Applying Universal Design for Learning to library peer professional development: a case study acknowledging adults as learners

Abstract

Purpose

This paper tracks the literature through narrative progression from defining accessibility and inclusivity to Universal Design for Learning (UDL) and disability justice. This review culminated in the development of a check list of best practices for librarians who create online learning objects to consider. Then we turn to a case study of presenting these findings to professionals through the framework of UDL with a focus on multiple means of representation and engagement. We conclude with a reflective discussion on process and the potential for broader impact and future directions.

Design/methodology/approach

This paper presents a case study of informing praxis with existing research while experimenting to address gaps in the literature through practice.

Findings

This paper presents a strong argument for using UDL frameworks beyond primary, secondary and higher education to contexts where professionals may be learning.

Originality/value

The research surrounding UDL beyond standard educational contexts does not currently exist, inside or outside of the library literature. This paper presents a new paradigm in expanding accessible and inclusive learning practices to include less formalized learning spaces.

Citation

Press, M. and Smith, J.H. (2024), "Applying Universal Design for Learning to library peer professional development: a case study acknowledging adults as learners", Reference Services Review, Vol. 52 No. 3, pp. 385-396. https://doi.org/10.1108/RSR-02-2024-0005