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Creating communities of practice: learning from a UDL project to engage students with academic reading

Pittaway, Sarah ORCID: https://orcid.org/0000-0001-6421-3871 and Malomo, Michelle ORCID: https://orcid.org/0000-0002-8455-2587 (2021) Creating communities of practice: learning from a UDL project to engage students with academic reading. In: Inclusion by design seminar, 15/01/2021, Online (University of Worcester). (Unpublished)

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Abstract

This session builds on ongoing research conducted between the School of Education and Library Services.
The first stage of our research took a technological, solution-oriented approach where we embedded accessibility tools into module Resource Lists. Inspired by UDL we sought to remove what we saw as environmental barriers and to create options for multi-modal reading that would open out reading opportunities.
In practice, we found that although the environmental barrier was removed, a more challenging attitudinal barrier was thrown up in its place, namely teaching staff’s lack of confidence in their digital capabilities.
This session will reflect on how these attitudes can be framed by the ‘fortress of academia’ and how a UDL approach can help challenge this and contribute to research-informed teaching. Using case studies, it will also demonstrate that UDL is not always centred exclusively on the student, but on the communities of practice around the learner.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Discrete Keywords: UDL, reading, accessibility, inclusion, digital pivot, portrait of academia, academic identity
Subjects: L Education > L Education (General)
L Education > LT Textbooks
Z Bibliography. Library Science. Information Resources > Z004 Books. Writing. Paleography
Z Bibliography. Library Science. Information Resources > Z665 Library Science. Information Science
Divisions: College of Arts, Humanities and Education > School of Education
Central Services > Library Services
Related URLs:
Depositing User: Sarah Pittaway
Date Deposited: 18 Jan 2021 08:34
Last Modified: 15 Apr 2021 13:06
URI: https://eprints.worc.ac.uk/id/eprint/10125

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