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Instruction Librarians' Toolkit

Universal Design Defined

Universal design for learning (UDL) and universal design for instruction (UDI) are frameworks for teaching and learning that can help instructors create lessons and learning materials that are inclusive of a wide variety of learning needs and preferences. 

The basic principle of UDL is to provide equitable access to learning for all students regardless of learning differences. The three main concepts, each corresponding to a different brain network, are:

  1. multiple means of representation -  content is presented in a variety of formats (i.e. handouts, tutorials, infographics, closed captioned videos, etc.)
  2. multiple means of action and expression - giving students a variety of ways to learn and express what they’ve learned (i.e. allowing students to share what they’ve learned in a one-minute reflection paper, or demonstrate search suggestions through online polling)
  3. multiple means of engagement -  providing students with multiple means of engaging with the material (i.e. allowing students to work alone or in groups, providing feedback, and minimizing distractions)

Library Instruction Application

Chodock and Dolinger (2009) have created a framework for applying nine universal design for instruction principles to the library classroom:

PRINCIPLE
DEFINITION
APPLICATION

1. Equitable use

Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not.
  • Create Web-based course guides
  • Spell vocally and write out search words
  • Print words (avoid cursive)
  • Use a sans-serif font

2. Flexibility in use

Instruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use.
  • Use active learning methods that engage multiple senses
  • Preview and review lesson plan with a vocalized and written agenda
  • Repeat back questions
  • Focus attention internally by asking many questions of the students

3. Simple and intuitive instruction

Instruction is designed in a straightforward and predictable manner, regardless of the student’s experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.
  • Teach only skills directly related to completing the assignment
  • Use student-chosen topics
  • Eliminate library lingo and library-centered concepts

4. Perceptible information

Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student’s sensory abilities.
  • Stress usability features in databases and websites
  • Shorten task instructions by using few words in giving directions
  • Present information in multiple formats

5. Tolerance for error

Instruction anticipates variation in individual student learning pace and prerequisite skills.
  • Allocate 1/3 to 1/2 of each class for assisted individual work time

6. Low physical effort

Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning. Note: This principle does not apply when physical effort is integral to essential requirements of a course.
  • Use citation-making software, print icons, and other built-in timesaving shortcuts
  • Decrease repetitiveness of tasks

7. Size and space for approach and use

Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student’s body size, posture, mobility, and communication needs.
  • Redesign library instruction space to maximize collaboration and minimize distractions

8. A community of learners

The instructional environment promotes interaction and communication between students and between students and faculty.
  • Bring a sign-up sheet to class to make follow-up appointments
  • Check-in on research progress by e-mail
  • Encourage collaboration between the students during class
  • Meet with faculty individually and in groups to collaborate on developing inclusive instruction

9. Instructional climate

Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.
  • Work with faculty to have a specific goal, such as finding at least one research article on the topic