Implementing UDL: Checklist
- Familiarize yourself with the UVic UDL statement and guidelines:
- Familiarize yourself with the assistive technology available in the library and on campus to support multiple means of engagement.
- Contact instructors before library sessions to understand any potential special accommodation needs.
- Offer options for the delivery of library instruction sessions. For instance, provide both in-person and online learning by recording the session and making it available for asynchronous access afterward.
- Consider using various strategies to present your content. Depending on the course context, offer a blended learning environment that includes individual or group learning, peer-teaching, distance learning, and possibly fieldwork, such as visiting the library stacks.
- Run your Libguides or web pages through the WAVE Accessibility Check or other alternative ways of checking.
- Ensure that all library and classroom videos include captions.
- Share your instructional materials before the library session, including your slides, LibGuide link, relevant online library research tutorials, and survey questions with instructors.
- Make course materials accessible by providing materials in multiple formats (including print and digital options, text to speech, large font) and by following Web Content Accessibility Guidelines (WCAG) for online accessibility.
- Design library instruction sessions to present information in diverse formats, including text, images, audio, interactive tutorials, and more.
- Encourage students to provide feedback on library services and resources, particularly regarding accessibility.
- Assess accessibility barriers of library sources and databases you’ll cover, and brainstorm solutions.
- Highlight databases or sources with diverse accessibility features beyond text, such as audio and visual files, to students.
- Embed interactive exercises in library instruction to engage students and foster cooperation, being sensitive to their responses.
- Whenever possible, demonstrate search techniques using student-chosen topics and questions.
- Allocate time in library instruction sessions for individual student questions.
- Offer multiple effective channels for students to contact librarians for follow-up questions or appointments, such as question-answer sessions near assignment due dates and online discussion forums for library-related inquiries.
- Collaborate with instructors on course design as needed and promote assessment options. For instance, some students may prefer written assignments while others may opt for demonstrating knowledge through online storytelling in certain disciplines. Librarians can advise instructors on digital tools like Omeka and podcasting and provide training to support students accordingly.
- For librarians, include an instruction request form for instructors to add information on any student accommodation that you should be aware of.