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UDL in the Library
1. Universal Design for
Learning, Motivation, an
d Creating Access for All
Learners 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. There’s no normal.
There’s common.
There’s typical.
But there’s no normal.
--Aimee Mullins
Image: 'Inside'
http://www.flickr.com/photos/34754790@N00/4006709
3. Principle 1: Provide Multiple
Means of Representation
Image: 'Rainbow of Peace'
http://www.flickr.com/photos/14665421@N00/118616905
4.
5. They were all a little bit right, but
they were all very wrong.
6. Principle 2: Provide Multiple
Means of Action and Expression
Image: 'Free Daddy and His Little Shadow
Girls+at+The+Skate+Park+Creative+Commons'
http://www.flickr.com/photos/40645538@N00/179279964
10. Fair is not everyone
getting the same
thing; fair is everyone
getting what they
need.
–Rick Lavoie
Image: 'Lean on me'
http://www.flickr.com/photos/99472898@N00/2547894458
Editor's Notes
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