UDIL Presentation


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Universal Design for Information Literacy: presentation given at New England Library Instruction Group Annual Conference June 2008

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  • Welcome! Thank you for coming to our presentation. I am… This is… We are from Landmark College, a college specifically for students who learn differently. Most of our students have AD/HD and/or dyslexia. All of our students have some type of learning disability, though we never know which ones are represented in our classes. Our presentation is on Universal Design for Information Literacy, which we use to assist Landmark College in developing information literacy skills. At the same time, we hope that the techniques we have incorporated into our teaching may apply to the increasingly diverse classrooms in which all of us are teaching.
  • UDIL Presentation

    1. 1. Universal Design for Information Literacy Ted Chodock & Elizabeth Dolinger Research Services Librarians Landmark College Putney, VT Presented at New England Library Instruction Group Annual Conference Western New England College June 6, 2008
    2. 2. Universal Design for Information Literacy <ul><li>Learning Disabilities / Learning Differences </li></ul><ul><li>Universal Design </li></ul><ul><li>Our experiences applying UDI at Landmark </li></ul><ul><li>How do you apply UDI principles in your classrooms? </li></ul>
    3. 3. What is a Learning Disability? <ul><li>A “disorder that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain.” </li></ul>Matthews, D. D. (Ed.). (2003). Learning disabilities: The basics. In Learning disabilities sourceboook (2nd ed., p. 5). Detroit: Omnigraphics.
    4. 4. Dyslexia <ul><li>“ is characterized by problems in coping with written symbols, despite normal intelligences.” </li></ul><ul><li>“ common characteristics are difficulty with phonological processing and/or rapid visual-verbal responding.” </li></ul>Turkington, C., Harris, J. R., & American Bookworks (Eds.). (2006). Dyslexia. In The encyclopedia of learning disabilities (2nd ed., pp. 81-83). New York: Facts on File. Matthews, D. D. (Ed.). (2003). Learning disabilities: The basics. In Learning disabilities soureboook (2nd ed., p. 151). Detroit: Omnigraphics.
    5. 5. Attention Deficit Hyperactivity Disorder (AD/HD) <ul><li>Is a “persistent pattern of inattention and/or hyper-activity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.” </li></ul>American Psychiatric Association (Ed.). (2000). Attention-deficit and disruptive behavior disorders. In Diagnostic and statistical manual of mental disorders: DSM-IV-TR (4 th ed., text revision, p. 85). Washington, DC: American Psychiatric Association.
    6. 6. How many? <ul><li>1999-2000 </li></ul><ul><ul><li>9.3% of undergraduates reported some type of disability </li></ul></ul><ul><li>2003-2004 </li></ul><ul><ul><li>11.3% of undergraduates reported some type of disability </li></ul></ul>See Horn, 2002 & 2006.
    7. 7. Students with Dyslexia <ul><li>Handwriting </li></ul><ul><li>Trouble with rapid visual-verbal responding </li></ul><ul><li>Find concept maps helpful </li></ul><ul><li>Note-taking is problematic </li></ul><ul><li>Slower than average reading and reading comprehension </li></ul>Farmer, M., Riddick, B., & Sterling, C. (2002). Table 7.1 Frequency and percentages of staff responding to question on problems of students with dyslexia. In Dyslexia and inclusion: Assessment and support in higher education (p. 119). Philadelphia: Whurr Publishers.
    8. 8. Behaviors of students with AD/HD <ul><ul><ul><ul><ul><li>Disinterested </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Disorganized </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Procrastination </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Misjudging available time </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Impulsivity </li></ul></ul></ul></ul></ul>Conners, C. K. (2006). What are typical characteristics of those with AD/HD? In Attention deficit hyperactivity disorder: The latest assessment and treatment strategies (pp. 8-15). Kansas City, MO: Compact Clinicals.
    9. 9. Behaviors of students with AD/HD <ul><ul><ul><ul><li>Executive Function Dysfunction </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Working memory & problem solving processes </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Control of emotions & impulses </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Internalized speech </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Reconstitution </li></ul></ul></ul></ul></ul>Conners, C. K. (2006). What are typical characteristics of those with AD/HD? In Attention deficit hyperactivity disorder: The latest assessment and treatment strategies (pp. 8-15). Kansas City, MO: Compact Clinicals.
    10. 10. Universal Design (UD) <ul><li>The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. </li></ul>Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., et al. (1997, April 1). The principles of universal design: Version 2.0. Retrieved May 23, 2008, from NC State University, The Center for Universal Design Web site: http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/
    11. 11. Universal Design for Learning (UDL) <ul><li>The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled. </li></ul>CAST (2008). Universal design for learning guidelines version 1.0 (p. 4) . Wakefield, MA: Author.
    12. 12. UDL Principles <ul><ul><li>1) Provide Multiple Means of Representation (the &quot;what&quot; of learning). </li></ul></ul><ul><li>2) Provide Multiple Means of Expression (the &quot;how&quot; of learning). </li></ul><ul><li>3) Provide Multiple Means of Engagement (the &quot;why&quot; of learning). </li></ul>CAST (2008). Universal design for learning guidelines version 1.0 (pp.3-4) . Wakefield, MA: Author.
    13. 13. Universal Design for Instruction (UDI) <ul><li>With an absence of legal mandates relating to planning individualized instruction for students with disabilities at the postsecondary level, change will be fueled by thoughtful approaches that are responsive to the culture of faculty and features of their work that are distinctly different from those of their colleagues in elementary and secondary settings. </li></ul>McGuire, J. M. & Scott, S. S. (2007). Universal design for instruction: Extending the universal design paradigm to college instruction. Journal of Postsecondary Education and Disability (19) 2, 126.
    14. 14. UDI Principles <ul><ul><ul><li>Equitable Use </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Instruction is designed to be useful to and accessible by people with diverse abilities. </li></ul></ul></ul></ul></ul><ul><ul><ul><li>Flexibility in Use </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Instruction is designed to accommodate a wide range of individual abilities. </li></ul></ul></ul></ul></ul><ul><ul><ul><li>Simple and Intuitive Instruction </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. </li></ul></ul></ul></ul></ul>
    15. 15. UDI Principles <ul><ul><ul><li>Perceptible Information </li></ul></ul></ul><ul><ul><ul><ul><li>Instruction is designed so that necessary information is communicated effectively, regardless of ambient conditions or the student's sensory abilities. </li></ul></ul></ul></ul><ul><ul><ul><li>Tolerance for Error </li></ul></ul></ul><ul><ul><ul><ul><li>Instruction anticipates variation in individual student learning pace and requisite skills. </li></ul></ul></ul></ul><ul><ul><ul><li>Low Physical Effort </li></ul></ul></ul><ul><ul><ul><ul><li>Instruction is designed to minimize nonessential physical effort. </li></ul></ul></ul></ul>
    16. 16. UDI Principles <ul><ul><ul><li>7) Size and Space for Approach and Use </li></ul></ul></ul><ul><ul><ul><ul><li>Instruction is designed with consideration for appropriate size and space. </li></ul></ul></ul></ul><ul><ul><ul><li>8) A Community of Learners </li></ul></ul></ul><ul><ul><ul><ul><li>The instructional environment promotes interaction and communication. </li></ul></ul></ul></ul><ul><ul><ul><li>9) Instructional Climate </li></ul></ul></ul><ul><ul><ul><ul><li>Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students. </li></ul></ul></ul></ul>Shaw, S. F., Scott, S. S., & McGuire, J. M. (2001, November). Teaching college students with learning disabilities. (ERIC Document Reproduction Service No. ED459548) Retrieved from ERIC database.
    17. 17. <ul><li>In traditional postsecondary education…the capacity of enrolled students to master the content and achieve the outcomes is essentially assumed, often within the range defined by a bell curve . A certain amount of failure and sub-par performance is expected and even required to validate other successes. </li></ul>How many students are we willing to accept that we won’t reach? Gander, M., & Shmulsky, S. (2008). Universal Design for Instruction: Current theory and practice . Unpublished manuscript, Landmark College, Putney, VT.
    18. 18. UDI & the ACRL Standards <ul><li>ACRL Standards for Proficiencies for Instruction Librarians & Coordinators </li></ul><ul><li>6.6 Designs instruction to best meet the common learning characteristics of learners, including prior knowledge and experience, motivation to learn, cognitive abilities, and circumstances under which they will be learning. </li></ul><ul><li>6.7 Integrates appropriate technology into instruction to support experiential and collaborative learning as well as to improve student receptiveness, comprehension, and retention of information. </li></ul>
    19. 19. UDI & the ACRL Standards <ul><li>9.2 Presents instructional content in diverse ways (written, oral, visual, online, or using presentation software) and selects appropriate delivery methods according to class needs. </li></ul><ul><li>12.2 Modifies teaching methods and delivery to address different learning styles, language abilities, developmental skills, age groups, and the diverse needs of student learners. </li></ul>
    20. 20. UDI & Active Learning <ul><li>Universal Design for Instruction does not replace Active Learning methods of teaching. </li></ul><ul><li>Active Learning methods of teaching become even more essential in the framework of UDI. </li></ul>
    21. 21. Applying Universal Design to Information Literacy (UDIL) <ul><li>Barriers exist in the instruction, not in the user, and thus it is the instruction that must change. This change in mindset alone improves interactions between the non-disabled and people with disabilities, as they become potential partners in addressing the common problem of shortcomings in instructional design rather than exhibiting an inequitable power relationship where one person is the problem and the other the problem solver. </li></ul>Creamer, D. (2007). Universal instructional design for libraries. Colorado Libraries , 33 (4), 14.
    22. 22. How we apply UDIL Principles <ul><ul><li>1) Equitable Use </li></ul></ul><ul><ul><ul><ul><li>Create web-based course guides </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Spell vocally and write out search words </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Print words (avoid cursive) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Use a sans-serif font </li></ul></ul></ul></ul><ul><ul><li>2) Flexibility in Use </li></ul></ul><ul><ul><ul><ul><li>Preview & review lesson plan with a vocalized & written agenda </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Use of active learning methods that use multiple senses </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Repeat back questions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Focus attention internally by asking many questions of the students </li></ul></ul></ul></ul>
    23. 23. How we apply UDIL Principles <ul><ul><li>3) Simple and Intuitive Instruction </li></ul></ul><ul><ul><ul><ul><li>Eliminate library lingo & library-centered concepts </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Teach only skills directly related to completing the assignment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Use student topics </li></ul></ul></ul></ul><ul><ul><li>4) Perceptible Information </li></ul></ul><ul><ul><ul><ul><li>Stress usability features in databases & websites </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Shorten task instructions by using few words in giving directions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Presenting information in multiple formats </li></ul></ul></ul></ul>
    24. 24. How we apply UDIL Principles <ul><ul><li>5) Tolerance for Error </li></ul></ul><ul><ul><ul><ul><li>Allocate 1/3 to 1/2 of each class for individual work time </li></ul></ul></ul></ul><ul><ul><li>6) Low Physical Effort </li></ul></ul><ul><ul><ul><ul><li>Use of citation making software, print icons, and other built-in time-saving shortcuts </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Decrease repetitiveness of tasks </li></ul></ul></ul></ul>
    25. 25. How we apply UDIL Principles <ul><ul><li>7) Size and space for approach and use </li></ul></ul><ul><ul><ul><ul><li>Redesign library instruction space to maximize collaboration and minimize irrelevant cues </li></ul></ul></ul></ul><ul><ul><li>8) A Community of Learners </li></ul></ul><ul><ul><ul><ul><li>Bring a sign-up sheet to class to make follow up appointments </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Check in on research progress by e-mail </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Encourage collaboration among the students during class </li></ul></ul></ul></ul>
    26. 26. How we apply UDIL Principles <ul><ul><li>9) Instructional Climate </li></ul></ul><ul><ul><ul><ul><li>Have a goal that provides motivation </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Work with faculty to have a specific goal, such as finding at least one research article on the topic </li></ul></ul></ul></ul></ul>For more see: Zentall, S. S. (2005). Theory and evidence based strategies for children with attentional problems. Psychology in Schools, 42 (8), 821-836.
    27. 27. How we apply UDIL Principles
    28. 28. Applying UDI principles in your classrooms <ul><li>What are your experiences with learning differences in your classrooms? </li></ul><ul><li>What techniques can you recommend? </li></ul><ul><li>How will you/do you apply UDI in your classrooms? </li></ul>