A poster by Arden Kirkland and Dr. Loriene Roy presented at the Diversity Fair during the 2017 annual conference of the American Library Association.

1. Teaching
High School
Students to Use
Subscription
Databases
Capstone Project Revisions Based on
the Diversity Module
Teaching Library Workers
• increased emphasis on including materials / images /
videos to represent a broad array of people – different
genders, races, and other differences
• showing that how to use databases can help students
explore different perspectives – not just those that are
dominant or popular
• carefully choosing models / examples to indicate diverse
subjects and voices
• activities / requirements to acknowledge some students’
resistance to a diversity perspective
• UDL Multiple Means of Action and Expression –
alternate assessment activities for students to choose
from
Basic
Records
Management
Staff Training
• UDL Multiple Means of Representation – searchable
transcripts and closed-captioning not only for those with
a hearing impairment, but also for those without sound
on their device or in their environment, or those who
learn better with access to text, including people who
are not native English speakers
Using Excel
for Basic
Spreadsheets
• work with Spanish instructors to offer versions of course
materials in Spanish
• UDL Multiple Means of Engagement - include
representation of many different ethnic groups when
people are represented in multimedia
• examples in model spreadsheets include diverse names
and places
Online
Searching
• focus on ”authority is constructed and contextual” from
the ACRL Framework for Information Literacy
• raise student awareness of structural bias
• examine ways that different databases or search engines
highlight or hide certain voices
• get students to seek different perspectives on any single
topic
• UDL Multiple Means of Representation - plans for
accessibility not dependent on requested
accommodations

2. How to Provide
Exercises from the
Diversity Module
This project was made possible in part by the Institute of Museum and Library
Services, Laura Bush 21st Century Librarian Grant Project #RE-06-14-0014-14.
Define Diversity for Yourself
Complete this sentence:
Diversity is:
__________________________
Personal Checklist of
Resources
Create your own Checklist for
Diversity and Pedagogy in the
Online Environment with tips you
want to follow.
Revised Introductions
Revise your introduction to the
D4L Community, in our online
forum, based on your identity
chart.
Identity Chart
Create a sketch that includes
words that reflect your family
role, your background, your
beliefs, your interests, what
makes you unique, and what
you value about yourself.
Evaluate Existing Online Instruction
Evaluate an existing instruction product and assess whether it meets
the ALA/ACRL 2012 “Diversity Standards: Cultural Competency for
Academic Libraries” (http://www.ala.org/acrl/standards/diversity)
Examples of some student findings:
• some resources use cartoon characters to try to show different skin
tones, hair and eye colors, etc.
• some resources use “generic” figures that try to be gender
neutral, etc.
• beware stereotyping in characterization as a part of digital
story-telling
• appreciation for mix of male and female voice-overs, and mix of
different accents
• need for acknowledgement of different approaches to intellectual
property in different cultures
• captions appreciated for many reasons in addition to hearing
impairments
• color blindness is not accounted for in the design of many websites
• students noted different approaches to providing text so it could be
read by a screen reader
• sharing the same content in different file formats can be helpful to
different student needs (Flash, MP4, MP3, PDF)
• BUT interactive content in only a single format, like Flash,
may not be accessible to all

3. Orientation
Foundation
Diversity
Course
Management
Capstone
Content
Creation
Community
Inclusive Online Instruction
Diversity: 1 of 7 Modules
on WebJunction.org
Learning from Formative Evaluation
to Revise the Final Modules
• changed the “Technologies” module to “Content Creation” and moved to later in
the series
• condensed the “Community” and “Social” modules into one
• added a module on “Course Management”
• changed to a ”lesson” format with challenge questions and reflection activities
• added a workbook to collect all work for a final portfolio
• simplified the navigation in the Learning Management System
Students are introduced to the learning management
system, to the structure of the series, to other technology
they can use throughout the series, and to each other.
Dr. Marilyn Arnone takes students through an overview of
the instructional design process, with a range of
perspectives and terms, including Universal Design for
Learning. Then she leads students step-by-step through a
7 step process to draft an instructional design plan for
their own Capstone project.
• The program is designed to help library workers develop their own unit of
online instruction - each module builds toward that final Capstone Project.
• Participants can start anytime and work at their own pace
• Most modules are structured for 4 weeks (some are 2 or 6 weeks)
• Students dedicate about 3-5 hours to the program each week
• WebJunction will provide a certificate of completion for each module
Dr. Loriene Roy shares key concepts to help students draft
their own definition and expand their observance and
practice of diversity as online learners and teachers.
Arden Kirkland guides students to explore a variety of
social media tools for discussion and interaction in order
to consider the importance of social presence and a sense
of community in increasing student engagement.
Lori Bell provides resources for students to develop
content with best practices for chunking, storyboarding,
layout, scripting, and recording, focusing on screencasts.
Samantha Settimio helps students to organize their
course materials for an online environment, considering
different Learning Management Systems or LMS
alternatives and planning for communication, assessment,
and feedback.
Students continue to build on the work from all the
previous models to finish all the content for their own
online unit and test it with a small group of pilot students.
(2 weeks)
(6 weeks)
(4 weeks)
(4 weeks)
(4 weeks)
(2 weeks)
(6 weeks)
watch a webinar
about the
Diversity Module at
bit.ly/D4L-webinar2

4. Needs Assessment
and
Instructional Goals
Instructional
Analysis
Entry Behavior
and Learner
Characteristics
Learning
Outcomes
Planning
Instructional
Strategies
Formative
and Summative
Evaluation
Choosing Tools
and Instructional
Materials
Information
Presentation
Learner
Participation
Motivation
and Marketing
Assessment
of Learners
adapted from a model by Diane. K. Kovacs
This work for the Design for Learning Program is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
7 Step Process
for Instructional Design
for Online Learning
design4learning.info
. . . a free online
continuing education
program for
library workers to learn
how to teach online.
free self-guided online course series on
find out more at
where you can see
our showcase of
Capstone Projects,
view all syllabi,
and more
Showcase at Design4Learning.info
Arden Kirkland, Dr. Loriene Roy