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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
- 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
- 7. Universal Design Transliteracy for Learning Wow
- 8. Principle 3: Provide Multiple Means of Engagement Image: 'Lost on stairs' http://www.flickr.com/photos/73491156@N00/1435420692
- 9. Gregariousness Recognition Inquisitiveness Affiliation Power Autonomy Status Aggression
- 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
Notas do Editor
- 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