Universal Design for Learning

While I have begun working as a librarian, I feel that I haven't gotten to use UDL as much since I am still getting used to the position and how to work as a librarian. Some of what I discuss may come from my experiences teaching as an English teacher for four years. 

How am I currently using UDL?

I haven't had the chance to use UDL in a library setting, but looking back on my time in the classroom, I implemented UDL often. My students always had a variety of choice when working on certain assignments or projects. I had a few students that were good at writing, and some that were better artistically, while some were better working in groups and others were better working independently. There are also lots of Spanish speakers and I would always have options for them in how they wanted to read or learn the lesson. They could use visuals if they wanted to or listen to certain stories in their native language. I also liked making anchor charts, which would teach kids certain concepts in a different visual way and by using anagrams for certain concepts. I loved being able to have students choose their own medium when they wanted to present or express something that they have created.

I think we made the classroom a safe and secure environment as well. The students and I worked together to create classroom rules and routines that we would all follow. The students helped to make their classroom their own, and through that, helped to create an place they felt comfortable learning in. 

Which UDL guidelines can I add right now to my teaching practice?

Now that I am a librarian, I can start to add UDL into what I am doing in the library with the students. One guideline I noticed that I could use in the library is Checkpoint 7.2: Optimize relevance, value, and authenticity. I can do this by creating different STEM centers or activities that students can go to and learn different skills or get into reading. I can then get their input on what centers work and which ones might need some changes. This is a great idea because it provides students with choice and with the freedom to learn what they want to in the library setting. They can become engaged in their own learning.

Checkpoint 9.2 is one that I am already working on, but it is one that I can better work with in this new position. I do have students that get frustrated easily and just need someone to talk to. I always like to lend an ear to students in need, but it would be great if I can help the student in the way they can best be helped, such as writing down their frustrations or listening to music or taking a walk.

Which UDL guidelines look cool, but I might need help implementing?

One checkpoint that I saw that I would love to implement is Checkpoint 8.3, which is about fostering collaboration and community. I would love to start having book clubs or reading clubs in the library, as well as different groups that would love to work in the library. I might need a little help with this, as I would have to start advertising these groups right away and could use help with teachers and administration to get the word out. It would also be great to have a teacher that could help to head up the group, one that could be great support if I am not able to work with the group myself.

Implementing UDL: Exploration

While looking for resources to help me more with implementing UDL, I found that the American Library Association website has some information on using UDL in libraries. They suggest using LibGuides to provide multiple means of representation, or being careful of using library jargon, as some students might not know the meanings of those words. The website also talks about the importance of captioning things, which will help all students to understand your videos or presentations. They have some questions librarians can ask themselves to see if they are successfully implementing UDL in their own libraries. 

The website has some recommended reading as well at the bottom, which I decided to check out. One resource I noticed took me to a study called, "Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials". The study conducted concluded that "the design principles of UDL to differentiate means of representation of information will result in a positive educational experience for all students, not just those with learning disabilities. Students bring their own learning preferences and abilities to the library when seeking help. It is important to meet their information needs with tutorials that keep their attention and give them multiple ways to interact with the information presented." Reviewing this study helped me to see that I could create different learning activities for students or tutorials on how to use the library and its resources, and that it would be a good idea to make these learning experiences in a way that students and their learning needs would be represented so that they can learn the information in the way that will help them best. 

References

DFREE. (2020, April 14). Keeping Up With... Universal Design for Learning. Association of College & Research Libraries (ACRL). https://www.ala.org/acrl/publications/keeping_up_with/udl

UDL Guidelines Checklist Principle I. Provide Multiple Means of Representation Guideline 1: Provide options for perception. (n.d.). https://illinoiscriticalcomponents.com/images/Resources_Documents/_UDL_Guidelines_Checklist.pd

Webb, K. K., & Hoover, J. (2015). Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials. College & Research Libraries, 76(4), 537–553. https://doi.org/10.5860/crl.76.4.537