Implementing universal design for learning in the library and across campus to promote more inclusive pedagogy

IF 1.3 4区 管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE
Breanne A. Kirsch
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Abstract

PurposeThe purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL.Design/methodology/approachThis quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL.FindingsThe UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi.Research limitations/implicationsThis research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy.Practical implicationsMost faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy.Originality/valueThis paper is an original work describing a campus UDL initiative from a librarian's perspective.
在图书馆和整个校园实施通用学习设计,促进更具包容性的教学法
本案例研究的目的是确定UDL学院的有效性,即教师在参加学院和调查后使用的UDL技术的数量,以探索教师对UDL的看法。设计/方法/方法这个定量案例研究利用了教师对UDL学院的调查、课堂观察和课程大纲的回顾来确定UDL学院的有效性,并探索实施UDL的经验。UDL倡议是一项积极和有效的经验。总的来说,根据教师调查,教师对UDL的实现有积极的看法。参与UDL学院的教师使用的UDL技术数量显著增加,这证明了UDL学院的有效性。控制组的教师没有根据课堂观察和课程大纲的复习增加UDL技术的使用数量。研究限制/启示本研究是从一个图书馆员的角度出发的,因为该图书馆员领导了UDL的倡议,并且是目前该机构唯一具有教员地位的图书馆员。作为UDL的支持者,图书管理员的观点可能会有偏差。图书馆员可以实现UDL以减少教育障碍并支持学生的成功。此外,图书馆员可以通过提供类似的UDL学院,为教师学习UDL提供支持。实际意义大多数教师能够将UDL元素纳入他们的课程,并积极响应将UDL融入课堂的概念,认为这有助于改善他们的教学。这些结果表明,教师在参与UDL学院后,可以将UDL融入高等教育,使用有效的教学策略。原创性/价值这篇论文是从图书管理员的角度描述校园UDL计划的原创作品。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Reference Services Review
Reference Services Review INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
3.20
自引率
10.00%
发文量
16
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.
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