“The Focus Came in Handy for Me Too”: Exploring Accessibility Learning and Identity Formation in a Web Development Course

Abstract

In this paper, we explore learners’ knowledge acquisition as it relates to accessibility-related identity formation. Utilizing Nasir’s work on learning, identity, and goals as our conceptual framework, we analyze students’ reflective responses to describe how learning about accessibility through implementation goals helps them foster identities as accessibility users, and how cultivating these identities helps further their understanding of web accessibility.