Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

IF 1.3 4区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Reference Services Review Pub Date : 2023-12-05 DOI:10.1108/rsr-04-2023-0034

Niki Fullmer, Katie Strand

{"title":"Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic","authors":"Niki Fullmer, Katie Strand","doi":"10.1108/rsr-04-2023-0034","DOIUrl":null,"url":null,"abstract":"PurposeThis case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.Design/methodology/approachThis case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.FindingsFindings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.Originality/valueThe authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reference Services Review","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1108/rsr-04-2023-0034","RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}

引用次数: 0

Abstract

PurposeThis case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.Design/methodology/approachThis case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.FindingsFindings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.Originality/valueThe authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

查看原文本刊更多论文

促进从 COVID-19 大流行病中发展起来的基于 UDL 的图书馆教学实践

本案例研究探讨了COVID-19期间开发的基于学习通用设计(UDL)的在线教学模块如何更好地支持学生的信息素养成果。本研究还将探讨混合学习如何适用于UDL，并可能解决图书馆教学中的一些问题。设计/方法/方法本案例研究探讨了犹他州立大学的一个图书馆员团队如何开发三个基于udl的模块，以在COVID-19大流行高峰期支持图书馆教学和混合学习。向作文教师发送了一份调查，以了解他们如何使用三个新的udl通知模块，以及这些模块是否有助于他们的学生达到信息素养的结果。本案例研究的发现描述了学术图书馆应如何采用UDL框架来支持在线学习的最佳实践以及包容性教学法。研究结果表明，为混合教学开发的基于udl的模块有助于学生实现信息素养的成果和目标。原创性/价值作者提出了一个案例研究，研究了信息素养教学和UDL的当前气候，同时提供了可操作的教学实践，可以用于图书馆员实施混合教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Reference Services Review INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

3.20

自引率

10.00%

发文量

期刊介绍： Reference Services Review (RSR ) is a quarterly, refereed journal dedicated to the enrichment of reference knowledge and the advancement of reference services. RSR covers all aspects of reference functions, including automation of reference services, evaluation and assessment of reference functions and sources, models for delivering quality reference services in all types and sizes of libraries, development and management of teaching/learning activities, promotion of information literacy programs, and partnerships with other entities to achieve reference goals and objectives. RSR prepares its readers to understand and embrace current and emerging technologies affecting reference functions, instructional services and information needs of library users.