Library Instruction for Librarians

Universal Design for Learning

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, preferences and backgrounds. 

Educators implementing UDL should use a backwards design instructional process. This will be covered in the Lesson Planning section.

UDL Guidelines

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 to provide multiple means of:

1. 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
2. Representation -  content is presented in a variety of formats (i.e. handouts, tutorials, infographics, closed captioned videos, etc.)
3. 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)

Applying UDL to Library Instruction and Tutorials

In our role, we often create library tutorials as "one offs" or as full tutorial LibGuides with many sections. Also, we provide library instruction in classrooms frequently. Both, the tutorials and the in person instruction sessions ideally address inclusivity and belonging.

UDL widens the conversation and implementation beyond only thinking of accessibility to thinking of all students' identities and life situations; therefore, how students might individually learn best. The ultimate goal is to contribute to the campus culture of normalizing practices of belonging.

"What Can Librarians Do to Incorporate UDL into Their Library Instruction?" (from article referenced below)

• Design research help materials which present information in various formats such as text, images, video, and audio.
• Caption all library videos and add alt text to all images.
• Design library instruction sessions with various types of built-in, hands-on work.
• Use class time to check in with each student and make sure nobody is lost.
• Be conscious of using library jargon when teaching. Always check for understanding. 

Reference:

"Keeping Up With... Universal Design for Learning", American Library Association, April 14, 2020. http://www.ala.org/acrl/publications/keeping_up_with/udl (Accessed October 17, 2023) Document ID: 5541d836-76ed-40c3-9562-e251d93dd0d4Links to an external site.

UDL Instructional Planning

The below document helps guide the lesson planning process, incorporating backward design and UDL elements, in 5 steps.

1. Establish clear outcomes
2. Anticipate learner needs
3. Incorporate measurable outcomes and assessments
4. Develop an instructional experience for students
5. Reflection for new understandings

Learn more about UDL:

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Culturally Responsive Teaching

Culturally responsive teaching is an assets-based approach that places students at the center of learning in order to in order to engage, support and challenge all students' languages, cultures, backgrounds and experiences.

Culturally responsive teaching is a theory of instruction that was developed by Dr. Gloria Ladson-Billings. “It is an approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" (Ladson-Billings).

References
Ladson-Billings, Gloria. The Dreamkeepers. Jossey-Bass Publishing Co, 1994.

How to Apply CRT

Preparation – reflection on student diversity; self-awareness

• Consider own cultural background
• Explore own implicit biases and assumptions
• Identify own approach to teaching
• Practice reflective teaching

Communication – teaching expression; relationship building

• Prioritize introductions
• Use simplified, clear expression
• Vary types of communication
• Employ active listening

Facilitation – engage all students; decentering the instructor

• Decenter yourself as instructor
• Incorporate “Think-Pair-Share”
• Create authentic learning environments
• Teach to empower students

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Self-Reflection Worksheet:

This worksheet facilitates reflecting on one's own cultural background and approach to teaching.

Reference

Critical information literacy 

Critical library instruction raises awareness of the potential for power and oppression in information systems and can break down barriers to learning because it requires self-reflection on pedagogical theory, teaching practices, and assessment. It considers the historical, cultural, social, economic, and political forces that interact with information in order to foster criticism, disruption, and interrogation of these forces.

Approaching the library classroom through a critical lens disrupts the traditional power dynamic between teacher and student, and can open up spaces for students to develop their own understanding of the oppressive structures upholding a non-neutral information system (e.g. publisher paywalls, biased algorithms, and hegemonic controlled vocabularies).

Benefits

The benefits of making critical IL part of library instruction:

• Increased student engagement
• Meaningful for students
• Meaningful for librarians
• Connecting with faculty
• Creating Community

Teaching Critical IL

Teaching practices that librarians can consider for incorporating critical IL include:

• Discussion and Dialogue
• Group Work
• Problem-Posing
• Inclusive search topics for demos
• Incorporating diverse database demos
• Awareness of inclusive subject headings
• Reflection - students and self

Readings

Inclusive Pedagogies Reflection

Library Instruction Best Practices

Self-Reflection

• Identify own background, biases, educational and cultural experiences (see Culturally Responsive worksheet)
• Write personal statement about who you are and your own inclusivity statement for use in classroom introductions

Instructor Communication

• Ask about class dynamics and accommodations
• Ask if using inclusive pedagogies in class
• Ask about course assignments and topics students are exploring

Class Content Considerations

• Identify databases in your subject area that provide diverse perspectives
• Think of diverse examples to use in search strategies
• Discussing critical questions of authority and exclusion in sources
• Familiarize yourself with active learning techniques that you are comfortable delivering to make session student empowering
• Build formative assessments into session to ensure that all students are learning content

Classroom Management

• Introduce self, including own experiences and positions
• Ask students what they find challenging about library research
• Use inclusive language and pronouns; call students by name when possible
• Reduce use of library jargon
• Be prepared to pivot if inclusive topics become problematic for the students
• Offer ways to obtain research help after the class session

Post-session Reflection

1. Did I reflect on my privilege, biases and assumptions?
2. Did I communicate with the course instructor regarding inclusion in their classroom? Were there ability or language concerns?
3. Did I introduce myself? Did I share an inclusion statement with the class?
4. Did I allow time for students’ concerns and values to be heard?
5. Did I establish trust so the students felt safe to share out?
6. Did I try to gauge students’ prior knowledge?
7. Did I explain jargon?
8. Did I use inclusive examples?
9. Did I use multiple modes of content representation (verbal, visual, physical or electronic handouts)?
10. Were critical information literacy topics introduced and/or discussed? If so, how were difficult conversations or controversies handled?
11. How was privilege present in the room? Were discussions, participation, group activities and topics selected equitable?
12. Did I use active learning? Which techniques were effective; which fell flat? Something to try differently next time:
13. Did I incorporate “spot checking”, formative, assessments?
14. Did I allow time for student questions?
15. Did I offer to the instructor to add library resources to the course to make research easier for the students?
16. Did I share my experience with fellow librarians, consult with supervisor or the instruction librarian?  Would such debriefing be helpful?

Prescott, M.K. (2016). Using Personal Reflection to Incorporate Antiracist Pedagogy in Library Instruction. In N. Pagowsky & K. McElroy (Eds.) Critical library pedagogy handbook (pp. 217-221). Chicago, IL: Association of College and Research Libraries.