ABSTRACT
Universal Design for Learning (UDL) is a framework that addresses the various needs of all learners and goes beyond equitable access to require equitable opportunities for learners to develop. The framework connects Engagement (the Why of learning), Representation (the What of learning), and Expression (the How of learning) to create equitable learning experiences. The UDL framework encourages educators to start with the learning goals in mind, identify the barriers that might interfere with their learners reaching these goals, and then eliminate them by creating flexible learning paths. This chapter reports on the key findings of a research study of school librarians from high-needs districts in New Jersey that explored the UDL principles that were applied during information literacy and other virtual instruction. Although participants lacked awareness of UDL, they were nevertheless implementing some of the UDL principles. Issues identified by the survey include lack of collaboration with teachers, elimination of school library positions, limited time, and lack of targeted professional development. Awareness of UDL needs to be raised among librarians, particularly those in high-needs schools in which UDL principles can help close the equity gap.
