Mercedes Rutherford-Patten is the Foundational Learning and Engagement Librarian at California Polytechnic State University San Luis Obispo where she leads and develops the foundational information literacy and library instruction program. Her research and teaching interests focus on creating inclusive learning experiences that foster empathy and critical thinking. She holds a BA in Biology from Central College, an AS in Library Information & Technology from Cuesta College, and an MLIS from San José State University.
Luna Nombrano Larsen is a proud autistic and dyslexic woman and passionate neurodiversity advocate and autism researcher. She is the Founder and Director of the Empowering Autistic Scholars Mentoring and Research Training Program at California Polytechnic State University San Luis Obispo, which provides inclusive community; peer mentoring; holistic supports; and professional development and research training for autistic scholars. She holds a BA in English from the University of Southern California, an MA in English from California Polytechnic State University San Luis Obispo and is pursuing her MLIS at San José State University.
Neurodivergent students often experience significant barriers to academic success such as inaccessible instructional materials and differences in communication styles from their allistic (non-autistic) peers and instructors. The library is an ideal campus organization to lead the way in eradicating these barriers, as many autistic students view it as a potential haven because of the resources and services it provides. In this presentation, Mercedes Rutherford-Patten, the Foundational Learning and Engagement Librarian, and Luna Nombrano Larsen, the Empowering Autistic Scholars Director, at California Polytechnic State University (Cal Poly), San Luis Obispo, will describe the design of a summer bridge program featuring library-focused programming for incoming autistic students at Cal Poly. This session will feature a discussion of how they are partnering with autistic co-designers in a participatory action research study to create information literacy and research sessions that are more accessible and engaging for neurodivergent students, including data collection and assessment methods. It will also detail the development of neuro-inclusive instructional environments that foster self-expression and a sense of belonging.
