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The purpose of this article is to explore the views of library staff on the effectiveness of an online training module in disability awareness and to evaluate the appropriateness of this method of delivery for staff development in an academic library.

In total, 14 library staff participated in a five week web‐driven training module at the University of Dundee Library using the institutional virtual learning environment (VLE). Results of a pre‐ and post‐study quiz were analysed to evaluate any change in participants’ awareness of disability matters. Opinions of staff on the effectiveness of the training programme were obtained via questionnaire.

Following the programme there was an increase in participants’ awareness and knowledge of the subject. Library staff commented favourably on the value and effectiveness of the module.

All the participants in this study were employees of one Higher Education Institution (HEI) in Scotland. An extension of the study could be developed by making the course available to library staff at other HEIs and exploring the value of the programme to these participants and their employers.

Highlights the value of using an institutional VLE to deliver accessible and flexible online learning opportunities for staff in academic libraries.

Offers a possible solution to staff development needs of academic institutions seeking to meet the requirements of disability equality legislation to ensure disabled users are treated fairly and with the support they require.

Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.