Applying Universal Design for Learning to Support Non-Native English Speakers in an Embedded Information Literacy Classroom: A Case Study

Abstract

To better serve first-year international students at the University at Buffalo in an
embedded, one-credit information literacy (IL) research lab (iLab), undergraduate
education librarians built upon a flipped and social constructivist model by employing
universal design for learning (UDL). UDL framed the creation of multimodal
content targeting trouble areas. The formal assessment instrument was also revised
using a pre- and post-test model. Assessment results were used to guide UDL iteration