Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

Abstract

PurposeThis 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/approachThis 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.FindingsFindings 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/valueThe 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.