Applying Universal Design to Information Literacy Teaching Students Who Learn Differently at Landmark College

Jones, Erik

ET

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. Retrieved from: https://journals.ala.org/rusq 

Summary
This particular article discusses the various learning disabilities that prevent students from learning at the same rate or in the same way as other students. Primarily concerned with children who have ADD or ADHD, the article focuses on adjusting the ACRL standards to be more inclusive for diverse learners. Applying their Universal Design for Information Literacy to the lesson plans and learning activities to the classroom would allow students with learning disabilities and those without to get more one on one time with the instructor, a quieter place to study, or even more time on tests or homework to better accommodate their needs.

Evaluation
I thought this article was personally relevant as I was branded with ADHD in elementary school and shuffled off into a special ed classroom equipped with teachers who had no idea how to help kids who learned differently, were a little more energetic than other students, had issues at home that affected their learning, or were simply bored and wanted something else to do. The Universal Design for Information Literacy I feel is a step in the right direction to help students like me who were wrongfully labeled or legitimately have learning disabilities that require them to have more time on tests and homework or who need more time with the instructor to understand and perform at the same level as other students.