Document Type

Article

Publication Date

12-5-2023

Publication Title

Reference Services Review

Publisher

Emerald Publishing Limited

Volume

52

Issue

1

First page number:

163

Last page number:

183

Abstract

Purpose: This 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/approach: This 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.

Findings: Findings 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/value: The 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.

Keywords

Academic libraries; Information literacy; Library instruction; Case study; Higher education; COVID-19

Disciplines

COVID-19 | Higher Education | Information Literacy | Library and Information Science

File Format

pdf

File Size

792 KB

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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