Script for Presentation

1. Script for Presentation Slide 1: There are increasing numbers of individuals who have been and are being diagnosed with learning disabilities or learning differences. Learning disabilities are “disorders in one or more basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.” As you might imagine, any of these difficulties could impact the ability of patrons to absorb the information generated as the result of a reference query. The application of Universal Instructional Design, or UID, in reference services would increase the likelihood that most patrons would be able to fully comprehend and use the information provided to them. Slide 2: Oddly enough, Universal Instructional Design is exactly what it sounds like. The theory of UID grew out of the architectural principle of universal design, which holds that it is easier to design physical spaces that are accessible to diverse users than it is to alter a space after construction to accommodate specific differences. In the case of UID, the idea is to design the teaching and conveyance of information in such a way that the widest possible range of people can process and utilize new information. Slide 3: Patrons with learning differences are a grossly underserved population in libraries. A survey conducted in 2002 by Virginia Ross and Lynn Akin of the Texas Woman’s University showed that developmentally disabled children received the most library attention in terms of programs while learning disabled children received the least. Though Ross and Akin’s survey was limited to children’s programs in Texas, it is reasonable to believe that learning disabled patrons of all ages are underrepresented in libraries all over the country. Of the 39 million Americans – that’s 15% of our population – who have learning disabilities, 60-80% have serious reading disabilities. Imagine the impact this sort of disability would have on someone trying to comprehend a printout of titles or an explanation of search strategies. Slide 4: What can be done to balance this inequity in the face of budget cutbacks and limited staff? The answer is as simple and as complicated as this: educate and re-train. Most of UID relies on presentation and attitude, not on gadgets or machinery. There are a number of free resources are available online to assist in the application of UID. Many of the resources are directed at teachers, but can be useful to reference librarians as well. The Universal Design Learning Solutions Finder Tool offers a tutorial on UDL, a tool to assist with generating UDL solutions, and a downloadable template to help identify learning issues and derive UDL solutions. Universal Access to Libraries offers ways to ensure that computers, web sites, video tapes and other electronic materials are accessible to the greatest possible number of people. LD OnLine, which is a national educational service of WETA-TV, the PBS station in Washington, D.C., provides recommended links for specific audiences, including librarians. The recommended links for librarians span the ALA program Every Child Ready to Read @ your library to Readhowyouwant.com, which is a vendor specializing in large-print books. The resources for education are available, it just requires a bit of research and librarians should excel in that area. Slide 5: In her article on UID, Debbie Creamer reminds us that “Attitude, rather than architecture is the most fundamental barrier to accessibility.” Librarians offering reference services must re-train themselves in how they think about presenting information. Some of the principles of UID are simply a matter of re-thinking how we communicate with others and actually require very little additional effort. Repeat questions back to the patron – this should be no great strain, since it is standard reference interview practice. Offer information in multiple formats; one patron may absorb information better visually than audibly. Keeping that in mind, speak search results as well as writing or printing them. When possible, include images of the materials for which the patron is looking. If the words are jumbled in someone’s mind, the person may recognize the cover from a picture, if not the title. Above all, remember that some patrons may require a little more of your time than others and it isn’t because they are stupid or less than other patrons; they simply process information differently. Slide 6: Ultimately, applying Universal Instructional Design to our reference services is not just the right thing to do, it is our professional responsibility. The first items cited in ALA’s code of ethics and core values are access and equitable service. As librarians, we are bound to do what we can to provide information in such a way that it is accessible and understandable to as many patrons as possible. All UID does is provide us with the tools to fulfill those responsibilities.

2. Universal Instructional Design and Reference Services Shaula Stephenson, LIBR 210

3. What is Universal Instructional Design? • “… UID refers to the intentional design of courses and learning spaces that include and address a wide variety of learning styles and individual needs” (Creamer, 2007).

4. The Underserved PatronsFrom a survey of 785 children’s programs in Texas libraries: • 14 programs were for physically disabled children (18%); • 15 programs were for developmentally disabled children (19%); and • 10 programs were for learning disabled children (12%) (Ross & Akin, 2002).

5. Applying UID to Reference Services – Educate • UDL Solutions Finder Tool (www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm) • Universal Access to Libraries (www.washington.edu/doit/UA/) • LD OnLine Recommended Links for Librarians (http://www.ldonline.org/resources_new/c699/)

6. Applying UID to Reference Services – Re-train • Principles of UID (Chodock & Dolinger, 2009) • Flexibility in use • Repeat questions back to the patron • Perceptible information • Present information in multiple formats • Equitable use • Speak and write out search words in print (avoid cursive) • Tolerance for error • Anticipate the need to spend more time with certain patrons

7. Our Responsibilities • First item in ALA Core Values is access (ALA, 2010). • First item in ALA Code of Ethics: “We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests” (ALA, 2010)

8. References American Library Association. (2010). Code of Ethics of the American Library Association. Retrieved from http://www.ala.org/ala/issuesadvocacy/proethics/codeofethics/codeethics.cfm American Library Association. (2010). Core values, ethics, and core competences. Retrieved from http://www.ala.org/ala/aboutala/governance/policymanual/updatedpolicymanual/section2/40corevalues.com Chodock, T. & Dolinger, E. (2009). Applying universal design to information literacy: teaching students who learn differently at Landmark College. Reference & User Services Quarterly 49(1), 24-32. Creamer, D. (2007). Universal instructional design for librarians. Colorado Libraries, 33(4), 12-15. Gorman, A.J. (1997, May). The 15% solution: literacy and learning disabilities. American Libraries, 52-53.

9. References LD OnLine: about learning disabilities. (2010). Retrieved from http://www.ldonline.org/questions/aboutld Neumann, H. (2003). What teacher-librarians should know about universal design. Teacher Librarian, 31(2), 17-20. Ross, V. & Akin, L. (2002). Children with learning disabilities and public libraries: an e-survey of services, programs, resources and training. Public Library Quarterly, 21(4), 9-17.