Universal Design for Learning

What is Universal Design for Learning? Since students are diverse when it comes to their learning needs and preferences, it is important for educators to plan instruction and provide resources to accommodate all of them. Universal Design limits various types of barriers for students and allows them to engage in differentiated opportunities for learning. As a new school librarian, it is important for me to keep Universal Design for Learning in mind when planning out my library program so all students can feel welcomed and comfortable when visiting and using our available resources. In fact, UDL should be used by all educators!

1. Which of these guidelines am I already doing?

• Checkpoint 2.5 - Illustrate through multiple media: Instead of depending on texts to get messages across, I like to include various digital visuals for further understanding. These visuals usually include posters, infographics, diagrams, etc. Key information is usually chunked and highlighted in these products so learners won't feel such an information overload with just available written text.
• Checkpoint 3.1 - Activate or supply background knowledge: Before automatically diving into a lesson, I like to find out what students already know. That way I can identify strengths and weaknesses and plan accordingly to ensure that the lesson will provide the best results when it comes to student success. A KWL chart is usually typical to do this, but I actually like conducting some type of poll or survey beforehand. I also like to make real-life connections to lessons, that way students can activate prior knowledge themselves and find the lesson meaningful.
• Checkpoint 6.1 - Guide appropriate goal-setting: I always make sure that goals and objectives are posted somewhere in the area of instruction for students to refer to at any time of the lesson. In fact, I always have students volunteer to read these goals and objectives aloud to the class. That way the students can all get on the same page and find a purpose to complete the lesson and expand within their learning.

2. Which of these could I add right now to my teaching practice?

• Checkpoint 5.1 - Use multiple media for communication: To make announcements or to teach a particular task, I would like to use social media (Twitter, specifically) and create videos (more like screencasts or use tools like Animoto and/or PowToon so I don't have to show my actual face). This would especially be great for our virtual learning time right now and make it engaging. I actually attended a LIS meeting today where we talked about how school librarians should definitely be doing this right now!

3. Which of these looks great, but I might need some help to implement?

• Checkpoint 9.2 - Facilitate coping skills and strategies: As mentioned before, a goal of mine is to create a welcoming and comfortable environment for all patrons. The library is designed to be a safe place, and I want to provide them resources and furniture they can feel relaxed in and help them out if they're ever down. Perhaps I can collaborate and obtain some help from my school's counselors to go about this UDL goal!

Of course, I am going to focus on implementing UDL for my school library, but I also want to be available to help and collaborate with other staff members to implement it within their classrooms. As a school librarian, I am fulfilling the roles of an "instructional partner and information specialist" and "serve as a framework for modeling and infusing UDL principles and strategies throughout the entire school curriculum" (Robinson, 2017, p. 58). This article from Knowledge Quest also includes other ideas on how the school library can teach and collaborate with transforming "traditional work" to work that fits students' interests and needs. These ideas include creating videos, digital illustrations, and other alternative formats.

In another article, titled "UD and UDL: Paving the Way Toward Inclusion and Independence in the School Library", the author mentions the importance of school libraries and how school librarians can provide accommodating equipment for both physical purposes and for those students with disabilities. It states that "the richness and ranges of information sources underscore the importance of libraries for all students. However the true value of resources can be realized only if they are accessible to users" (Blue & Pace, 2011, 51). This is a great read for me, especially since I am beginning to plan out goals for my new library. I would like to purchase and provide these resources and equipment in my library so all students are included in learning.

Blue, E., & Pace, D. (2011). UD and UDL: Paving the way toward inclusion and independence in the school library. Knowledge Quest, 39(3), 48-55.

Robinson, D.E. (2017). Universal design for learning and school libraries: A logical partnership. Knowledge Quest, 46(1), 56-61.