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
Universal Design forLearning, Motivation, and Creating Access for AllLearners in the Library Sara Kelley-Mudie Librarian.email@example.com Kmthelibrarian.blogspot.com @skm428 CC Image: Afternoon sun raking curb cut http://www.flickr.com/photos7225020@N05/1399859064
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
Principle 1: Provide MultipleMeans of Representation Image: Rainbow of Peace http://www.flickr.com/photos/14665421@N00/118616905
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+Park+Creative+Commonshttp://www.flickr.com/photos/40645538@N00/179279964