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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.
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    Can One Size Really Fit All? Using Universal Design for Learning (UDL) To Teach Information Literacy Skills
    (2016-04-29) Akbar-Williams, Tahirah; Tchangalova, Nedelina
    In the last twenty years colleges and universities in the United States actively recruited diverse bodies students with different ethnicities, cultures, abilities and learning styles. Teaching faculty are facing the challenges to shift their educational practices to more inclusive teaching and learning models. One such model is the Universal Design for Learning (UDL) theory which is relatively new within the field of post-secondary education and librarianship. Applying this theory to online instructional design can expedite the needed shifts in faculty’s teaching practices in order to accommodate various learning styles of students. In this presentation, we will discuss our collaboration with faculty in tailoring library instruction around three principles from the UDL which served as a successful approach to design and develop library modules in University’s Enterprise Learning Management System (ELMS) that are effective and inclusive for all learners. A research tutorial for students in the School of Public Health was created in ELMS to teach research and information literacy skills. Each module within the tutorial included a quiz to assess students’ learning. Evidence from students’ final research papers and faculty’s feedback on students’ research performance showed that although this tutorial included some aspects of UDL, it did not fully take advantage of what the framework had to offer. Taken on this challenge for improving student’s learning, the librarian for the College of Education adopted the tutorial and began to build in elements of UDL. This presentation will include an overview of the initial creation of the tutorial for the School of Public Health, and will discuss how the tutorial was repurposed for the College of Education to fully adopt the theoretical framework of UDL.