IP Reflective Report

Using principles of Universal Design for Learning (UDL) and active learning, this reflective report will explore a proposed change to the delivery of library inductions at Chelsea College of Art. These changes will primarily target supporting students at UAL with Specific Learning Differences (SpLDs), but as will be explored, these changes aim to support the student body as a whole. This is particularly pertinent to art and design Higher Education institutions, where the percentage of those who may have a SpLDs is higher than that of the general student population. (Davies, 2022, p.1). Adopting UDL principles and inclusive practices also acknowledges and supports students who may begin their course without a formal disclosure or SpDL diagnosis (Davies, 2022, p.4)

As a subject librarian, I deliver library inductions to first year Graphic Design undergraduate (BAGDC1) and Graduate Diploma (GDGD) students. These typically occur during the first two weeks of the academic term and consist of two main elements; a short walking library tour and an induction talk covering the following main points:

• Introducing myself and UAL Library Services
• Dewey Decimal Classification and library organisation scheme
• Online library search catalogue demonstration, introducing the students to print books, eBooks, A-Z Database, e-journals, reservations, subject library guides
• Borrowing, library etiquette and basic rules
• Signposting to information specific to the Graphic Design courses

Whilst the library tour is generally agreed on a local level and will not be the subject of this intervention, the induction talk can be structured by the subject librarian. Currently, the induction talk is teacher-led with a powerpoint in a ‘traditional’ classroom and is delivered in 45 minutes. This format has organically developed as a reaction to having to deliver a large amount of information in a short period of time and due to the transmissive delivery, students are placed in a passive learning environment with little option for students to actively engage and create a meaningful dialogue with the librarian; the dialogue is very much one way. The Inclusive Practices Unit has enabled me to have the space to reflect on how this can be changed to a more fruitful, inclusive and engaging experience for the student.

The sessions are overwhelming not only in the volume of information being disseminated, but also in the context when these inductions are taking place; at the very beginning of term when students are enrolled in a new course, with new people, potentially living in a new city (or country) and adjusting to the workload and pace of a higher education environment.

At UAL, around 7% of students have declared a SpLD (including dyslexia) which can present barriers to using the library comfortably, such as:

• Difficulty interpreting and understanding information given.
• Remembering instructions. 
• Sequencing and interpreting shelf marks.
• Communicating needs to library staff.
• Assimilating information making library orientation difficult. 
  (Belger and Chelin, 2013, p. 9)

As we can see, a transmissive and passive delivery of this information is not conducive to supporting students with SpLDs; active learning principles and strategies will allow students to have more agency over their understanding of the library (Kozanitis, 2023, p. 1378) The library (both the physical environment and online resources) is a space to be actively navigated and so it is appropriate to have an introduction that implements active strategies for learning.

Inclusive approaches: UDL and active learning

UDL is a flexible and inclusive framework which can promotes access to learning by offering multiple means of engagement, representation and expression. This can be particularly effective when supporting students with SpLDs by creating environments and materials which cater to a range of cognitive and sensory needs from the outset.

Traditional library inductions which tend to be text-heavy and transmissive (such as the current library induction model at Chelsea) can be difficult to navigate. UDL advocates for varied content delivery methods such as interactive workshops, infographics, visual aids and simplified instructions which can avoid an overwhelming amount of information and can increase understanding. This approach benefits not only students with SpLDs, but all learners (Svendby, p. 276).

Co-creation activities (where students collaborate with staff to shape the learning content) can offer a valuable way to embed UDL in practice. Workshops which include these activities can lead to more relevant and accessible sessions by optimising choice and autonomy, supporting multiple ways to perceive information and encouraging interaction (CAST, 2024). Implementing active learning strategies such as interactive tasks and guided tours can further support UDL by encouraging hands-on engagement. These methods can help students process information through doing, rather than passive listening, which can be especially supportive for learners with SpLDs who benefit from kinaesthetic or visual learning styles (Kirsch, p. 185).

The intervention

Embedding UDL through active learning and co-creation can transform library inductions into inclusive and empowering experiences. This approach not only reduces barriers for students with SpLDs, but also fosters a culture of equity and collaboration for all students. In light of the research into UDL and active learning, the induction will be changed from a transmissive delivery into a co-creation workshop, focused on these main outcomes and strategies:

Students to feel welcome and included
The session will begin with a tour of the library space with a member of library staff; this active activity will allow students to become familiar with the space, as well as meeting the library support staff. The language surrounding these sessions can also be a strategy in creating a more welcoming environment; by changing the semantics of the name of the session from ‘Library Induction’ to ‘Library Welcome’, I am able to create a much more informal and friendly atmosphere. I will also introduce myself in terms of my role and what I can help with and the multiple ways that students can find support.

Students to have agency in interactive activities
Rather than the focus of the Library Welcome being librarian-led, the session will be built around a ‘Mapping the Library’ interactive activity.

1. Students will write down their name and a Graphic Design topic that they are interested in exploring further. Using this as an example, I will illustrate how this can be a basis for using the digital library tools to find resources in the library.
2. Students will then be given 10 minutes to complete the following tasks:

• Do a library catalogue search based on their interests and select a book on that topic in Chelsea Library.
• Find that book in the library; also look around in this section to see if there are any other interesting resources
• Go to a completely random section of the library and select things that have sparked interest.
• Students will then bring these items back to the Library Welcome room, and by using post-it notes and in groups, we will start mapping where we found the books on a blank library map.
• Students will then have informal discussions about connections that might be appearing between books and topics

Students will have an awareness of the key library functions, where things are and the confidence in knowing where to go for help

Students will be provided the outcomes of the library activity as well as the slides on the session. I am keen to explore this aspect of the induction further as it could mark the beginning of a database or resource for students to have about the library throughout their time at UAL.

Feedback and challenges
I gathered a lot of useful feedback from my peers in the PgCert as we discussed our plans for our interventions:

1. One challenge identified was how to conduct this exercise in light of large cohorts. For this exercise to work (both conceptually and within the confines of the physical library space), it would be ideal to conduct this work with groups of 15 participants which presents a challenge in terms of fitting this activity into the timetable and with workload capacity (as there would most likely need to be 8 sessions in total to see all the students).
2. It was suggested that I built in another short check-in and check-out activity in the session to promote agency for students, which can also be used as an evaluation tool:
   • Check in; an activity asking how they’re feeling about the library
   • Check-out; a closing activity to see how they are feeling about the library post exercise.
3. Another element that I would like to devote more time to is how to effectively collate the outcomes of the sessions to use as tools for the students to take further. It was suggested that I record and disseminate the library demonstration so students can come back to this at a later date.

Conclusion

This intervention illustrates how applying UDL and active learning principles can transform library inductions into more inclusive, participatory experiences. By replacing a traditional, passive format with a co-created workshop centred on the library mapping exercise, students will be able to engage with the library on their own terms by connecting their academic interests to the physical and digital collections in an exploratory and meaningful way. This approach supports students with SpLDs by reducing barriers to access and promoting confidence, collaboration, and agency. While there are practical considerations around scalability, this shift toward an interactive and student-led model represents a significant step in reimagining how library inductions can better serve the diverse UAL student community.

Appendix

Initial ideas and mapping out of the intervention

References

Belger, J. and Chelin, J. (2013) ‘The Inclusive Library: An investigation into provision for students with dyslexia within a sample group of academic libraries in England and Wales’ in Library and Information Research, 37(115), pp. 7 – 32. Available from: https://doi.org/10.29173/lirg555 [Accessed: 24th May 2025]

Davies, M. (2022) ‘The White Spaces of Dyslexic Difference: An intersectional analysis’ in Access and Widening Participation in Arts Higher Education. The Arts in Higher Education. Palgrave Macmillan, London, pp. 143-159. Available from: https://ualresearchonline.arts.ac.uk/id/eprint/22436/4/Chapter%207%20The%20White%20Spaces%20of%20Dyslexic%20Difference%20An%20intersectional%20Analysis.%28Final%20Pre-publication%20copy%29.pdf [Accessed: 24th May 2025]

CAST (2024). Universal Design for Learning Guidelines version 3.0 Lynnfield, MA.

Kirsch, B. (2024) ‘Implementing universal design for learning in the library and across campus to promote more inclusive pedagogy’ In Reference Services Review. 52(1). pp. 184 – 200.

Kozanitis, A. and Nenciovici, L. (2023) ‘Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta‑analysis’ In Higher Education, 86, pp.1377 – 1394.

McAfee, E. (2018) ‘Shame: The Emotional Basis of Library Anxiety’ in College and Research Libraries, 79(2), pp. 237 – 256. Available from: https://doi.org/10.5860/crl.79.2.237 [Accessed: 24th May 2025]

Svendby, R. (2020). Lecturers’ Teaching Experiences with Invisibly Disabled Students in Higher Education: Connecting and Aiming at Inclusion. In Scandinavian Journal of Disability Research, 22(1), pp. 275–284. DOI: https://doi.org/10.16993/sjdr.712 [Accessed 3rd July 2025]