The aim of this master’s thesis is to contribute to a deeper understanding of the tensions that currently characterise the ecosystem of accessible reading in higher education. This is explored through an analysis of the discourses surrounding Legimus, the digital library operated by MTM for individuals with print disabilities, and how the service is represented in public debate. The study addresses three research questions concerning dominant discourses in the debate, how power relations are constructed within the order of discourse and key discursive tensions. The methodological framework is based on Fairclough’s Critical Discourse Analysis. The empirical material consists of ten opinion pieces published in newspapers and trade publications, and is analysed across Fairclough’s three dimensions: text, discursive practice, and social practice. The findings identify four prominent discourses: the Bildung discourse, which functions as an umbrella discourse within the debate, the equity discourse, the publishing market discourse, and the open access discourse. Power relations within the order of discourse are constructed through language, tone, and the publication channels of the texts. The publishing market discourse and the open access discourse serve as agents of change, while simultaneously functioning as counter-discourses to one another. In contrast, the equity discourse largely reproduces the status quo. The findings highlight the complexity of the ecosystem of accessible reading and demonstrate how discursive conflicts concerning educational ideals, course literature, trust and control, accessibility, and economic interests extend beyond the media debate.