Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

PDF: The "P" Stands for Problematic

The Portable Document Format (PDF) is one of the most common document file types in academia, both in the library and the classroom. Unfortunately, PDF poses unique barriers to accessibility, particularly for the visually impaired. Ensuring that all people can read PDF content can be complex and expensive. There are alternative formats that can be made accessible with a lower level of effort, providing a better experience for both the end reader and the document author. This article serves as a call to arms for higher education to migrate away from PDF and to urge the tech community to develop new file formats that lend themselves to enhanced accessibility on a limited budget.

How to Audit Your Library Website for WCAG 2.1 Compliance

The ever-evolving nature of library websites can lead to a mismatched collection of web pages that lack cohesion and, more importantly, lack key accessibility features for users. In Spring 2020, our library’s user experience unit audited our library website—excluding third-party vendor sites and services—for WCAG 2.1 compliance. While we based our method around situation-specific barriers, we believe the process we followed will help library staff who may lack time or money to put toward such projects or who run into organizational barriers. We share our process with others in hopes that it helps reduce barriers to identifying website accessibility issues.

Minimal Coding, Iterative Prototyping, and Playtesting: A Novice Design Thinking Approach to Gamifying the User Experience

This case study details the methodologies we used to create a gamified library orientation experience through an iterative design process involving the phases of empathize, define, ideate, prototype, and test. For libraries with staff skilled in basic HTML and graphic design, gamified experiences are possible when they approach them with a design-thinking mindset. In designing the gamified orientation experience, we used a minimal amount of coding and conducted usability testing with playtesters prior to launch. We describe a sequence of issues we encountered during playtests, and we discuss remedies we took to balance storyline, content, educational objectives, and gameplay.