University Libraries

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    Tools, Trends and Best Practices for Modern Researchers: LaTeX for Beginners Workshop
    (ACRL, 2021) Over, Sarah
    The use of LaTeX has expanded outside of STEM fields as more disciplines become involved with large statistical analyses and big data. Due to this, many researchers have become interested in utilizing LaTeX to produce clean, professional documents for many journals and graduate theses. Unfortu- nately, learning LaTeX can be a hurdle since in practice this software is a cross between coding and writing. Workshops can help bridge this gap to teach beginners how LaTeX works, get them started on their first journal article, and provide resources for help as they learn.
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    Changing Hats: Five Ways to Diversify Your Information Literacy Teaching Toolkit
    (Curious Academic Publishing, 2021-04-22) Tchangalova, Nedelina
    This chapter offers practical ideas for connecting with students in the classroom, keeping their attention sharp, and making them smile while navigating the information literacy concepts and searching library databases.
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    Using Universal Design for Learning (UDL) Framework for Accessibility and Inclusivity in Library Instruction
    (2019-05-22) Tchangalova, Nedelina; Akbar-Williams, Tahirah
    Students are diverse not only in terms of age, race, sex, (dis)Ability, ethnicity, religion, political beliefs, but also they are different in the ways of how they learn. As dedicated educators, we strive to ensure that our students have equal opportunities to learn and be fully engaged in instruction. Digital technologies, online resources and mobile devices coupled with the guiding principles of the Universal Design for Learning (UDL) Framework and the University of Maryland (UMD) Web Accessibility Guidelines allowed us to tailor our instruction practices to create an inclusive and accessible learning environment for every student. We incorporated various tools and resources to achieve the learning objectives set up for our library instruction classes. In this presentation, we will highlight some examples of applying the UDL framework and web accessibility principles into our instruction efforts.
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    Nuts and Bolts: Inclusive Library Instructional Practices Using Universal Design Learning (UDL) Guidelines
    (2019-04-05) Tchangalova, Nedelina; Akbar-Williams, Tahirah
    Librarians face challenges in designing and creating inclusive learning environment for students who are diverse not only in terms of age, race, gender, (dis)Ability, ethnicity, religion, political beliefs, but they are also different in the ways of how they learn. At the University of Maryland –College Park, librarians, teaching faculty and instructional designers are working together to create accessible content for eLearning and to reach out to a wider population of learners using recent technological tools and existing university’s content management infrastructure. Digital technologies, online resources, and mobile devices coupled with the guiding principles of the Universal Design for Learning (UDL) Framework and the University of Maryland (UMD) Web Accessibility Guidelines allowed us to tailor our instructional practices to create an inclusive and accessible learning environment for every student. We incorporated various tools and resources to achieve the learning objectives set up for our library instruction classes. In this poster, we will provide practical tips and tricks for applying the UDL framework and web accessibility principles into our instruction efforts.
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    Nuts and Bolts: Inclusive Library Instructional Practices using UDL Guidelines
    (2019-04-10) Tchangalova, Nedelina
    Librarians face challenges in designing and creating inclusive learning environment for students who are diverse not only in terms of age, race, sex, (dis)Ability, ethnicity, religion, political beliefs, but they are also different in the ways of how they learn. At the University of Maryland – College Park, librarians, teaching faculty and instructional designers are working together to create accessible content for eLearning and to reach out to a wider population of learners using recent technological tools and existing university’s content management infrastructure. Digital technologies, online resources, and mobile devices coupled with the guiding principles of the Universal Design for Learning (UDL) Framework and the University of Maryland (UMD) Web Accessibility Guidelines allowed to tailor instruction practices to create an inclusive and accessible learning environment for every student. I incorporated various tools and resources in order to achieve the learning objectives set up for library instruction classes. In this presentation, I will provide practical tips and tricks for applying the UDL framework and web accessibility principles into my instruction efforts.