Universal Design forLearning, Motivation, and Creating Access for AllLearners in the Library                              ...
There’s no normal.      There’s common.        There’s typical.    But there’s no normal.       --Aimee MullinsImage: Insi...
Principle 1: Provide MultipleMeans of Representation  Image: Rainbow of Peace  http://www.flickr.com/photos/14665421@N00/1...
They were all a little bit right, butthey were all very wrong.
Principle 2: Provide Multiple     Means of Action and ExpressionImage: Free Daddy and His Little ShadowGirls+at+The+Skate+...
Universal Design         Transliteracyfor Learning       Wow
Principle 3: Provide MultipleMeans of Engagement                         Image: Lost on stairs                         htt...
GregariousnessRecognition                                  Inquisitiveness       Affiliation                        Power ...
Fair is not everyone   getting the samething; fair is everyone  getting what they          need.     –Rick Lavoie         ...
UDL in the Library
UDL in the Library
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UDL in the Library

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AASL11 Learning Commons presentation on Universal Design for Learning and creating access for all learners in the library.

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  • Universal Design for Learning is the curb cut’s cognitive cousin
  • There are students with both hidden and undiagnosed learning disabilities in your libraries.
  • The what of learning: Students differ in how they perceive and comprehend informationSo information must be presented in different and flexible formatsDigital formatsHelp me on this; I speak to publishers, but LD students are a small market. Tell them you want this too, so you can support all learnersEtext really allows thisAccessibility of e-text is about more than an mp3 file (speed, contrast, text size, etc.)
  • Analogies. Always analogiesCreating connections and activating background knowledge
  • A parable about the need for multiple perspectives, used to explain why we use multiple sources when we research
  • The how of learning: students differ in ways they navigate the learning environmentsBoth physical and cognitive challengesDysgraphia, expressive language disorders (the student who speaks/writes well, but freezes upon being asked to the opposite)This doesn’t mean you don’t work with students to develop these skills, or provide intervention when needed (thinking in images is a struggle for me, and presentations like this are a huge challenge, but pushing myself, studying exemplars, helps me develop those skills
  • The why of learning: students differ in how they are engaged and motivatedSome crave novelty; others are frightened by itSome are extroverts, some are introverts
  • Different motivators for different studentsDon’t “type” students by motivation; it will vary and flow
  • Fair: free from bias, dishonesty, or injustice Nothing about things all being the same
  • The burden of adaptation should be placed in curricula, not learnersEliminate unnecessary barriers without eliminating necessary challengesStudent-centered
  • UDL in the Library

    1. 1. Universal Design forLearning, Motivation, and Creating Access for AllLearners in the Library Sara Kelley-Mudie Librarian.skm@gmail.com Kmthelibrarian.blogspot.com @skm428 CC Image: Afternoon sun raking curb cut http://www.flickr.com/photos7225020@N05/1399859064
    2. 2. There’s no normal. There’s common. There’s typical. But there’s no normal. --Aimee MullinsImage: Insidehttp://www.flickr.com/photos/34754790@N00/4006709
    3. 3. Principle 1: Provide MultipleMeans of Representation Image: Rainbow of Peace http://www.flickr.com/photos/14665421@N00/118616905
    4. 4. They were all a little bit right, butthey were all very wrong.
    5. 5. Principle 2: Provide Multiple Means of Action and ExpressionImage: Free Daddy and His Little ShadowGirls+at+The+Skate+Park+Creative+Commonshttp://www.flickr.com/photos/40645538@N00/179279964
    6. 6. Universal Design Transliteracyfor Learning Wow
    7. 7. Principle 3: Provide MultipleMeans of Engagement Image: Lost on stairs http://www.flickr.com/photos/73491156@N00/1435420692
    8. 8. GregariousnessRecognition Inquisitiveness Affiliation Power Autonomy Status Aggression
    9. 9. Fair is not everyone getting the samething; fair is everyone getting what they need. –Rick Lavoie Image: Lean on me http://www.flickr.com/photos/99472898@N00/2547894458

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