Universal Design for Learning in Academic Libraries: Theory Into Practice

Universal Design for Learning (UDL) is an educational framework for improving and optimizing teaching and learning. It’s focused on intentionally designing for the needs and abilities of all learners—putting accessibility into the planning stages instead of as an accommodation after the fact—and providing flexibility in the ways students access and engage with materials and learning objectives.   In four parts, Universal Design for Learning in Academic Libraries: Theory into Practice explores UDL: Theory and Background In Instruction and Reference Behind the Scenes Beyond the Library  Chapters include looks at UDL and U.S. law and policy; working with student disability services to create accessible research services; UDL and the ACRL Framework for Information Literacy in Higher Education and the Reference and User Services Association’s “Guidelines for Behavioral Performance of Reference and Information Service Providers”; making open educational resources equitable and accessible; and much more. There are lesson plans and strategies for the wide range of instructional activities that occur in academic libraries, including in-person, online, synchronous, asynchronous, and research help, as well as different types of academic library work such as access services and leadership.   Universal Design for Learning in Academic Libraries can make learning about UDL and implementing it into your work quicker and easier, and provides ways to become an advocate for UDL inside your library and across campus.

Table of Contents:
Contents Preface Part I: UDL Theory and Background Chapter 1. An Overview of UDL Theory and Scholarship in Higher Education Rachel M. McMullin and Danielle Skaggs Chapter 2. What’s Law Got To Do With It? Universal Design for Learning and Federal Policies in The United States Stefanie Havelka Chapter 3. UDL and the Reference Interview Hannah Loewen, Gwendolyn B. Peart, Bethany Radcliffe, and Garrett B. Trott Part II: UDL in Instruction and Reference Chapter 4. Reaching All Researchers: Working with Student Disability Services to Create Accessible Research Services Mary Margaret Cornwell Chapter 5. Information Literacy and Learning Activities for All: Combining Universal Design for Learning with the ACRL Framework for Information Literacy for Higher Education Sandy Hervieux Chapter 6. UDL as a Framework for Expanding Liaison Work and Engaging with Students Erica DeFrain Chapter 7. From Theory to Practice: Using UDL to Move Library Instruction and Support Online Jenny Dale and Samantha Harlow Chapter 8. Designing for Everyone: Accessibility, Inclusion, and Equity in Online Instruction Kimberly Shotick Chapter 9. Combining UDL and Digital Accessibility Principles to Create Inclusive Learning Experiences in Libraries Elisabeth B. White Chapter 10. Implementing UDL Using an Interactive LibWizard Tutorial to Reach the Needs of Community College Students Madeline Ruggiero Chapter 11. LibGuides and Universal Design for Learning: A Case Study for Improving the Accessibility of Research Guides Lauren Kehoe and Iris Bierlein Part III: UDL Behind the Scenes Chapter 12. Open Universal Design for Learning: Working to Make Open Educational Resources Equitable and Accessible Samantha Peter and Hilary Baribeau Chapter 13. Using the Instructional Design Process to Effectively Apply UDL to OER: Considerations, Limitations, and Best Practices Michael Chee and Kari D. Weaver Chapter 14. Applying UDL Guidelines to OER Marketing and Outreach Sabrina Davis Chapter 15. A Visual Workflow for Cataloging Arden Kirkland and Minor Gordon Chapter 16. Setting Achievable Goals to Meet High Expectations: One Library’s Approach to Universal Design for Learning (UDL) and Accessibility Standards Victoria Eastes, Lisa Kallman Hopkins, Bridgit McCafferty, and Johnnie Porter Chapter 17. UDL: Universal Design for Learning or Universal Design for Leadership? Garrett B. Trott Part IV: UDL Beyond the Library Chapter 18. Removing Barriers with Assignment Design Urszula (Ula) Lechtenberg Chapter 19. UDL in the Library and Beyond Breanne A. Kirsch and Katelyn Sabelko About the Authors

About the Author :
Danielle Skaggs has authored several book chapters and currently serves as journal co-editor for Pennsylvania Libraries: Research & Practice. She is coming to Universal Design and UDL from a strong background in accessibility work, including teaching an ACRL e-learning course on creating accessible video tutorials. Rachel McMullin is the co-author of Supporting Students on the Autism Spectrum: A Practical Guide for Academic Libraries (Libraries Unlimited, 2019). She was the main author of the instruction chapter, which incorporated the Universal Design for Instruction framework. Her current research is focused on applying UDL to the library instruction one-shot and has submitted a chapter proposal on the topic to the forthcoming ACRL book Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners.