Inclusive Instructional Design

$175.00

Credits: 1.5 CEUs or 15 PDHs

This course is for librarians and archivists who: teach information, digital, archival, or data literacy sessions; designs tutorials, resources, or guides for users; and/or are interested in accessibility and inclusion in information literacy. Librarians and archivists encounter a diverse group of users in their work to share information; some of these users may include people with disabilities, first-generation students, adult learners, and more. In order to make our information literacy practice accessible to all, it is important to incorporate elements of Inclusive Instructional Design. Inclusive Instructional Design is a highly effective blend of Universal Design for Learning, Backwards Design, Accessibility, Community Building, and Reflective Assessment that can be incorporated into information literacy instruction and learning objects. Inclusive Instructional Design accounts for visible and invisible disabilities, learning styles, and communication styles to provide equitable access to information in any learning environment. As information literacy instruction and access to information is at the core of what many information professionals do, it is important to design instruction and learning objects to intentionally be as inclusive as possible. This course will introduce simple ways to incorporate Inclusive Instructional Design into information literacy instruction and guide participants through each of these pedagogical principles using readings, activities, and discussions.

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Course Information

Session

Credits

1.5 CEUs or 15 PDHs

Course Description

This course is for librarians and archivists who:

 

  1. Teach information, digital, archival, or data literacy sessions.
  2. Designs tutorials, resources, or guides for users.
  3. Are interested in accessibility and inclusion in information literacy.

 

Librarians and archivists encounter a diverse group of users in their work to share information; some of these users may include people with disabilities, first-generation students, adult learners, and more. In order to make our information literacy practice accessible to all, it is important to incorporate elements of Inclusive Instructional Design. Inclusive Instructional Design is a highly effective blend of Universal Design for Learning, Backwards Design, Accessibility, Community Building, and Reflective Assessment that can be incorporated into information literacy instruction and learning objects. Inclusive Instructional Design accounts for visible and invisible disabilities, learning styles, and communication styles to provide equitable access to information in any learning environment. As information literacy instruction and access to information is at the core of what many information professionals do, it is important to design instruction and learning objects to intentionally be as inclusive as possible. This course will introduce simple ways to incorporate Inclusive Instructional Design into information literacy instruction and guide participants through each of these pedagogical principles using readings, activities, and discussions.

 

Course Objectives:

 

  1. Participants will identify best practices for Inclusive Instructional Design pedagogical principles in their information literacy instruction and/or learning objects.
  2. Participants will design information literacy activities and/or learning objects that intentionally incorporate inclusive pedagogical principles.
  3. Participants will understand the value of incorporating Inclusive Instructional Design into their own information literacy practice.
  4. Participants will discuss the ways inclusive instructional design pedagogical principles create a more equitable classroom environment.
  5. Participants will recognize how to incorporate accessibility principles into their information literacy activities and/or learning objects

Kristina Clement

Kristina ClementKristina Clement, MA, MSIS is the Student Success Librarian for the University of Wyoming Libraries. Kristina received a Master’s of Arts in Italian Literature from the University of Notre Dame and a Master’s of Information Science from the University of Tennessee Knoxville. Her current research interests include library assessment, Universal Design for Learning in library instruction, outreach to transfer students and first-generation students, instructional assessment, Open Educational Resources (OER), and user experience.

Samantha Peter

Samantha PeterSamantha Peter, MSIS is the Instructional Design Librarian for the University of Wyoming Libraries. Samantha received her Bachelor’s in History from the University of Wyoming and Master’s of Science in Information Studies from the University of Texas. Her current research projects are Universal Design for Learning in library instruction, instructional design principles, libraries and centers for teaching and learning, making archives accessible to people with invisible disabilities, and OER initiatives.

Special Session

Please contact us to arrange a special session of this class for a group of seven or more, with a negotiable discount, or to be notified when it is next scheduled.

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