Applying Universal Design to Improve

Reference & Instruction Services

Ted Chodock & Elizabeth DolingerResearch Services LibrariansLandmark College Putney, VT

Presented at the Association of College & Research Libraries New England Chapter Spring 2009 Conference: Are You Being Served? Customer Satisfaction

& Library ServiceCollege of the Holy Cross

Worcester, MAMay 15, 2009

Applying Universal Design to Improve Reference & Instruction

Services

Our Customers?

Universal Design (UD)

Our experiences applying UD at Landmark Reference Services Information Literacy Instruction

How do you apply UD principles in your Library?

Who are our “customers”?

Non-traditional students

Between 1995 - 2006 enrollment of people age 25 or older rose by 13%

2006 - 2017 National Center for Education Statistics projects a 19% rise in enrollments of people 25 and over

1.06% of undergraduate students age 30 or older reported some type of disability

*See Snyder, NCES,(2008) & (2009).

Who are our “customers”?

ESL students 2003 – 2004 12.3% of undergraduates reported

English was NOT the primary language spoken at home.

57.9% of Asian undergraduates reported English was NOT the primary language spoken at home compared to 42.8% of Hispanic/Latino students.

Most popular majors for students who reported that English was NOT the primary language spoken at home:

17.2% math 17.1 % engineering

*See U.S. Dept. of Education, 2003-04, DAS-T computation

4/16/2009.

Who are our “customers”?Students with Learning

Disabilities 1999-2000

9.3% of undergraduates reported some type of disability 2003-2004

11.3% of undergraduates reported some type of disability

5 6.4

17

7.511

21.9

0

5

10

15

20

25

1999-2000 2003-2004

specifc LD

ADD

mentalillness/depression

*See Horn, (2002) Table 5 & Fig 7 & (2006) Table 6.1.

What is a Learning Disability?

The Learning Disabilities Association of America (LDA) defines a learning disability as

“a neurological condition that interferes with a person’s ability to store, process, or produce information.”

*See Learning Disabilities Association of America, “Defining Learning Disabilities”

What is a “Learning Disability” ? Students

comments

“...a learning disibility is an opportunity for someone to be more creative, and someone that understands information in a different way, just goes in a different direction to get there but reaches the same destination.”

*Landmark College student, 2009. Spelling or grammar errors maintained.

“...a learning disability is not having a disability but a difference. It is a difference in the way my brain takes in, processes, and spits out information. There is a stereotype that goes along with disabilities that some people assume that we are stupid or can’t do anything, but usually people with learning disabilities are smart they just don’t show it in the conventional ways.”

*Landmark College student, 2009. Spelling or grammar errors maintained.

What is a Learning Disability?

A “disorder that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain.”

*See Matthews (2003) p 5.

Dyslexia

“is characterized by problems in coping with written symbols, despite normal intelligences.”

“common characteristics are difficulty

with phonological processing and/or rapid visual-verbal responding.”

*See Turkington, Harris & American Bookworks (2006) “Dyslexia” p 81-83. *See Matthews (2003) p 151.

Students with Dyslexia

Difficulty in handwriting & spelling

Trouble with rapid visual-verbal responding

Find concept maps helpful Note-taking is problematic Slower than average reading and

reading comprehension

*See Sterling, Farmer, & Riddick (2002) table 7.1 p 119. *See Learning Disabilities Association of America, “Dyslexia.”*See Matthews (2003) p151.

Attention Deficit Hyperactivity Disorder (AD/HD)

Is a “persistent pattern of inattention and/or hyper-activity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.”

*See American Psychiatric Association(2000) p 85.

Behaviors of students with AD/HD

Disinterested

Disorganized

Procrastination

Misjudging available time

Impulsivity

*See Conners (2006) p 8-15.

Behaviors of students with AD/HD

Executive Function Dysfunction Working memory & problem

solving processes

Control of emotions & impulses

Internalized speech

Reconstitution

*See Turkington & Harris (2006) “Executive Functions” p 95-96.

Library Anxiety

“Library anxiety is an uncomfortable feeling or emotional disposition, experienced in a library setting, which has cognitive, affective, physiological, and behavioral ramifications.”

*See Jiao, Onwuegbuzie & Lichtenstein (1996) p 152.

Characteristics of Library Anxiety

Rumination

Tension

Fear

Feelings of uncertainty and helplessness

Negative self-defeating thoughts

Mental disorganization

*See Jiao, Onwuegbuzie & Lichtenstein (1996) p 152.

Who experiences Library Anxiety? “75-85% of students described

their initial response to using the library in terms of fear or anxiety, a sense of feeling ‘lost’”

“The majority of users may experience library anxiety at certain stages of their library use or potential use.”

*See Mellon (1988) p 138.*See Onwuegbuzie & Jiao (2004) p 50.

At Higher Risk for Library Anxiety

Lowest reading comprehension and reading vocabulary

Procrastinators

Visual learners

Non-native English speakers

•See Jiao & Onwuegbuzie (2003) p 165, 166. •See Onwuegbuzie & Jiao (2000) p 49.•See Jiao, Onwuegbuzie & Lichtenstein (1996) p 158.

“In traditional postsecondary education… the capacity of enrolled students to master the content and achieve the outcomes is essentially assumed, often within the range defined by a bell curve. A certain amount of failure and sub-par performance is expected and even required to validate other successes.”

How many students are we willing to accept that we won’t

reach?

*See Gander & Shmulsky (2008).

Universal Design (UD)

The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

*See Connell, et al. (1997, April 1).

Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/

Universal Design for Learning (UDL)

“The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.”

*See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (p. 4).

UDL Principles

1) Provide Multiple Means of Representation (the "what" of learning).

2) Provide Multiple Means of Expression (the "how" of learning).

3) Provide Multiple Means of Engagement (the "why" of learning).

* See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (pp.3-4).

Universal Design for Instruction (UDI)

“With an absence of legal mandates relating to planning individualized instruction for students with disabilities at the postsecondary level, change will be fueled by thoughtful approaches that are responsive to the culture of faculty and features of their work that are distinctly different from those of their colleagues in elementary and secondary settings.”

*See McGuire & Scott (2007) p 126.

Universal Design & Libraries

ALA Library Services for People with Disabilities Policy

“Libraries should use strategies based upon the principles of universal design to ensure that library policy, resources and services meet the needs of all people.”

*See American Library Association (ALA), Association of Specialized and Cooperative Library Agencies (ASCLA).

Universal Design & Libraries

Architecture

Entrance ramps rather than steps Wide stacks to accommodate wheel chairs Low service desks Computer tables that allow for height changes Elevator controls available from a seated

position Signage

Universal Design & Libraries

Websites, Computers & Technology

Screen reader friendly

Assistive technologies available Library staff trained in using assistive

technologies

Usability testing

UDI & the ACRL Standards

ACRL Standards for Proficiencies for Instruction Librarians & Coordinators

6.6 Designs instruction to best meet the common learning characteristics of learners, including prior knowledge and experience, motivation to learn, cognitive abilities, and circumstances under which they will be learning.

6.7 Integrates appropriate technology into instruction to support experiential and collaborative learning as well as to improve student receptiveness, comprehension, and retention of information.

*See ACRL “Standards for Proficiencies for Instruction Librarians and

Coordinators”

UDI & the ACRL Standards

9.2 Presents instructional content in diverse ways (written, oral, visual, online, or using presentation software) and selects appropriate delivery methods according to class needs.

12.2 Modifies teaching methods and delivery to address different learning styles, language abilities, developmental skills, age groups, and the diverse needs of student learners.

*See ACRL “Standards for Proficiencies for Instruction Librarians and Coordinators”

UDI & RUSA Guidelines

RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers

1.1 Library “patrons must be able to identify that a reference librarian is available to provide assistance and also must feel comfortable going to that person for help.”

1.4 The librarian “establishes eye contact with patrons, and acknowledges the presence of patrons through smiling and attentive and welcoming body language.”

1.7 The librarian “roves through the reference area offering assistance whenever possible. Librarians should make themselves available to patrons by offering assistance at their point-of-need rather than waiting for patrons to come to the reference desk.”

* See RUSA RSS Guidelines

UDI & RUSA Guidelines

3.0 “The librarian must be effective in identifying the patron’s information needs and must do so in a manner that keeps patrons at ease.”

3.7 The librarian “uses open-ended questioning techniques to encourage patrons to expand on the request or present additional information.”

3.8 The librarian “uses closed and/or clarifying questions to refine the search query.”

*See RUSA RSS Guidelines

UDI & Active Learning

Universal Design for Instruction does not replace Active Learning methods of teaching.

Active Learning methods of teaching become even more essential in the framework of UDI.

Applying Universal Design to Information Literacy (UDIL)

“Barriers exist in the instruction, not in the user, and thus it is the instruction that must change. This change in mindset alone improves interactions between the non-disabled and people with disabilities, as they become potential partners in addressing the common problem of shortcomings in instructional design rather than exhibiting an inequitable power relationship where one person is the problem and the other the problem solver.”

*See Creamer (2007) p 14.

UDI Principle 1: Equitable Use

Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not.

Create online & print course guides & handouts

Spell vocally and write out search words Print words (avoid cursive) Use a sans-serif font Video or screencast library tours,

tutorials and handouts

UDI Principle 2: Flexibility in Use

Instruction is designed to accommodate a wide range of individual abilities. Provide Choice in methods of use.

Preview & review lesson plan with a vocalized & written agenda

Use of active learning methods that engage multiple senses

Repeat back questions Focus attention internally by asking

many questions of the students Parallel searching / modeling a search Explain as you go

UDI Principle 3: Simple and Intuitive Instruction

Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.

Eliminate library lingo & library-centered concepts

Teach only skills directly related to completing the assignment

Provide one-on-one instructional assistance and workshops to reduce library anxiety

Use student-chosen topics Scaffold questions (hard and soft scaffolding)

UDI Principle 4: Perceptible Information

Instruction is designed so that necessary information is communicated effectively, regardless of ambient conditions or the student's sensory abilities.

Shorten task instructions by using few words in giving directions

Present information in multiple formats Stress usability features in databases

& websites, built in dictionaries and ability to get HTML version rather than PDF versions

Inviting and clear signage with visuals

UDI Principle 5: Tolerance for Error

Instruction anticipates variation in individual student learning pace and requisite skills.

Allocate 1/3 to 1/2 of each class for assisted individual work time

Begin to build a relationship with the student over the course a semester

Use conversation to help move student from an ill-structured topic to one that is better suited both to their interests and research level.

UDI Principle 6: Low Physical Effort

Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning.

Use of citation making software, print icons, and other built-in time-saving shortcuts

Decrease repetitiveness of tasks

Roving

A reference interview is not always appropriate

UDI Principle 7: Size and Space for Approach and Use

Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student’s body size, posture, mobility, and communication needs.

Redesign library instruction space to maximize collaboration and minimize distractions (see Chevron style for larger groups).

Reference/circulation desks are low

Accessible places for parallel searching

Have open spaces, akin to white space on a web page to reduce feelings of being overwhelmed

UDI Principle 8: A Community of Learners

The instructional environment promotes interaction and communication among students and between students and faculty.

Bring a sign-up sheet to class to make follow up appointments

Check in on research progress by e-mail and by roving the library

Encourage collaboration among the students during class

Meet with faculty individually and in groups to collaborate on developing inclusive instruction

Stress that anxiety is a normal part of doing Library research

UDI Principle 9: Instructional Climate

Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.

Have a goal that provides motivation Work with faculty to have a specific

goal, such as finding at least one research article on the topic

Be aware of your body language

Have empathy

How we apply UDIL Principles

Applying UDI principles in your Library

What are your experiences with learning differences in your Library?

What techniques can you recommend?

How will you/do you apply UDIL in your Library?

Notes

A list of more sources on Universal Design & Assistive Technology as well as the bibliography for this presentation are available in screen reader friendly format at:

http://www.acrlnec.org/http://www.landmark.edu/Library/about/Bythestaff.cfm

The bibliography is also available in the notes field of this powerpoint.