This article situates the practice of composing CCCC Accessibility Guides in critical access studies (Hamraie) and introduces the concept of critical access literacies. I argue that CCCC access guides cultivate critical access literacies amongst the guide writers and disabled and nondisabled conference participants, empowering them to better observe access barriers and advocate for expansive access. To make this argument, I triangulate interviews I conducted with the authors of the first six years of the guides (2011-2016) with textual analysis of the guides themselves. The interviews illustrate how the guide’s early authors re-imagined access to include expansive and intersectional access needs.
"Documenting Barriers, Transforming Academic Cultures: A Study of the Critical Access Literacies of the CCCC Accessibility Guides,"
Community Literacy Journal: Vol. 17:
1, Article 3.
Available at: https://digitalcommons.fiu.edu/communityliteracy/vol17/iss1/3