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

Niki Fullmer (University Libraries, Utah State University, Logan, Utah, USA)
Katie Strand (USU Libraries, Utah State University, Logan, Utah, USA)

Reference Services Review

ISSN: 0090-7324

Article publication date: 5 December 2023

Issue publication date: 5 March 2024




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.


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 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.


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.



Since submission of this article, the following author has updated their affiliations: Niki Fullmer is at the University of Nevada, Las Vegas, Las Vegas, Nevada, USA.


Fullmer, N. and Strand, K. (2024), "Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic", Reference Services Review, Vol. 52 No. 1, pp. 163-183.



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