategies they employ in accessing and using business information, what research
(if any) they did when starting their own business, their experiences of accessing and using
business information at the Business and IP Centre (BIPC) and their recommendations to
improve the BIPC services for dyslexic entrepreneurs.
2. On being dyslexic
All the interviewees have strong views on being dyslexic. Antoinette Alexis is a 32 year old
woman, based in London, working as a model and researching a start-up healthy food
business. She was diagnosed as being dyslexic at 21 when she came back to the UK to
study at college after 10 years of living in India. When asked how she felt about being
dyslexic she said:
“It used to bother me a lot and I sometimes wish I wasn't. I except it now and deal with
it. I don't' know what it feels like not to be dyslexic! I don't have a qualm about telling
people now, when I was growing up people thought I was stupid or something, not a
nice feeling."
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Dr Naomi Folb, a 33 year woman who has a PhD, teaches at the University of East Anglia as
well as running a publishing company called RASP, specialising in publishing dyslexic
writers. She was diagnosed at school when she was seven. This idea of people thinking that
dyslexics are stupid is something that Naomi picks up on, "I get really upset when people
basically question my level of intelligence and ability and when people think I'm
incompetent, it really razzles me."
Photograph of Antoinette Alexis Photograph of Dr Naomi Folb
She talks a lot about being pigeon holed as being incompetent when a child and there were
low expectations for her at school, she says " it affects me in a more obscure, ad hoc
way,…. it’s my emotional reaction that is the disability, not because I learn things in a
different way".
John Cameron [a pseudonym] is 31 and runs his own business in the legal arena. He was
diagnosed at 14 when he was at school. He feels that ‘coming out’ as a dyslexic in his field
of law may have detrimental effects to his business but makes an important point, "I tell
certain people I'm dyslexic but I just found that it creates negative stereotypes ….the
more you achieve the more it's easier to tell people". Although there are many famous
dyslexic entrepreneurs, such as Richard Branson, John suggests they are able to talk about
53
it because they are so successful. This is echoed by Paul Grant, aged 48, who is much more
established in his field. He is one of the partners of the BIPC, his company, The Funding
Game, runs workshops on funding and he has run many successful businesses in the past.
He has never been formally diagnosed, and he feels it does not have a detrimental effect on
his business:
“I've always been quite open about being dyslexic…..for me it’s just another way of
thinking. I wouldn't want to use it as an excuse for anything; it’s just a different
approach to things. I wouldn't go round shouting it out, its only if it came up”.
Photograph of Paul Grant Photograph of Geraldine Mattis
A common thread with all the dyslexic entrepreneurs is about accepting their dyslexia.
Richard Marshall, who is 37, is the managing director of a successful barbers shop called
Pall Mall Barbers and he is now looking to expand into a range of men’s toiletries. He was
diagnosed as dyslexic when at primary school. He says:
“It was so obvious [I was dyslexic], I was different right from a young age, I couldn't
read or write. A teacher told me I would go nowhere…that motivates me. That is one
of my 'Whys' if I am ever lacking a bit of motivation I go back to that feeling. I tell
people, I used to have an issue with it but I just accepted it, it’s part of me, it’s part of
who I am.”
Geraldine Mattis is 36, the managing director of a ceramic design business, Geraldine Mattis
Design, she used to be an art teacher. She was diagnosed at 19 when she studied fine art at
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University. She highlights the difficulties of being dyslexic, "it’s kind of hard really. For
me, being dyslexic just means that I've got to try 10, 15 times harder." She thinks that
this may be because she was diagnosed later in life. David Moffat, aged 32, runs a
franchise business teaching children to fence called Little Musketeers. He was identified as
dyslexic at work when he was 20, also found it hard:
"It used to really, really bother me and I'd hold myself back, it was a massive burden
and I'd think I was stupid, now not so much. It’s just time consuming if anything, it
puts me off writing, I think of it now as an inconvenience, something I have to deal
with."
Photograph of Enrico Riva Photograph of David Moffat
Enrico Riva who is 39 was diagnosed even later in life, at 30. He is Italian and was
diagnosed when studying in London and now works as an assistive technology trainer and
assessor for dyslexic students. He is developing a business selling software to help primary
school children with dyslexia. He found a diagnosis helpful; "Discovering I was dyslexic
gave me a huge boost". This is echoed by Phillipa James who is 29 and runs a company
selling breathing aids called Breathing Relief. She was diagnosed whilst at University and
felt that “suddenly many things clicked into place...It does affect me in certain ways
but I’ve learnt to overcome them really.”
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3. Experiences of accessing and using business information
This section begins by exploring how the entrepreneurs found and used different kinds of
business information from various sources. Their experiences of the BIPC will be explored;
what they liked, what they found difficult and lastly, ideas and recommendations they came
up with to help other dyslexic entrepreneurs using the service.
Photograph of Richard Marshall Photograph of Phillipa James
3.1 Research not at the BIPC
Richard who is the only dyslexic entrepreneur in this study who has not used the BIPC did
not do any research setting up his barber’s shop, when I asked him about it he replied
“Research? Eh? No!” However, now he is expanding his product lines, he says he realises
its potential:
"What I've learnt now is that research is very key to evolution, very, very key…. I think
researching the market is critical…. I spent three months working on researching
product lines and I used Google.”
Richard was not aware that much business information is behind a pay wall, he presumed
that all information can be found for free through Google which is incorrect. He seems
confident that he has all the information he needs but when he was shown what the BIPC
has to offer, he indicated that he would rather employ someone to do the research for him as
it would take him too much time.
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Paul set up his first business before the BIPC existed and indicates this when researching a
start-up business:
“If you are too educated you find enough reasons not to start a business, whereas I
didn't look into it too much. I didn't sit there reading about how to do it, I just did it
and whenever I got knocked down I'd learn from it and get back up.”
However, this attitude is in the minority. Not surprisingly, as all the interviewees (except
Richard) came through the BIPC, felt the need to do some research when starting up their
business.
3.2 The Business and IP Centre
3.2.1 First impressions
The first impressions from all the dyslexic entrepreneurs were positive, perhaps surprisingly,
there were no negative feelings about being in a library or difficulty acquiring a readers pass.
For example, Antoinette says, “I found the place beautiful. I was a bit taken aback that it
was freely available to everyone.”
3.2.2 Swap Skills board
The swap skills board is in the networking area of the BIPC and consists of hand written
cards for people to swap their skills. Most of the entrepreneurs had not noticed or used it.
Those that had were not very positive and this highlights the difficulties dyslexic individuals
often have with reading hand writing. For example:
Geraldine said: "If I had to read someone else’s hand writing, forget it….I noticed it and
wasn't interested straight away, which is a shame because it’s probably really good."
Enrico echoes this problem but also comes up with a solution: "Ideally, it would be on the
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website, so there would be a page for each and you could search it. It is a good idea
but very limited."
Photograph of Swap Skills Board Photograph of Industry Guide
3.2.3 Industry guides
The guides are produced by the Business Information Specialists and they contain useful
databases, publications with Dewey numbers and websites on different key industries [See
Appendix 6]. They are printed on white A4 paper, with a sans serif font and are several
pages long. Most of the interviewees had not used or picked one up, and when showed one,
most did not think they would be drawn to reading it because it was a long list with no
images. David felt that there was too much information in a form that he found difficult to
access and he said: "It would have been good if there was a smaller, bullet pointed
guide”
Antoinette indicates how difficult it can be for dyslexic entrepreneurs with printed material:
“I thought it was good that they had sheets printed out with subjects on, they gave me
a sheet with lots of numbers on, I felt really frustrated, blocked. How do I move
forward and I felt dry in the throat. I didn't know how to use them”.
3.2.4 Books and reports
This difficulty with reading, identified with the Industry Guides, is a theme that continues with
the books and reports available. They are kept on the shelves of the reading room of the
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BIPC for reference only. The reports separated by publisher in alphabetical order, the rest in
strict Dewey order. Some of the dyslexic entrepreneurs did not even think of searching or
looking for books and thought the databases were easier to use, such as David, who said "I
had a little glance but didn't look really….I felt that I could get what I needed from the
database. It’s a lot easier to type in ‘franchise’…" Antoinette felt it was the categorisation
of the books, as well as accessing them, which was a problem. When asked about the books
and the reports around the reading room she said:
"I found it quite confusing, in all honesty, how to look at the books with all the
numbers. He [member of staff] did explain that to me but it went in one ear and out
the other… I didn't find that straight forward at all. The databases are easier to use
than the books”.
Photograph of Dewey Numbers on Shelves
There was a sense from the majority of the interviewees that it was not because they did not
like books or that they would never read one but rather that they could not understand the
system. However, Enrico had got past that although he did not find it easy, he says, "For
me, I don't struggle too much trying to find something on the shelves, it might take
me a while but I like the challenge."
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3.2.5 Databases
All of the dyslexic entrepreneurs who had used the resources in the Reading room had used
the databases. None of them had found it easy to start with and all had needed to ask for
help, which perhaps is usual for any first time user of the BIPC. However, it is the amount of
help that dyslexic entrepreneurs need that may be different. Geraldine emphasises the
problem of taking that first step in asking for help:
“I found the information here really useful even though I didn't know what I was
doing…. I was quite scared to go up for help at first; I thought I can't ask them I don't
know what I am looking for”.
David’s experience was generally positive, but highlights the problem of ‘information
overload’:
“It was ok. It wasn't easy to use, I had to ask somebody for help, how to search for
things. And I then got to grips with it in the end and I printed off spread sheets that I
wanted and went home. There was a lot of information, it was very information
heavy…it was too much”.
Antoinette saw the positives of accessing business information on the databases for free, but
also the need for as much help as she could get:
Antoinette: "I found the databases very useful, especially Datamonitor, it was good to
use it here as it’s really expensive. I could always use as much help as possible; I
could always use somebody else's brain….I feel like it takes me longer than someone
else. "
Phillipa also highlights the need for more help to understand what to do, she mentioned the
importance of writing things down and a staff member coming over to help and taking time
with her until the information goes in. She said:
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"When I first went there I actually found it very difficult, I was upset, I sat there for
hours. I sometimes need to be hand held with these things, I felt a bit bad asking
question after question. But once I know where to look, I generally can go in and find
it…”
Enrico, perhaps because of his job, was the only one to mention any assistive technology or
facilities for dyslexic individuals using the services:
“I asked about Supernova, which is for blind people, but the people at the desk didn't
even know how to use it. It’s not advertised anywhere so people don't know about it
and they don't know how to use it and it’s not for dyslexics anyway. I think they
should have some software for dyslexics because Supernova is horrible. There are no
booths in the BIPC reading room and I don't think there are scanning facilities in there
either. So I have to print it on paper, go home, scan it, and so as you see it’s very,
very user unfriendly."
He also highlights a problem with using the databases “that there is no spell checker, and
you can't open two windows at the same time, so you can't use Google as a spell
check.” Using Google as a spell check is something that quite a few dyslexic entrepreneurs
mentioned as one of their coping strategies with spelling generally. Overall, the interviewees
were able to navigate the databases but needed and appreciated someone to come over
and tell them how to use it rather than be just be told at the desk.
3.2.6 Workshops and events at BIPC
One aspect that shone out when interviewing the dyslexic entrepreneurs was that all of them
had been to and enjoyed the workshops at the BIPC. Many said they much preferred going
on a workshop to learn about business information than trying to read it from a book or
guide. John said: “I went to a half day workshop on what they had to offer, a guide to
the databases they've got, very impressive actually."
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Phillipa: "Found them really useful, usually they had a hand out with PowerPoint and
they talked through them and I wrote notes…I take away ideas from them”.
However, there were some criticisms about how they found the workshops at the BIPC:
Enrico: "I might challenge the [workshop] leader a bit if they won't let me record as it
is a disability and it goes against the Equalities Act. I would like them to think more
about it….I think it should come from above to make the material more accessible. I
would sign a document to say I would only use it for personal use"
David: " The workshop was "information overload, there was too much information
because it was short course and I suppose he has to pay for the hire of the room so
he's trying to squeeze a lot into a short amount of time. I wanted something quite
simple. Maybe it wasn't the right workshop for me."
Antoinette was disappointed that they were not actually working on their business plan in the
room and "starting to structure the whole thing but it was more like information on
how to do it, which wasn't incredible for me". Naomi had a similar issue: "The workshop
told us how you could look at the information about other businesses; we didn't work
on our own business". These issues are all indications of a different learning style. On the
whole, all the workshops, whether delivered by the business information specialists or the
partners, followed one learning style.
3.2.7 Learning Styles
Some of the interviewees go into more detail about the different ways they prefer to learn:
Naomi’s describes her favourite way of learning “I like to mix and match. I've learnt a lot
from the workshops…. I like the brainstorming and when you get to chat to people,
it’s discussing it…and afterwards you review things”.
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Richard: "Most of the stuff I do is on webinars, video stuff, so I can slow it down and re
watch it. That's my favourite way of learning. I can do it at home and I try and do some
everyday and I absorb the information and it’s just ridiculous what I can take in
through in that medium.”
Paul continues showing a mixed approach works best for him. “It’s important to
incorporate lots of different ways especially different media to integrate the
information especially for dyslexic people, well it is important to me anyway."
Quite a few of the interviewees have used mind maps and have found them, as Naomi said
“quite useful”. However, Paul is the keenest advocate:
"Nearly all my notes are in mind maps, for years I've been doing that. I'm not an
elaborate mind mapper I don’t do all the drawing and the colours. Sometimes I can't
read my own writing but I can look at the whole picture and get the gist of it. I've been
using it so long I just do it. The software doesn’t appeal to me. Mind maps help you
see the whole picture without having to wade through lots of text”.
All these examples show the various learning styles that individuals prefer, with some
preferring a mix of styles to help them learn and retain business information.
3.2.8 Recommendations
When the dyslexic entrepreneurs were asked if they had any recommendations that would
improve the services of the BIPC for dyslexic individuals accessing and using business
information they were, perhaps not surprisingly, full of ideas. They were also pragmatic with
their recommendations, not suggesting ideas that were beyond the scope of the BIPC. For
instance, many were aware that the accessibility and usability of the databases could be
improved but presumed that this was something that BIPC could do nothing about. Most
were primarily thinking about what would specifically help them although there was an
awareness that fellow dyslexics might have different problems, yet everyone’s ideas fell into
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a few specific themes which are indicated below.
All the interviewees had recommendations centreing on the use of audio or visual ways of
accessing and processing business information. Such as John who suggests:
“a working example of how to access the databases that you could access on your
tablet, rather than just having it on a piece of paper. Do one for different scenarios.
…It could be something like 'Udacity' [online video learning with interactive quizzes]
….it would be good to have something interactive"
Other recommendations included:
Enrico: "Do little videos to show people how to do things."
Naomi: “Anything audio is really useful, having [BIPC] leaflets and guides as audio
options to be able to listen."
Phillipa would thought of interactive guides on how to use the databases which are
accessible whist searching on the database; "like a Wizard, in a way, so it’s more friendly
than it is now….it could stay in front as you are doing it otherwise you forget.”
Geraldine: “It would be good if you could listen to it on headphones then you could
multitask and you could engage with the information at the same time."
Enrico: "[The BIPC] need to provide something so you can listen to information”.
None of the dyslexic entrepreneurs spoke of a problem with the BIPC website and all of
them wanted some kind of visual help in the form of short films online.
Some of the interviewees specifically mentioned improving the printed material the BIPC
produce to help access the information. Geraldine did not like the industry guides:
"They are just not appealing, I've seen them….there is too much text on the paper, it’s
not spaced out. I'd like to see fonts a lot bigger. They need to improve that, they are
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trying to cram too much information on to it, I know it’s about costs, but for me, I
don't want to read it”.
Many of the entrepreneurs interviewed wanted an improvement in the printed material
offered by the BIPC, several talking about mind maps or other visual representations to
explain how to access information. Paul gives some clear reasons why he would not read a
guide and gives recommendations into how to improve them:
“They are not as easy to read as they should be….it doesn't really tell you how to pull
out the information you need, there is no kind of map, to show you how to get from A
to B, and there are no guides for common questions the small businesses might
need….there are big blocks of text, 6 pages clipped together you just think 'god, I
can't be bothered to read that…it’s really dry information and that's the bit I struggle
with but if you've got something that is more visual, an actual path, to show you
which way to go and then in a few seconds you know where you are going.”
Enrico highlights the problem of Feedback forms with a recommendation of alternative ways
of receiving feedback:
“There should be a way of giving feedback that doesn't use the forms and they should
say it rather than it being written on the forms, say that if anyone has difficulty writing
then they are available afterwards. Or someone could suggest that they would write it
for you after the session because it is money as well, feedback forms are for the
funding. They might be surprised they might get more people's feedback."
Several of the interviewees had problems with understanding how to find the books and
reports on the shelves and some others did not even try.
Geraldine describes best what could be done about this:
"The books that are on the shelves, they have these numbers, some of them are really
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tiny, I think that could be really improved dramatically and the headings could be
really improved by.”
Most of the interviewees who mentioned the workshops did not mentioned any
recommendations, although they had already explained what might work better in relation to
different learning styles. However, David pointed out that the "workshops would be better
with less information, shorter, puncher" in the way they deliver information.
Several of the dyslexic entrepreneurs mentioned that they found it embarrassing to keep
going up for help at the enquiry desk especially as they found it hard to remember
instructions. They felt it helped when the business information specialist came over to the
computer terminal to help them.
Only Geraldine mentioned she was dyslexic and this was after visiting for several years.
Many mentioned more awareness of dyslexia is important, as Enrico said, “staff should do
at least a half day course on what dyslexia is and how it impacts on the services the
library offers."
Recommendations for extra help specifically for dyslexic entrepreneurs was mentioned by
several such as:
Naomi who suggests "having a specialist for dyslexics at the library. I've found it really
hard to find out information about registering my company, there are different options
and they need narrowing down so to have people to talk to is pretty important, it
would be useful."
Antoinette said:
"I think if you could book a guide to help a dyslexic that would be amazing. If there
was someone who could be there for a dyslexic person so that they could give them a
little bit more help with explaining how the whole library works and where to get the
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information and how to get to maximize the use, that would be good. They could be
with you for an hour or something and they could really take you through so you
understand it better. You could book it in advance for extra help”.
All that mentioned it were keen that the BIPC advertised these extra services specifically for
dyslexic entrepreneurs at the BIPC and on their website.
All the interviewees were asked what they thought of the idea of the BIPC putting on specific
events or workshops for dyslexic entrepreneurs. There was an overriding positive response,
although some said they were too busy now that their business had taken off. Most said they
were keen and asked to be kept informed about developments. Many mentioned that they
had never (knowingly) met another dyslexic entrepreneur and welcomed talking about it in
the interview. As David said: “It would be great to get dyslexic entrepreneurs together to
share tips and share things that are good or bad".
Paul pointed out “that seeing successful dyslexic entrepreneurs could be inspiring and
hearing about the strategies they used to overcome their difficulties. This may
particularly benefit dyslexic entrepreneurs who are just starting out [and] may feel a
lack of confidence because of their problems, they may feel they can't make it in the
business world, so a big name could help.”
4. Conclusion
This research wanted to put the dyslexic entrepreneurs centre stage and includes as much
of their own voice as possible as well as some details about their background and
photographs. This was done to satisfy the aim and objectives of the research. By asking the
dyslexic entrepreneurs what they needed when accessing and using business information,
as well as producing recommendations for the BIPC, a nuanced picture of the complexity of
dyslexia is formed.
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Chapter Seven: The benefits of a proactive approach
1. Introduction
There are many discussions and conclusions that could be explored around the findings of
this research, taking the aim and objectives into consideration. Several themes are not
covered which may be surprising, such as a discussion about assistive technology. The
decision to leave this out is based on the findings, from the dyslexic entrepreneurs
themselves. They felt other aspects of the service, such as having extra help from library
staff who understand dyslexia as well as improving library guidance both printed and
electronic and having targeted services for them would be of more help to them in accessing
and using business information. It is worth pointing out again that their concept of business
information is broader than in the definition of Chapter One and includes obtaining business
information from workshops, events, webinars, Youtube, and business coaching.
This Chapter concentrates on how a library needs a proactive approach to provide services
for dyslexic customers to access and use business information effectively based on the
findings of the research as well as the literature review. Although, this research centres on
the experiences of dyslexic entrepreneurs at the Business and IP Centre (BIPC), the
discussion is relevant to all libraries especially as the experiences of dyslexic entrepreneurs
are in the main the same as any other dyslexic customer. It is especially relevant to other
business libraries that cater for entrepreneurs as they are more likely to have a higher
proportion of dyslexic individuals using their library in much the same way as art libraries do.
Looking to identify how a library and specifically the BIPC can have a proactive approach
starts with library policy.
2. Towards a proactive approach
The Library and Information Science (LIS) literature about dyslexia and libraries highlights
the importance of having a proactive approach to providing services to dyslexic individuals
(Muddiman et al, 2001; Rutledge, 2000; Rosenthal, 2006). Rutlegde (2000, p.265)
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commented on the library profession’s pacificity when taking the lead in this area and
particularly highlighted the importance of libraries having specific policies in this subject as
the best way to ensure a proactive approach.
As has been established in Chapter Four, the British Library has very detailed and
comprehensive policies on disabilities and diversity, including the Disability Equality
Scheme, (British Library, 2010a and b). External consultations were conducted with disability
groups in the drawing up of the Action Plan for the Scheme. Looking in more detail, they had
a pan disability focus group which included staff from various departments and external
participants including Share the Vision, Royal National Institute of Blind People (RNIB),
Leonard Cheshire, Action Disability, Live ability, Guide Dogs for the Blind, and University of
the Third Age (British Library, 2009). From this focus group it becomes clear that blind and
visually impaired people have a stronger representation than other disabilities and ‘invisible’
disabilities such as dyslexia are not represented at all. Dyslexia does get one mention but
this is in relation to problems with document delivery for those with print disabilities.
Much of the British Libraries consultation and Action Plan (British Library, 2009) concerns
itself with, not surprisingly considering the participants, services to blind and visually
impaired individuals. This issue was also apparent in the LIS literature (Sook Lee, 2007).
Dyslexia has been included in those with print disabilities, but this is only the case for those
with ‘visual stress’ and in these findings none of the dyslexic entrepreneurs have ‘visual
stress’. However, when all disabilities are ‘bundled together’ as Pinder (2005) describes it,
there is a problem. This is an aspect that is broader than just those with dyslexia as many
other disabilities, especially those that are ‘invisible’ have not been covered in LIS research
very much and so whole sections of the disability community are being left out. This “narrow
concept of disabilities” (McCaskill and Goulding, 2001) seems to continue at the British
Library in its policies. The intensions are there but if all of the partnerships with disabled
groups are for physical disabilities and especially the visually impaired, of course they are
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going to voice their opinion in focus groups which then forms an Action Plan which then
turns into library policy.
It would be helpful if different disabilities, including dyslexia, were represented by having a
wider variety of people and organisations representing different groups in the Action Plan
focus group. It is important to have a more nuanced understanding of disabilities and
especially dyslexia as a complex condition. This is something that the British Library, as a
major research library in the United Kingdom, could do and take the lead by creating an
Action Plan specifically for their dyslexic customers.
There was a general feeling from talking with BIPC staff, that dyslexic entrepreneurs would
identify themselves if they needed help. The literature, most notably Rosenthal (2006, p.82)
found that dyslexic individuals in her study would not identify themselves to staff and that is
why they want a specific member of staff to go to for help, who understands dyslexia.
Although the dyslexic entrepreneurs interviewed were very keen to take part in the project
and were happy to be identified as dyslexic, all but one did not tell staff when at the enquiry
desk, but they were still keen to see specific services directed towards them. There was also
a good response, in a limited amount of time from the BIPC e-newsletter, many dyslexic
entrepreneurs just presumed that there was going to be some kind of event especially for
them at the BIPC. This indicates they would respond well to the BIPC promoting some of the
services especially for them. For example, a specific page on the website for dyslexic
entrepreneurs which would highlight specific services, accessible versions of the “Industry
guides” as well as video/audio help.
The LIS literature as well as the findings, all point towards a proactive approach. In relation
to the BIPC this is especially true as this research has shown that dyslexic entrepreneurs
would react favourably to any help targeting them in accessing and using business
information.
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3. The importance of staff training
It is all very well discussing libraries adopting a proactive approach with comprehensive
policies on disabilities but the only way it can be implemented is if library managers and staff
are trained about disabilities and in this case dyslexia. The importance of staff training in
understanding disabilities was highlighted in the LIS literature (Rutledge 2000; Rosenthal,
2006; Forrest, 2007; Sook Lee, 2007; Mortimer and Pollak, 2008) as well as in the ‘grey
literature’ (CILIP, 2012; Nielson and Irvall, 2001). At the BIPC there was a lack of on-going
training in disabilities of any kind, such as a lack of knowledge about the software Supernova
(for the visually impaired) and there was a definite lack of knowledge of dyslexia specifically.
There had been some training in the past but as one business information specialist pointed
out, they had forgotten most of it and were worried that they would do or say the wrong
thing. There was a general feeling that this area had been put at the bottom of the agenda
for some time and they needed to update their understanding. With regards to dyslexia
specifically there was some lack of understanding about the complex nature of the condition
although some were aware of Logan’s (2001, 2008, 2010) research. Some of the dyslexic
entrepreneurs interviewed wanted to be understood with regards to their difficulties. Several
spoke of the importance of having at least one member of staff that could give them extra
support. This was most apparent when accessing the databases, where some of them had
problems, which is contrary to MacFarlane et al’s (2010) research into dyslexia and
information retrieval. When looking at specific staff training, the LIS literature is rather vague,
but from the observations as well as the interviews it is clear that some training specifically
on the complex nature of dyslexia is needed, as well as an understanding that the Equalities
Act 2010 has replaced the Disability Discrimination Act. In observations of the BIPC no one
knew anything about any of these policies or schemes, or the Diversity Team, showing the
problems of a siloed organisation.
Mortimer and Pollak (2008) specifically recommend library staff training in creating
accessible guidance such as mind maps, video and sound recordings as well as a variety of
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delivery techniques and learning styles. This would be highly appropriate for the BIPC as so
many of the dyslexic entrepreneurs interviewed suggested having guidance about business
information in video form on the website that could be accessed any time. Examples could
be ‘An introduction to using the databases’ or even more specific ‘How to search on Cobra’
or ‘Where to start your business research’. They felt that this would be very useful for them
to watch before they came to the BIPC as well as a useful reminder, short term memory can
often be a problem. An understanding of different learning styles for staff and the partners
who deliver workshops is also vital. There were also some dyslexic entrepreneurs
interviewed who found mind maps very useful as they found long lists of text such as the
‘Industry Guides’ too difficult to read. So, from the findings of this research Mortimer and
Pollak’s (2008) suggestions are very valid.
Rosenthal’s research is perhaps the most equivalent to this research project because she
also interviewed dyslexic customers about their experiences as to what they wanted. In her
research, it was clear they wanted a more attentive service and said that the most value to
them was to have one librarian who they could go to for one to one help, who fully
understood their particular issues. Several of the dyslexic entrepreneurs interviewed
suggested having a member of staff available for bookable one to one sessions, especially
when new to the library so they had time to take in all the information and ask specific
questions. The BIPC already has bookable one to one sessions with any entrepreneurs
about their business information research so promoting this service to dyslexic
entrepreneurs specifically might not be too much of a problem, especially if staff understand
more about dyslexia. However, unlike Rosenthal’s (2006) research, not all the dyslexic
entrepreneurs interviewed needed so much support. There were some who felt that if other
guidance was more accessible or there were video clips explaining how the library worked
then this would be enough. Initial time and money spent in producing a series of short films
may still be more cost effective than having one librarian specifically catering for dyslexic
entrepreneurs but this should not be a replacement for staff training on dyslexia. It is
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important to note that training in different learning styles is also important so that library staff
learn to produce material as well as deliver workshops for different learning styles. At the
BIPC, the workshops tend to favour the analytical and verbal approach, some of the dyslexic
entrepreneurs interviewed had difficulties with this, feeling frustrated that they were not able
to participate or that it was too ‘wordy’ or they had ‘information overload’. This would not only
benefit dyslexic entrepreneurs but everyone who prefers a different learning style and would
make the guides and the workshops more accessible to everyone.
Providing staff training in disabilities and dyslexia is very important especially in changing
attitudes but Deines-Jones (2007) pointed out the most effective way to remove barriers is
to go beyond the library walls and involve disabled community groups, other LIS research
made a similar point (Rutledge, 2000; Rosenthal, 2006; Sook Lee, 2007). This is possible
for the BIPC especially as Dyslexia Action’s headquarters are five minutes away. Yet, none
of the dyslexic entrepreneurs suggested this which is perhaps significant as they have no
connections with dyslexia organisations. In this case, it might also be appropriate for
dyslexic entrepreneurs themselves to be involved.
Nielson and Irvall, (2001) take the importance of training and changing staff attitudes one
stage further by suggesting that library staff should talk with dyslexic members of staff in
order to understand what it is like to be dyslexic. This is a very interesting idea and one that
could work at the BIPC. In the course of the observations, four members of staff from the
Marketing and Welcome teams of the British Library spoke about their dyslexia, some for the
first time, because of the research on dyslexic entrepreneurs taking place. They were keen
to help in any way and this could be utilised by creating a staff dyslexia group, to support
each other and, if they were willing, to educate other members of staff in their problems and
strengths. This could only work in an organisation with a strong feeling of support for those
workers with disabilities otherwise, rather like the one dyslexic entrepreneur interviewed from
the legal world who felt he would be discriminated against if anyone knew, dyslexic staff
members would not want to make themselves known. At the BIPC staff were happy ‘to come
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out’ and so asking them to talk to other staff about how it affects them could be a very
effective way of supplementing staff training in dyslexia, as well as help the dyslexic staff.
This could also be expanded out to cover any kind of disability from physical disabilities to
mental and other ‘invisible’ disabilities such as Asperger syndrome.
The most important factor in staff training is in understanding the complex nature of dyslexia
and it seems the dyslexic entrepreneurs interviewed have a contrary attitude to being and
using libraries than is portrayed in the LIS and ‘grey’ literature. Rosenthal’s (2006) research
found that the dyslexic individuals that she interviewed were not comfortable in the library
and this is also highlighted by the Chartered Institute of Library and Information
Professionals (CILIP) recommendations. However, this was not the experience of the
dyslexic entrepreneurs interviewed who all commented on how much they loved being in the
BIPC as well as in the British Library as a whole and contradicts the idea that dyslexic
individuals and libraries do not mix.
4. Conclusion
From the LIS and ‘grey’ literature as well as observations and interviewing dyslexic
entrepreneurs, it is very clear that in all library settings having a proactive approach,
promoting services as well as on-going staff training in dyslexia, is important to improve
services to this group of customers. At the BIPC, as well as other business libraries and any
other library with a higher than average dyslexic customer base, this proactive approach is
vital in helping dyslexic entrepreneurs access and use business information.
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Chapter Eight: Conclusion
The research aim was to analyse and evaluate the needs of dyslexic entrepreneurs when
accessing and using business information and its implications for the British Library
Business and IP Centre (BIPC). The first objective was to investigate how dyslexic
entrepreneurs access and process business information. This was done by interviewing nine
dyslexic entrepreneurs as well as observing the BIPC (including the ‘secret shopper’
exercise). The results were interesting, the dyslexic entrepreneurs had a much broader
sense of what business information is than the usual definitions. This included workshops,
webinars and events and many preferred to access business information either from online
databases or in workshops. They found accessing business information in print form much
more difficult and did not even attempt to read the ‘Industry Guides’ the BIPC produce. They
were able, sometimes with difficulty, to process business information, at perhaps a slower
speed than others.
The second objective was to identify and understand what dyslexic entrepreneurs need in
order to effectively access business information. This was achieved again with the interviews
and observations. The dyslexic entrepreneurs had many good ideas of what would help
them access business information, which mainly concerned producing guidance in video or
audio form as well as having a specific member of staff, who understood dyslexia. The
Library and Information Science (LIS) literature review as well as the ‘grey literature’ also
provided some very useful suggestions into how to become more ‘dyslexic friendly’ such as
the importance of having a proactive approach, providing and promoting a special service,
staff training and liaising with other dyslexia groups.
The third objective was to produce recommendations for the BIPC and can be seen below.
All in all, the needs of dyslexic entrepreneurs when accessing and using business
information have been analysed and evaluated in this research and some useful
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recommendations produced. . These are hoped to be of use to not only the BIPC but to all
business libraries.
There were limitations to this research especially the time span the research had to be
conducted in which meant only a small group of dyslexic entrepreneurs could be
interviewed. Although Logan’s (2001, 2008, 2010) research is well known, that
entrepreneurs are more likely to be dyslexic, no research has been conducted, until now, in
relation to what dyslexic entrepreneurs need when accessing and using business
informaiton. There is clearly room for more research in this area. This research is specific to
the BIPC but the findings are relevant to any library wanting to provide an accessible service
for dyslexic individuals. It is hoped, in a small way, this research can help the BIPC enable
dyslexic entrepreneurs to access and use business information more effectively in the future
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Recommendations for the Business and IP Centre
Staff training to promote understanding of dyslexia and the Equalities Act 2010.
Training on how to provide workshops for different learning styles for both BIPC staff
and partners.
Produce accessible copies of the ‘Industry Guides’ and other printed material
including using cream paper, images and mind maps.
Produce short videos on various topics such as ‘An introduction to business
information’, ‘How to use the databases’, and the ‘Industry guides’ to a make them
more accessible.
Make the ‘Swap Skills’ board an online service.
Have a member of staff responsible for dyslexic entrepreneurs where one to ones
can be booked to give them extra support.
Have introductory tours of the library specifically for dyslexic entrepreneurs.
Promote services to dyslexic entrepreneurs, especially on the BIPC website.
Foster partnerships with outside dyslexia experts such as Dyslexia Action and British
Dyslexia Association.
Get in contact with the British Library Diversity group to put dyslexia on their agenda
so that a policy on dyslexia is written and.
Create a dyslexia support group for staff at the British Library.
Organise a dyslexic entrepreneur event with high profile dyslexic entrepreneur.
Market services to dyslexic entrepreneurs, including the paid research.
Organise an on-going dyslexic entrepreneur workshop/networking opportunity.
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Chapter Nine: References
Atkinson, M. and Dhiensa, J. 2007. Improving library services to people with print disabilities:
the role of technology in public libraries. In: C. Deines-Jones ed., Improving library services
to people with disabilities, Oxford: Chandos Publishing.
Adriot. (2012). Seven up census of the British Library Business and IP Centre. [unpublished].
Bartlett, D. and Moody, S. 2010. Dyslexia in the workplace: an introductory guide. Chicester:
Wiley-Blackwell
Beck, S. and Manuel, K. 2008. Practical research methods for librarians and information
professionals. New York: Neal-Schuman Publishers.
Birmingham City Council. 2012. Dyslexia information [Online]. Available at:
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Appendix 1: Blog Post
Calling all dyslexic entrepreneurs!
Screenshot of blog post.
Text for blog post:
The Business and IP Centre is hosting a research placement for Sally Ann Clarke, an MA
student from the University of Brightonhttp://www.brighton.ac.uk/. She is looking to find
entrepreneurs and business people who are dyslexic. Below is her blog post about the
project:
Many thanks to the British Library for agreeing to host my research project.
First of all, something about me. I started my career as a qualified librarian in Manchester
Public Libraries, and since then I have had a variety of roles including managing an
independent bookshop. This gave me retail and business experience but also an interest in
business information. I decided to return to the library profession and I am now studying for
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an MA in Information Studies http://www.brighton.ac.uk/cem/prospective/information/at the
University of Brighton.
For my dissertation I am researching dyslexic entrepreneurs and business information. My
choice of research topic came from bringing various ideas together; reading the Cass
Business School’s http://www.cassknowledge.com/research by Dr Logan
http://www.cassknowledge.com/research/article/dyslexic-entrepreneurs-incidence-their-
business-skills-and-their-coping-strategiesthat entrepreneurs have a significantly higher
incidence of dyslexia than in corporate management and the general population coupled
with visiting the Business and IP Centre and noticing that many of their services are aimed at
entrepreneurs. I then wondered if dyslexic entrepreneurs had specific business information
needs.
I also have an insight into some of the issues dyslexic entrepreneurs have as I am dyslexic
myself. I understand that many people do not realize they are dyslexic although they may
have an inkling that they are ‘different’. I didn’t find out myself until I studied for a part-time
University Certificate in Creative Writing 8 years ago. I am now aware of the difficulties I
have and have learnt some strategies to try and overcome them but now I am becoming
aware of some of the ‘advantages’ such as good verbal communication, lateral thinking and
creativity. These ‘advantages’ are perhaps why someone with dyslexia becomes an
entrepreneur in the first place.
And there are many examples of successful dyslexic entrepreneurs such as Richard
Branson, Duncan Bannatyne from Dragon’s Den and Tom Pellereau, winner of last year’s
Apprentice.
However, I need your help! If you are dyslexic and have used the Business and IP Centre, if
you think you may be dyslexic or if you know a dyslexic entrepreneur please do get in touch.
I would love to hear from you. My email is [email protected]
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Appendix 2: Poster
Are you dyslexic?
Would you mind helping me with my
research?
I am an MA student in Information Studies from the University
of Brighton on a placement at the Business and IP Centre.
I am looking for people who have dyslexia or think they might
have to interview for my dissertation.
My research focuses on dyslexic entrepreneurs and how they
access and use business information.
I am also dyslexic myself.
I will be interviewing people here
the week commencing 6th August.
If you are interested in taking part,
please email:
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Appendix 3: Interview Schedule
Brief introduction about my research:
Dissertation research for MA in Information Studies at the University of Brighton.
Aim of research is “to analyse and evaluate the needs of dyslexic entrepreneurs when accessing and using business information and its implication for the British Library Business and IP Centre.”
One of my objectives to produce recommendations to the Business and IP Centre about how they can improve services to dyslexic users of the Centre.
Brief introduction about myself:
I am dyslexic myself so can understand some of the challenges as well as advantages of being dyslexic. I only found out 8 years ago and it has changed my life for the better in understanding of myself.
Studying full time for MA and the dissertation, which is 20,000 words, long is the last part to complete.
I have had many different jobs from public librarian to a freelance gardener however for several years I managed a bookshop, so I do have some business experience.
Confidentiality
I am intending to make your interview anonymous unless you are happy for me to identify you in my dissertation
Would you be happy to have a photo of yourself in my dissertation?
I can send you what I have written or the quotes I am going to use before I hand in and I am happy to send you the whole dissertation if you want to read it! I am also writing a summary so I can send this too/instead!
Interview questions:
Preliminaries:
What is your full name?
Where do you live?
What is your age? (if you are happy to give it!)
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On being dyslexic
How did you find out you were dyslexic?
How long ago was that?
Have you been formally diagnosed?
What would you say you had the most difficulty with? (Prompts: reading, writing, spelling, memory,
organization, numbers, left/right, auditory issues)
Have you learnt any strategies to help you with your dyslexia?
How do you feel about being dyslexic? Disability or are there any advantages?
Do you tell other people you are dyslexic? If not, why not?
Anything else?
Business Information
What business do you run? /setting up? Tell me about it.
Is it just you or do you have a business partner or staff?
Do you have any other jobs as well?
Tell me about how you set/setting your business up
What kind of research did you do when setting up your business?
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Where did you find the business information?
Which formats do you prefer? (Prompt: books/paper or electronic or visual/verbal)
Running your business what business information do you find useful?
Where do you find this information?
What do you find most and least useful?
What do you need to help you with information/research?
If you have used the Business and IP Centre
How did you feel when you first came?
Have you got a readers pass?
How did you find getting the pass?
Have you used the business databases? Which ones? How did you find it?
Have you used the books and reports on the shelves? How did you find it?
Have you gone up to the enquiry desk to ask a question? For Help?To download information? How
did you find it?
Have you been to any of the workshops? Which ones? How did you find them?
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Have you had a one-to-one interview? How did you find it?
Have you been to any of the Inspiring Entrepreneurs events in the Conference centre? How did you
find it?
Have you been to any networking events? How did you find it?
Have you used or read the ‘Skills Swop’ board in the networking area? How did you find it?
Have you used any other part of the British Library? How did you find it?
What do you think the Business and IP Centre could do to improve services to dyslexic users?
If there was an Inspiring dyslexic entrepreneur event would you like to attend?
Why would you attend or not attend?
Other
Is there anything else do you think would help you as a dyslexic entrepreneur?
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Appendix 4: Consent Form
Consent Form
Interview conducted
between…………………………………………………………………………..(interviewee)
and…………………………………………………………………………………..(interviewer)
On……………………………………………………for research for a MA dissertation at the University of
Brighton.
I,………………………………………………. give permission for the use of all, or extracts of, this
interview to be used for research for a MA dissertation at the University of Brighton.
Signed………………………………………………………………… Date…………….…
Address………………………………………………………………………………………………………
……………………………………………………………………………Postcode……………………..
Interviewer
Signed……………………………………………………………….. Date…………………
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Appendix 5: Dyslexic Entrepreneurs Extra Information
1. Difficulties
All the dyslexic entrepreneurs were very honest with the difficulties they have in life, in
running their business and accessing and delivering information, although none of them liked
to focus on it and preferred to look at the positives. Their difficulties are varied indicating the
complex nature of the condition. This section is divided into the main areas that they all had
the most difficulty in, namely reading, writing and spelling, memory, organisation, orientation
and numbers.
1.1 Spelling, writing and reading
Many of the dyslexic entrepreneurs found spelling and writing, especially in emails and other
social media, one of the most difficult issues they faced. For example, when asked what
they found the most difficult:
David answered "spelling, when I write something I know I'll miss things out so I've got
into the habit now of reading a text or an email a few times”.
Phillipa says that “I can do short pieces, if I have to, but it takes me much longer than
others.”
Paul discussed writing emails, he says, “I get caught out, especially if I'm in a hurry, I
make awful mistakes. I have to keep checking things over. My spelling is still bad, my
7 year old daughter has better spelling than me now.”
Enrico finds writing an email very difficult: “I have a problem when I'm asked to write it,
[although] the idea is there. Nowadays, most people say send me an email. I recently
found out that I lost some business because I didn't write an email."
Geraldine also has difficulties with email; "I might tell [ a possible new investor] just in
case I write something in an email and he might think I'm really stupid….I wrote that
93
I'm kind of having a really bad dyslexic day please excuse me"
Richard is asked about spelling, he says, "Minus 10! If I write something on Twitter or on
Facebook I have to do it hours before, I'll have to check it loads of times before I do it,
if I do it automatically, like normal people do."
John also finds difficulty with communicating in social media sites “Twitter is a
nightmare…people are so unforgiving, aren't they? Once [he had negative feedback
from a tweet]. I've had even more issues with people over email than twitter in terms
of people being really funny about typos, it's the nature of people, they like to
demonstrate their superior knowledge sometimes."
All had problems with reading as the following quotes show:
Antoinette: “I mix words up, need to read things a couple of times to absorb
information, slower if there is a new word and I need to keep going over new words,
I'm a slow reader".
David: “I do enjoy reading but I find it hard to find a book that captures me but I skip
over words so I have to really concentrate when I'm reading."
Phillipa: “my reading speed is pretty slow, really slow, so things like business plans
and reading reports I find difficult.”
Richard: “My reading is something which I find difficult so I can read short things, my
attention span is very short, more than that it takes too much focus and
concentration, I get really tired…because it takes so much brain power to read.”
1.2 Short term memory and organisation
Some of the entrepreneurs had real problems with short term or working memory where as
others didn’t feel that they did. Of those that did, Richard said about his short term memory:
94
"It’s ridiculous. Someone can tell me a set of instructions and I'm like 'What?
Pardon?' and they think you're not listening but my retention is terrible for short term
instructions like directions".
David said, "generally I think my memory is absolutely shocking but my long term
memory is good."
Whereas all the dyslexic entrepreneurs had problems with organisation, some dealt with it by
becoming super organised, where as some struggled with it in relation to their business and
lives.
Antoinette talked about organization fluctuating in short spurts and then "everything gets
chaotic again, I'm not very good with organization".
Paul highlights the frustration of being disorganised: “I'd have to say that I really have to
work hard at being organised. It is not a strong point, I don't have a natural leaning
towards it; I really have to concentrate on that kind of thing. I get frustrated, I get fed
up having to write lists and then I lose the list."
Richard and Geraldine have their own way of doing things:
Richard: “I thought I was disorganised, but actually I'm quite organised, but I'm not
tidy….I’m organised, but in my own way…it’s not like librarian organised! It’s my own
kind of pile, but I know where things are…."
Geraldine: "I am always disorganised….I've learnt to write down bits I need to do and I
make sure I stick to it and I tick box it and that's how I survive funnily enough. It’s not
a great system, it could be improved but unfortunately that is the system that I've got
at the moment."
David makes an interesting point about why some dyslexic individuals may learn to be
95
organised:
“I’m not an organised person but I know life would be better if I was organised. My
girlfriend is dyslexic and she's really, really organised and that's how she deals with
dyslexia, she's super tidy. I didn't go to University but she did, so I suppose, if you
have to study you learn to be more organised."
Naomi, Phillipa and Enrico are very organised, perhaps because they all studied at
University:
Naomi: "I'm probably more organized than most other people and whether that is a
consequence of trying to do a PhD, …. If I don't organise myself I don't really do very
much, productivity levels go down.”
Phillipa: "I'm quite organised, I get a bit obsessive at home, I can't concentrate if
things are out of place. I can get very stressed and overwhelmed if there is too much
paperwork, I have to sit down and be very logical about it."
Enrico: "Organisation used to be very bad but I have strategies so now I'm at the point
where I am like a maniac, everything has to be in a particular place”.
Some exhibited problems with time and orientation and everyone had strong feelings about
numbers either being extremely good with numbers such as Paul, who said: "I’m alright
with numbers, it's a fairly strong point. I can read financial balance sheets alright and
spot errors pretty quickly compared with words." Whereas Naomi typifies the other
extreme; "I find the hardest part is the financial forecasting as I'm absolutely rubbish
at numbers….it’s no pleasure. I'm still not very good at keeping records in what we've
spent money on."
1.3 Strengths and advantages to being dyslexic
All the entrepreneurs spoke at great length about what they perceived to be the strengths of
96
being dyslexic and the advantages that gave them in business. This is just a small selection
but many of them pick up on the same themes of thinking differently, being visual, being
good communicators and problem solving.
Antoinette: "I think you think of things others don't think of, I think it gives you an
edge."
Phillipa: “It's a way of thinking…I tend to find a solution, if there’s a problem with the
business I'll try and overcome it.”
John: “My strengths are interpersonal skills, presentations, finding patterns in things.
A strong point is my visual strengths such as my website and delivering information
visually as well as encouraging and motivating others.”
Richard: "The strongest advantages for me are my problem solving skills, my ability to
motivate people, and create rapport, and get people on side, I have a very visual
memory and a very visual mind, so I can draw pictures in my mind to explain to
people and people will buy into that and want to be involved".
Geraldine: "On the creative side it's a brilliant thing, I come out with good ideas which
has always been a strength.”
Enrico: "I'm very good with people, I am a people person."
Paul: "I'm not so linear as a lot of people, I guess I could have struggled my way
through university but I don't think that kind of academic thinking helps….I am
creative in my approaches.”
Naomi: “Not seeing the limitations and the risks or really thinking it in steps. I just
think I’m going to do it and I’ll find a way of doing it.”
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1.4 Strategies the dyslexic entrepreneurs use
Again, the entrepreneurs had a variety of answers some of which are detailed below. These
strategies are windows into what helps a dyslexic entrepreneur run their business and sheds
light into what they need to effectively access business information. The strategies that were
most common can be categorised into organisation (which has already been covered), the
use of technology and the importance of delegation. The use of technology is the most
important in relation to this research and will be covered in more detail with the following
quotes:
Naomi: “I use Fantastical [Mac calendar app.] every single day and tick things off."
Phillipa uses “Lists, lots of lists, I use Onenote, the Microsoft programme…I love my
[smart] phone, it does everthing…I use the calendar for organisation, check emails,
outlook, use the search function a lot to search for specific folders/files"
Paul : “We have so many tools now like Microsoft word, the spell and grammar check
…. I've got voice recognition software, Dragon, and I can talk into it and its much,
much quicker."
Enrico: “I would be lost without my synchronised smart phone with my calendar,
emails and everything else. Technology helps a lot. So now, I’m just doing it because
I'm so used to it. It becomes automatic. Dragon helps a lot. For proof reading I listen
with software [the one he has developed which is bi-lingual]. I use Global auto correct
for spelling and predictive text on the phone."
David: "Using Google as a spell check as the spell check on word often doesn't pick it
up, it's a lot better than a spell check."
John uses “Evernote, very useful, tagging system….when checking detailed legal
documents I will use the play back function just in case I miss something”. However,
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John did have some issues with being reliant on technology “it makes you lazy, I try not to
use it as much as possible.”
It is interesting to note that many of the above examples are not of assistive technology as
such but technology that is marketed to everyone. All the dyslexic entrepreneurs
acknowledge the importance of technology, even John who worries about relying on it and it
could be argued that before the arrival of this technology the difficulties that they have
described, especially with reading, writing and spelling would be more problematic. Their
coping strategies then may have centred even more around delegating these tasks.
In relation to delegation all indicated that in running a business, if there was the money, it
would always be better to delegate those jobs that they were not good at such as admin
work, proof reading and book keeping as they all admit that others would do a better job and
this would leave them to concentrate on their own strengths.
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Appendix 6: Screenshots of an Industry Guide
From: http://www.bl.uk/bipc/pdfs/Advertising_Industry_Guide_Jul2012.pdf
