Applying Universal Design to Information Literacy

Name: Warren, Sharayah

Topic: Inquiry and Design (ID)

Citation: Chodock, T., Dolinger, E., & O’Connor, L. (2009). Applying Universal Design to Information Literacy: Teaching Students Who Learn Differently at Landmark College. Reference and user services quarterly, 49(1), 24-32.

http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44447236&site=ehost-live&scope=site

Overview: This article discusses the concept of Universal Design, which is the idea of using accommodations that are traditionally geared towards individuals with a disability and applying it to assist all learners. This allows content and information to be more accessible for all. The article focuses on utilizing Universal Design to promote information literacy.

Evaluation: While this article does focus specifically on Landmark College, the information is relevant and applicable to anyone teaching information literacy, specifically teacher librarians. The concept of Universal Design is something that should be utilized more often as it is beneficial to all learners.

Information is Social: Information Literacy in Context

Name: Grant Conour

Topic: Inquiry and Design Thinking

Citation: Hoyer, J. (2011). Information is social: information literacy in context. Reference Services Review : RSR., 39(1), 10–23. Retrieved from https://www-emerald-com.libaccess.sjlibrary.org/insight/content/doi/10.1108/00907321111108088/full/html

Overview: “This paper aims to discuss traditional conceptions of information literacy as created within an academic context to address information needs within this context. It seeks to present alternative realities of information use outside the academic sector, and to suggest that information literacy instruction within academia does not go far enough in preparing students for the information society beyond university. The aim is then to follow this by discussion of appropriate information literacy models to prepare young people for information use in a variety of workplace environments.” (from the abstract)

Evaluation: Comparison between traditional concepts of information literacy in an academic context and the reality of information use outside of academia, with illustrative, real-life examples which are a great help in expanding one’s conception of information literacy. I found this to be one of the few resources which discussed alternate methods of information use which, ultimately, are quite common, but do not fit in to an academic context. That the author included concrete examples only made this all the more valuable, in my opinion. Also would be a very helpful resource for those examining information literacy instructional practices through a lens of social justice and anti-racism.