{"product_id":"universal-design-for-learning-in-academic-libraries-theory-into-practice-paperback-softback-9798892555494","title":"Universal Design for Learning in Academic Libraries; Theory Into Practice (Paperback \/ softback) 9798892555494","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eUniversal Design for Learning in Academic Libraries\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eTheory Into Practice\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eDanielle Skaggs (Edited by), Rachel M. McMullin (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9798892555494\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 22 April 2024\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e294 pages\u003cbr\u003e25.4 x 17.8 x 2.3 cm, 0.513 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eUniversal Design for Learning (UDL) is an educational framework for improving and optimizing teaching and learning. It’s focused on intentionally designing for the needs and abilities of all learners—putting accessibility into the planning stages instead of as an accommodation after the fact—and providing flexibility in the ways students access and engage with materials and learning objectives.\u003cbr\u003e  \u003cbr\u003e In four parts, \u003ci\u003eUniversal Design for Learning in Academic Libraries: Theory into Practice\u003c\/i\u003e explores UDL: \u003cul\u003e\n\u003cli\u003e Theory and Background \u003c\/li\u003e\n\u003cli\u003e In Instruction and Reference \u003c\/li\u003e\n\u003cli\u003e Behind the Scenes \u003c\/li\u003e\n\u003cli\u003e Beyond the Library  \u003c\/li\u003e\n\u003c\/ul\u003e Chapters include looks at UDL and U.S. law and policy; working with student disability services to create accessible research services; UDL and the ACRL \u003ci\u003eFramework for Information Literacy in Higher Education \u003c\/i\u003eand the Reference and User Services Association’s “Guidelines for Behavioral Performance of Reference and Information Service Providers”; making open educational resources equitable and accessible; and much more. There are lesson plans and strategies for the wide range of instructional activities that occur in academic libraries, including in-person, online, synchronous, asynchronous, and research help, as well as different types of academic library work such as access services and leadership.\u003cbr\u003e  \u003cbr\u003e\u003ci\u003eUniversal Design for Learning in Academic Libraries \u003c\/i\u003ecan make learning about UDL and implementing it into your work quicker and easier, and provides ways to become an advocate for UDL inside your library and across campus.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cul\u003e\n\u003cli\u003eContents\u003c\/li\u003e\n\u003cli\u003ePreface\u003cbr\u003e\u003cbr\u003ePart I: UDL Theory and Background\u003c\/li\u003e\n\u003cli\u003eChapter 1. An Overview of UDL Theory and Scholarship in Higher Education\u003cbr\u003e Rachel M. McMullin and Danielle Skaggs\u003c\/li\u003e\n\u003cli\u003eChapter 2. What’\u003cbr\u003es Law Got To Do With It? Universal Design for Learning and Federal Policies in The United States\u003cbr\u003e Stefanie Havelka\u003c\/li\u003e\n\u003cli\u003eChapter 3. UDL and the Reference Interview\u003cbr\u003e Hannah Loewen, Gwendolyn B. Peart, Bethany Radcliffe, and Garrett B. Trott\u003cbr\u003e\u003cbr\u003ePart II: UDL in Instruction and Reference\u003c\/li\u003e\n\u003cli\u003eChapter 4. Reaching All Researchers: Working with Student Disability Services to Create Accessible Research Services\u003cbr\u003e Mary Margaret Cornwell\u003c\/li\u003e\n\u003cli\u003eChapter 5. Information Literacy and Learning Activities for All: Combining Universal Design for Learning with the ACRL Framework for Information Literacy for Higher Education\u003cbr\u003e Sandy Hervieux\u003c\/li\u003e\n\u003cli\u003eChapter 6. UDL as a Framework for Expanding Liaison Work and Engaging with Students\u003cbr\u003e Erica DeFrain\u003c\/li\u003e\n\u003cli\u003eChapter 7. From Theory to Practice: Using UDL to Move Library Instruction and Support Online\u003cbr\u003e Jenny Dale and Samantha Harlow\u003c\/li\u003e\n\u003cli\u003eChapter 8. Designing for Everyone: Accessibility, Inclusion, and Equity in Online Instruction\u003cbr\u003e Kimberly Shotick\u003c\/li\u003e\n\u003cli\u003eChapter 9. Combining UDL and Digital Accessibility Principles to Create Inclusive Learning Experiences in Libraries\u003cbr\u003e Elisabeth B. White\u003c\/li\u003e\n\u003cli\u003eChapter 10. Implementing UDL Using an Interactive LibWizard Tutorial to Reach the Needs of Community College Students\u003cbr\u003e Madeline Ruggiero\u003c\/li\u003e\n\u003cli\u003eChapter 11. LibGuides and Universal Design for Learning: A Case Study for Improving the Accessibility of Research Guides\u003cbr\u003e Lauren Kehoe and Iris Bierlein\u003cbr\u003e\u003cbr\u003ePart III: UDL Behind the Scenes\u003c\/li\u003e\n\u003cli\u003eChapter 12. Open Universal Design for Learning: Working to Make Open Educational Resources Equitable and Accessible\u003cbr\u003e Samantha Peter and Hilary Baribeau\u003c\/li\u003e\n\u003cli\u003eChapter 13. Using the Instructional Design Process to Effectively Apply UDL to OER: Considerations, Limitations, and Best Practices\u003cbr\u003e Michael Chee and Kari D. Weaver\u003c\/li\u003e\n\u003cli\u003eChapter 14. Applying UDL Guidelines to OER Marketing and Outreach\u003cbr\u003e Sabrina Davis\u003c\/li\u003e\n\u003cli\u003eChapter 15. A Visual Workflow for Cataloging\u003cbr\u003e Arden Kirkland and Minor Gordon\u003c\/li\u003e\n\u003cli\u003eChapter 16. Setting Achievable Goals to Meet High Expectations: One Library’\u003cbr\u003es Approach to Universal Design for Learning (UDL) and Accessibility Standards\u003cbr\u003e Victoria Eastes, Lisa Kallman Hopkins, Bridgit McCafferty, and Johnnie Porter\u003c\/li\u003e\n\u003cli\u003eChapter 17. UDL: Universal Design for Learning or Universal Design for Leadership?\u003cbr\u003e Garrett B. Trott\u003cbr\u003e\u003cbr\u003ePart IV: UDL Beyond the Library\u003c\/li\u003e\n\u003cli\u003eChapter 18. Removing Barriers with Assignment Design\u003cbr\u003e Urszula (Ula) Lechtenberg\u003c\/li\u003e\n\u003cli\u003eChapter 19. UDL in the Library and Beyond\u003cbr\u003e Breanne A. Kirsch and Katelyn Sabelko\u003cbr\u003e\u003cbr\u003e\n\u003c\/li\u003e\n\u003cli\u003eAbout the Authors\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003c\/font\u003e","brand":"ACRL","offers":[{"title":"Brand New","offer_id":52653065011480,"sku":"9798892555494","price":62.99,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/universal-design-for-learning-in-academic-libraries-theory-into-practice-paperback-softback-9798892555494","provider":"Freshly Printed Books","version":"1.0","type":"link"}