Developing Universal Design for Learning Asynchronous Training in an Academic Library

Lewitzky, Rachael A.; Weaver, Kari

doi:10.21083/partnership.v16i2.6635

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…Historically, libraries have applied UDL principles in relation to their facilities and resources rather than instruction. Since Ying Zhong's impactful article was published in 2012, UDL-informed library instruction practices additional librarian professionals have researched and applied UDL practices to library instruction (Dempsey and Heil, 2021;Lewitzky and Weaver, 2021;Roth et al, 2021;Webb and Hoover, 2017). Many of these articles describe practical applications of UDL to online library instruction and DLO creation.…”

Section: Universal Design For Learning In Academic Librariesmentioning

confidence: 99%

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

Fullmer,

Strand

2023

RSR

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PurposeThis case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.Design/methodology/approachThis case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.FindingsFindings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.Originality/valueThe authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

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Section: Universal Design For Learning In Academic Librariesmentioning

confidence: 99%

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

Fullmer,

Strand

2023

RSR

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“…accessible and inclusive training (Lewitzky & Weaver, 2022) and how evaluating and designing accessible digital resources can improve disabled patrons' experiences using library services (Mulliken, 2016). Integrating accessibility content within a service-learning framework can help students become even more attuned to disabled patrons' accessibility needs and show students how to co-create inclusive library and information spaces (Copeland, 2019).…”

mentioning

confidence: 99%

Accessibility and Ability in LIS Curricula and Pedagogy

Simons,

Mallary,

Copeland

et al. 2023

PAAC

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In recent years, library and information science (LIS) academic programs have been working to address systemic bias within the field and to improve their coverage of issues related to diversity, equity, inclusion, accessibility, and justice (DEIAJ). While accessibility is a core part of DEIAJ considerations and the American Library Association values (ALA, 2019), it is rarely considered central to curriculum and accessibility and disability are seldom covered in graduate LIS courses (Alajmi & Alshammari, 2020; Ren et al., 2022). The lack of LIS curricular content addressing accessibility and serving disabled patrons mirrors the struggles of LIS practitioners to address those issues (Dow & Bushman, 2020; Potnis & Mallary, 2021). For example, previous research argues that librarians should understand Web accessibility to provide equitable access to digital resources (e.g., digital libraries, LibGuides, and websites) for disabled patrons (Mulliken & Djenmo, 2017). However, LIS graduates and practicing librarians report feeling uncomfortable with creating accessible Web pages and LibGuides (Pionke, 2021). Similarly, while previous research indicates that graduates must learn to engage with disabled patrons to elicit their accessibility needs (Copeland, 2012; Copeland, 2023; Gibson et al., 2021) and that empathy training helps practicing librarians better engage disabled patrons (Pionke, 2021), few LIS programs integrate such training into their curricula. Unfortunately, LIS faculty may feel under-supported or unprepared to address this content in program curricula or their individual courses. Research in related fields indicates that faculty have concerns about unfamiliarity with the content (Guedes & Landoni, 2020), insufficient time or institutional support (Kawas et al., 2019), and a lack of program- and field-level learning objectives (Shinohara et al., 2018). While little research specifically explores LIS educators’ experiences teaching accessibility principles and practices, previous work indicates that faculty may feel unprepared to teach topics such as accessible Web design (Mulliken & Djenmo, 2017). Despite the lack of research on LIS faculty experiences with teaching accessibility-related content, some best practices and impacts of including this content have been shared. Examples include teaching LIS students how adopting Universal Design for Learning can create accessible and inclusive training (Lewitzky & Weaver, 2022) and how evaluating and designing accessible digital resources can improve disabled patrons’ experiences using library services (Mulliken, 2016). Integrating accessibility content within a service-learning framework can help students become even more attuned to disabled patrons’ accessibility needs and show students how to co-create inclusive library and information spaces (Copeland, 2019). LIS faculty must better equip graduates to serve disabled patrons while modeling accessible pedagogy. Additionally, collaboration between LIS faculty and students in addressing these topics is necessary to achieve equity in the field. Given that this topic deserves more time beyond this session, the panel aims to facilitate a timely, worthwhile conversation with LIS educators and students about information behaviors and practices in accessible LIS learning experiences, as well as building and facilitating an ongoing accessibility community of practice. This panel will comprise two 45-minute sections, with the first section addressing accessibility concerns and the second section modeling instructional design strategies. Each section will begin with the moderator asking panelists questions to prompt discussion. Questions will include topics on how LIS curricula can prepare students to address disability and accessibility issues and tools, as well as on how faculty can ensure accessible learning environments. Panelists will ensure that both faculty and student perspectives are represented (10 minutes). Next, each panelist will lead a breakout group in discussing questions raised (20 minutes). Panelists will reconvene and report back, with the moderator synthesizing connections made (10 minutes). Five minutes will be allotted for introductions, and another five minutes for an intermission between sections. During each breakout discussion, panelists will gather contact details from participants interested in building a community of practice dedicated to integrating accessibility in LIS education. As a first step toward developing this community, panelists will establish a ListServ using interested participants’ email addresses. Next steps will be shared with ListServ recipients.

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The impact of information-seeking self-efficacy and online learning self-efficacy on students' performance proficiency

Tang

Tseng

Tang

2022

The Journal of Academic Librarianship

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Developing Universal Design for Learning Asynchronous Training in an Academic Library

Cited by 4 publications

References 23 publications

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

Accessibility and Ability in LIS Curricula and Pedagogy

The impact of information-seeking self-efficacy and online learning self-efficacy on students' performance proficiency

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