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What is UDL? How can it be used in a school library?

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What is UDL? How can it be used in a school library?

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Windows and Mirrors and Sliding Glass Doors: Ensuring Students See Themselves and Others in Literature 

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Windows and Mirrors and Sliding Glass Doors: Ensuring Students See Themselves and Others in Literature 

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Institute for Human Education

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In 1990, Dr. Rudine Sims Bishop published an essay about the importance of providing young readers with diverse books that reflect the "multicultural nature of the world" in which we live.

In the essay, Dr. Bishop coined the phrase "Windows, Mirrors and Sliding Glass Doors" to explain how children see themselves in books and how they can also learn about the lives of others through literature.

Dr. Bishop makes the point that it's crucial for children from marginalized groups to view themselves in the books they read.

When books don't serve as mirrors to children, Bishop says, "They learn a powerful lesson about how they are devalued in society."

In addition to acting as mirrors, books can also serve as windows that give readers a glimpse into the lives and experiences of others.

Educators have the critical task of making sure our students have access to books in our classrooms and libraries that serve as both windows and mirrors.

Ensuring Library Books Reflect the World

As a school librarian in a predominantly white school district, I strive to make the library collection reflect the world outside of our small, suburban community.

Students in my school have access to books that feature characters from different cultures, races, and experiences. The books in the library expose readers to other points of view, perspectives, and issues they may not have faced.

It is important to include books about history in our collections; however, we need to make sure we are purchasing books from a variety of genres covering myriad issues and events - not just slavery or the Civil Rights Movement.

In addition to purchasing books featuring multicultural characters and settings, our classrooms and libraries should include books about socio-economic struggles, LGBTQ issues, and characters with disabilities and mental health issues.

Some of the most popular books in my middle school library right now describe immigrant experiences, examine issues of race and identity, depict transgender characters, and highlight issues of poverty and food insecurity.

Enticing Students to Read Diverse Books

In addition to purchasing diverse books for the library, I try make sure the books are checked out and read by my students.

I do this by prominently displaying books by diverse authors. I also include diverse titles in summer reading lists and recommended book lists.

Another way I generate excitement with our students is to booktalk new titles and include diverse titles in our March Madness book competition. Book trailers and videos of author interviews are also effective in generating buzz about books.

If you are looking for new titles to add your school or library, begin with awards lists. January is usually the time of year when organizations announce award winners for children's literature.

Most educators are familiar with the Caldecott and Newbery Medals, but there are many other awards for children's literature, including:

American Indian Youth Literature Award
Asian/Pacific American Award for Literature
Coretta Scott King Book Awards
Pura Belpré Award
Schneider Family Book Award
Stonewall Book Award
The Walter Award

Literature is a powerful tool for building empathy, understanding, and compassion in our students.

As Dr. Bishop explains, "When there are enough books available that can act as both mirrors and windows for all our children, they will see we can celebrate both our differences and our similarities."

Resources for Educators

We Need Diverse Books is a nonprofit organization that promotes "literature that reflects and honors the lives of all young people." WNDB provides books to classrooms, sponsors The Walter Award, recommends books, and mentors writers. Be sure to download the Booktalking Kit.

We Are Kidlit Collective publishes a summer reading list for children and teens each year that features indigenous people and people of color.

Lee and Low Books examines issues of race and diversity in children's books. Take the time to read through the blog archives; there are a lot of valuable posts on this site.

Project Lit is a "grassroots literacy movement" that you can follow on Twitter. The Project Lit Community encourages schools to form book clubs and have students read books from their lists.

The Institute for Humane Education has an online Resource Center with numerous recommended titles on diverse issues.

Recommended Titles:

Amal Unbound by Aisha Saeed (realistic fiction)
Amina's Voice by Hena Khan (realistic fiction)
The Belles by Dhonielle Clayton (fantasy)
The Benefits of Being an Octopus by Ann Braden (realistic fiction)
Crown: An Ode to the Fresh Cut by Derrick Barnes and Gordon C. James (poetry/picture book)
A Different Pond by Bao Phi and Thi Bui (memoir/picture book)
Dreamers by Yuyi Morales (memoir/picture book)
Forget Me Not by Ellie Terry (realistic fiction/poetry)
Front Desk by Kelly Yang (realistic fiction)
Ghost Boys by Jewell Parker Rhodes (fantasy)
Give Me Some Truth by Eric Gansworth (historical fiction)
Hello, Universe by Erin Entrada Kelly (realistic fiction)
Harbor Me by Jacqueline Woodson (realistic fiction)
Hearts Unbroken by Cynthia Leitich Smith (realistic fiction)
Hope in the Holler by Lisa Lewis Tyre (realistic fiction)
Ivy Aberdeen's Letter the the World by Ashley Herring Blake (realistic fiction)
Long Way Down by Jason Reynolds (realistic fiction/poetry)
Miles Morales by Jason Reynolds (fantasy/superhero)
The Parker Inheritance by Varian Johnson (mystery)
Piecing Me Together by Renee Watson (realistic fiction)
The Poet X by Elizabeth Acevedo (realistic fiction/poetry)
The Serpent's Secret by Sayantani DasGupta (fantasy)
Spirit Hunters by Ellen Oh (horror)
Sunny by Jason Reynolds (sports fiction)
Rebound by Kwame Alexander (sports fiction/poetry)
We Are Grateful: Otsaliheliga by Traci Sorell (informational picture book)
Be sure to forward this to at least ONE person who would benefit from these resources. Guest blogger Cathy Potter is a school librarian at Falmouth Middle School in Falmouth, Maine.
Image courtesy of Wikimedia Commons.

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Windows and Mirrors and Sliding Glass Doors: Ensuring Students See Themselves and Others in Literature - Institute for Humane Education

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by Cathy Potter In 1990, Dr. Rudine Sims Bishop published an essay about the importance of providing young readers with diverse books that reflect the "multicultural nature of the world" in which we live. In the essay, Dr. Bishop coined the phrase "Windows, Mirrors and Sliding Glass Doors" to explain how children see themselves in...

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Diversity Resources for Collection Development

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Diversity Resources for Collection Development

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Feel free to contribute to this live collaborative!

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Airtable is a low-code platform for building collaborative apps. Customize your workflow, collaborate, and achieve ambitious outcomes. Get started for free.

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Children's Fiction / Gender Identity / Stonewall Award Winner
Find it in the CA Catalog!

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Stonewall Award Winner 2019; Free Choice Selection Image: Justification: I chose this book as my free-choice selection for it's beautiful message of love, self-love, and acceptance. Julián is a Mermaid is the recipient of the prestigious Stonewall Award for 2019. It's also one of the few gender non-conforming books in children's literature today.

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We Need Diverse Books™ is a 501(c)(3) non-profit and a grassroots organization of children’s book lovers that advocates essential changes in the publishing industry to produce and promote literature that reflects and honors the lives of all young people.

A blog working for racial diversity and inclusion in books for children and teens.

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Illustration by Vanessa Brantley-Newton Who We Are We Need Diverse Books™ is a 501(c)(3) non-profit that advocates essential changes in the publishing industry to produce and promote literature tha…

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YA Contemporary Fiction
Find it in the CA Catalog!

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National Book Award Winner Image: Justification: This book is brand new YA fiction in my library and it's a National Book Award Winner. I was happy to snatch it up. I was also intrigued because much of the book takes place in the Philippines.

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Mirrors, Windows and Sliding Glass Doors

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Mirrors, Windows and Sliding Glass Doors

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Dr. Rudine Sims Bishop uses "Mirrors, Windows and Sliding Glass Doors" as an analogy to discuss the importance of diversity in books and the authors who write them. We need books in which children can see reflections of themselves – but also look through and see other worlds.

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Mirrors, Windows and Sliding Glass Doors

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Mirrors, Windows, and Sliding Glass Doors

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Mirrors, Windows, and Sliding Glass Doors

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Bishop, R.S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 1(3), ix–xi.

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Children's Fiction / Pura Bupré Award Winner
Find it in the CA Catalog!

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Pura Bupré Winner Image: Justification: As one of my favorite picture books in the collection, Dreamers is a loving tribute to reading and libraries depicted in full, vibrant acrylic color. Yuyi Morales tells her own immigration story from Mexico to California in this stunning book about hope, dreams, and most importantly, reading.

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A blog working for racial diversity and inclusion in books for children and teens.

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Have you ever used the phrase "Mirrors and Windows" when discussing the need for more diverse children's books? If so - or even if you've only heard someone else speak these words in this context - give a tip of your cap to Dr. Rudine Sims Bishop.

On Monday at the Youth Media Awards in Atlanta, Dr. Bishop received a standing ovation after winning the Coretta Scott King-Virginia Hamilton Award for Lifetime Achievement. How many of us were thinking, "It's about damn time!" Dr. Bishop, Professor Emerita at Ohio State University, has done enough to push children's literature forward for two or three lifetimes. Check the Reading Rockets site for several video interviews and a handful of links (one of which connects to her seminal essay, Mirrors, Windows and Sliding Glass Doors) .

The idea behind Dr. Bishop's work is simple: all young readers need more books with characters of all ethnicities and backgrounds, having a diverse range of experiences. This doesn't mean that African American children only need to see more books with characters like themselves (although obviously they do), or that Ojibwe children need to see more books with characters like themselves (might I add, only ), and so on; but that African American children need to in the present tense see those Ojibwe characters, and vice versa. And also, children from non-marginalized groups (read: White kids) to see these aforementioned books too. When White kids see White characters all the time, they get a distorted view of reality. White kids are overwhelmingly seeing "mirrors" but not "windows," and that's a huge problem. also need

(By the way, earlier I mentioned the need to tip one's hat to Dr. Bishop when talking about windows and mirrors. Let me take that a step further: we must give credit where credit is due by citing Rudine when we use this phrase, no matter the situation. This is really a good guideline to follow in general, but especially since many White people tend to take credit for ideas and things created by people of color or First/Native Nations, I implore readers to attribute this phrase to Dr. Bishop.)

This may all be old news to some, but one of the reasons Dr. Bishop is so impactful is her years of service, of pushing and prodding the children's literature world to think more broadly about what diverse books can do. And she has done so for all these years with characteristic grace and understated authority, leading by example.

I had the great fortune of serving on the Coretta Scott King Book Award Jury these last two years with Dr. Bishop as my chair. When you're on a book award committee, you get to know the other people in the room extremely well, and it isn't always rainbows and ponies, as they say; things can get heated at times. Discussions hit brick walls, and committee members get feelings hurt - we have such personal attachments to the books we have read and loved! There were a few times I wanted Dr. Bishop to tell us what to do in these hard situations: "Come on," I'd think. "You're RUDINE SIMS BISHOP!! You have more knowledge than the rest of us combined! DRAW US A MAP!!!" But that isn't the way Dr. Bishop works. She is not someone who is going to tell you what to do, or what to think; Rudine Sims Bishop does not direct. When Rudine speaks, the whole room leans forward, and not just because she has such a quiet voice. Dr. Bishop exudes authority, but not the kind that demands one snap to attention. Her authority lies in her knowledge, yes, but above all in the graceful and dignified way she carries herself.

All of this is to say: thank you, Dr. Bishop. Thank you for your tireless and continued work. Thank you for being a shining example of true leadership.

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Have you ever used the phrase "Mirrors and Windows" when discussing the need for more diverse children's books? If so - or even if you've only heard someone else speak these words in this context - give a tip of your cap to Dr. Rudine Sims Bishop.

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Aristotle and Dante Discover the Secrets of the Universe

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Aristotle and Dante Discover the Secrets of the Universe

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YA Contemporary Fiction / Stonewall Award Winner
Find it in the CA Catalog!

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Aristotle and Dante Discover the Secrets of the Universe

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LGBTQ Image: Justification: I selected this book because it won numerous prestigious awards, including the Lambda Literary Award and Stonewall Book Award for LGBT fiction, an Amelia Elizabeth Walden Award honor, Pura Belpré Narrative Medal for Latino fiction, and Michael L. Printz Award honor for Yo…

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Inclusion Cannot Be Optional: Using LGBTQ Books in All Classrooms

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Inclusion Cannot Be Optional: Using LGBTQ Books in All Classrooms

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Heinemann

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Children's Non-Fiction / Coretta Scott King Award Winner
Find it in the CA Catalog!

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Coretta Scott King Award Winner Image: Justification: I chose this book for it's brilliantly rendered illustrations and wonderful message to children that you're never too young to try something new. If you dedicate yourself to your craft, you can master it. I'm also somewhat obsessed with brass jazz musicians is this blog series.

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YA Fantasy Fiction
Find it in the CA Catalog!

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Fantasy Image: Justification: I selected this book because it dovetails perfectly with my interest of focusing on #ownvoices in YA novels. The #Ownvoices movement contends that an author from a marginalized group should write about their own experiences---or their own authentic voice.

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Storytime Programs as Mirrors, Windows, and Sliding Glass Doors? Addressing Children's Needs through Diverse Book Selection

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Storytime Programs as Mirrors, Windows, and Sliding Glass Doors? Addressing Children's Needs through Diverse Book Selection

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The Library quarterly (Chicago), 07/2021, Volume 91, Issue 3

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Children's Fiction / Newbery Award Winner
Find it in the CA Catalog!

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Newbery Award Winner, 2016 Image: Justification: I chose this book for its appealing message of service, silver linings and the diversity of life. It's deserving of the Newbery Award and this book is rich in color and in substance.

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YA Fiction; Novels in Free Verse / Newbery Award Winner
Find it in the CA Catalog!

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Poetry Image: "I know you're young, gotta get it out, but just remember, when you're walking in the nighttime, make sure the nighttime ain't walking into you." (p.40) Justification: I primarily selected this book for its numerous accolades. Long Way Down won both the Newbery medal and the Coretta Scott King awards in 2018 as well as a Printz Honor award.

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Children's Picture book
Find it in the CA Catalog!

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A young African American girl starts school and feels unlike the other children. The theme of this book is about fitting in, even when you feel different. There are other children who feel different, too, a young boy from Venezuela, a boy not picked on to play at recess, and a young girl teased about her lunch.

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Children's Storybook (Spanish) / Caldecott Honor
Find it in the CA Catalog!

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Tejas Star Award Winner; Caldecott Honor 2019 Image: Justification: I selected Alma y cómo obtuvo su nombre by Juana Martinez-Neal as my Tejas Star award winner for it’s beautiful message about the importance of family, familial history, and what goes into a name. I appreciate that Juana Martinez-Ne…

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Children's Historical Fiction / Coretta Scott King Honor Book / Scott O'Dell Award Winner
Find it in the CA Catalog!

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Historical Fiction Image: Justification: A Coretta Scott King Author Honor Book and Winner of the Scott O'Dell Award for Historical Fiction, Finding Langston is a highly acclaimed elementary aged book. This novel has easily become one of my favorite books in children's literature and I'm so glad I selected it for the Historical Fiction genre choice.

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Children's Easy Reader Chapter Book

Find it in the CA Catalog!

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A touching story about a young Japanese-American girl who wants to participate in an age old New year’s family tradition of mochi-making. Mochi is a traditional Japanese rice cake made of glutinous rice and sweetened. However, Jasmine is only eight and she’s too young to make mochi with the women of…

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Alvin Ho: Allergic to Girls, School, and Other Scary Things

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Alvin Ho: Allergic to Girls, School, and Other Scary Things

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Find it in the CA Catalog!

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Alvin Ho: Allergic to Girls, School, and Other Scary Things

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A hilarious story of a Chinese-American boy, Alvin, and his adventures in anxiety. A normally talkative kid outside of school, Alvin clams up in the classroom (he's headed into second grade) and struggles to participate. This book deals with themes of self-esteem, fitting-in, and social anxiety in a humorous way that fosters connection with the reader.

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Children's Fiction - Easy Reader Chapter Book
Find it in the CA Catalog!

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This book was selected for elementary early readers featuring a creative young second grader named Yasmin. Yasmin is spunky and very imaginative and she gets in lots of adventures and even gets lost in a market. This book deals with themes of self-esteem, confidence and diversity as our Pakistani-American protagonist navigates the life of second grade and bonds with her family.

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Children's Fiction - Chapter Book
Find it in the CA Catalog!

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Stella Diaz Has Something to Say is about a young Mexican-American girl who loves spending time with her older brother and mother and her betta fish. However, Stella is a shy kid outside of her home (much like Alvin Ho) and is having trouble making friends.

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This Padlet is for professional development for faculty and staff at my school about Diversity, Equity & Inclusion in Children's and Young Adult Literature.  I have included an array of books that meet our DEI standards and are all in our school library collection.

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Guidelines for school librarians to meet the needs of their students.

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Robinson, D. E. (2017). Universal design for learning and school libraries: A logical partnership. Knowledge Quest, 46(1), 56-61.

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Universal Design for Learning

I'll be honest. I think a lot about Universal Design. I've been teaching an online class on the subject for the better part of 10 years and have served on our district Universal Design for Learning committee on and off for about just as long. Especially now, while our students and teachers are adjusting to a "new normal," receiving their course delivery online, we need to be thoughtful of ways in which we can incorporate UDL into our library instruction. We can also assist teachers in designing their activities to help meet the needs of all their students, whether that means ensuring the closed captioning works on all the videos posted in the online classroom, or using a folder and naming sequence to help students tackle their school work in manageable chunks.

Universal Design

Universal Design for Learning stems from the idea of Universal Design. In case you are not familiar with Universal Design, it's the idea that we should design for everyone, not just the few. Some easy examples of Universal Design include curb cutouts (great for wheelchairs, people with strollers, and bikes) and automatic doors. How many times have you stumbled into work with an arm full of books and bags?

The principles surrounding Universal Design for Learning (UDL) have been around for quite some time. CAST, the central organization involved with UDL has been working with schools and districts to ensure that students have experiences that benefit them and that the needs of every learner is met in our school buildings.

Universal Design for Learning uses that same principle. Rather than design for a few, lessons and curriculum should be designed to meet the needs of all students by employing technology such as closed captioning and strategies such as small groups. Technology can be high tech or low tech. Everyone is scrambling to learn new technologies and create online learning experiences that are meaningful for all in this COVID-19 pandemic-and we need to be always mindful of the needs of all of our students when designing instruction.

Our school libraries should not be forgotten when it comes to UDL. School libraries serve every student in the school community. School librarians interact with students over multiple grades and multiple years and are in the amazing position to see students grow and learn over the course of several years in a building. And now, as we teach and learn from home, we are assisting teachers on a daily basis on creating learning activities and working with students virtually. UDL becomes even more important.

Principles of Universal Design for Learning

Universal Design for Learning is comprised of 3 main principles in order to provide:

Multiple means of engagement

Multiple means of representation

Multiple means of action and expression

Breaking the principles down is a perfect way to look at why school libraries are the ultimate classroom in which Universal Design for Learning can be employed successfully.
Principle 1: Multiple Means of Engagement
Multiple means of engagement refers to what correlates to the affective networks of our brain. This is really where educators want to engage students by providing options for recruiting their interest. It's where choice is given. Within this principle, educators are working to provide autonomy and optimize relevance and authenticity. In addition, within this principle, we are looking for students to sustain their efforts, to persist and to self regulate. UDL promotes self-reflection.

Let's think about school libraries. We're all about providing choice. School libraries are about exploring the world through literature, technology, discussion, and collaboration. Think about our collections. We promote a wide range of reading, literacy and literature appreciation. School librarians cheerlead for our students to self-select books for academic purposes and for reading pleasure. We build our lessons to be relevant to what the students need now, including information literacy, media literacy, and research skills. School libraries offer a welcoming environment where students can exercise their choice and autonomy.

This principle of UDL connects brilliantly to our own AASL Standards.

In the Shared Foundation Explore, learners are discovering and innovating in a growth mindset, they are reading widely and deeply in multiple formats and engaging in an inquiry-based process for personal growth. These actions allow students options for how they learn and provide them with choice in order to persist and self-regulate.

How does this look with our virtual learning? We provide feedback, videos, reading options. We provide multiple databases and pathfinders for student use and engage students with meaningful choices.
Principle 2: Multiple Means of Representation
Multiple means of representation aligns with the recognition networks of the brain. That is to say the "what" of learning. Universal Design for Learning and providing multiple means of representation means offering ways to customize how information is displayed and offering alternatives to print or auditory information. In addition, UDL looks at providing information in multiple types of media, across languages, and looks at ways to supply and support background knowledge. Multiple means of representation also means assisting students in looking for patterns, finding the big idea, seeing relationships in their learning, and visualizing and processing information.

What does this mean in the world of school libraries? First, there are multiple types of media. School libraries provide visual media in the form of books, periodicals, articles on databases, etc. We provide auditory information in the form of audio books or databases where the text is read to the student. What a great support! School libraries support wide background knowledge with our never-ending ability to search and assist a student to find the information she or he needs. We provide books across multiple languages and databases that translate. We teach teachers how to utilize closed captioning in their videos and how to choose media that is accessible. We assist students in finding and understanding the big ideas of learning, picking out relevant information, and then sharing it with a wider audience.

In terms of our AASL Standards this means in part thinking about the Shared Foundation of Curate. Learners are asked to act on an information need and to identify sources of information. Our student learners gather and exchange information and organize their information. As the school librarian, we are curating the resources students need to activate the "what" of their learning.
Principle 3: Multiple Means of Action and Expression
The strategic network, or the "how," of learning is activated when it comes to multiple means of action and expression. UDL encourages educators to provide a variety of methods for responding and navigating information. In this principle, educators are also encouraged to use multiple medias for communication and multiple tools for construction so students can show what they know. Educators guide students to appropriate goal setting, support their endeavors, and assist students in learning how to monitor their own progress as learners.

In the school library, we collaborate with teachers on planning research projects in which students have choice in how they present their findings. We provide multiple databases, texts, and ways to research. School librarians have the knowledge and the know-how to leverage technology in order for students to create video, audio, podcasts, presentations, and more. We utilize green screen technologies so that students doing a report on Italy can present their telecast from Rome. We teach the use of tools such as Audacity and Garageband in order for students to find their voice. Truly, school librarians are the champions of multiple means of action and expression. We support students in finding their passion projects and in learning as much about the world as they possibly can.

Multiple means of action and expression relate to the AASL Standards in the Shared Foundation of Engage. This foundation is all about creating and sharing ethically and responsibly. As we create and share in this virtual world, encourage students and teachers to use copyright friendly images, to utilize copyright friendly videos, etc.

Creating Expert Learners

Finally, the Universal Design for Learning guidelines are designed with this goal in mind:

Expert learners who are:

Purposeful and Motivated

Resourceful and Knowledgeable

Strategic and Goal-Directed

As school librarians we want all of these things and more for our students. We derive pleasure from watching motivated students utilize library resources in a manner that is purposeful, strategic, and directed toward the end goal.

Personally, I feel like there are connections in many more places in the standards but in the interest of space and your time in reading this post, I am sticking to just a couple per UDL principle.

What do you do in your library to ensure access to the curriculum for all? I'd love to know. Please share in the comments.

To learn more about Universal Design for Learning please visit these websites.
CAST Reading Rockets Universal Design for Learning Guidelines Understood

Categories: Advocacy/Leadership, Blog Topics, Collection Development, Community/Teacher Collaboration, Equity, Diversity, and Inclusion, Intellectual Freedom, Professional Development, Student Engagement/ Teaching Models

Tags: action and expression, engagement, library, pandemic resource, principle, representation, school, universal design for learning, virtual

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School Libraries and UDL in the Time of Learning from Home -

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Universal Design for Learning I'll be honest. I think a lot about Universal Design. I've been teaching an online class on the subject for the better part of 10 years and have served on our district Universal Design for Learning committee on and off for about just as long.

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Universal design for learning (UDL) and universal design for instruction (UDI) are frameworks for teaching and learning that can help instructors create lessons and learning materials that are inclusive of a wide variety of learning needs and preferences.

The basic principle of UDL is to provide equitable access to learning for all students regardless of learning differences. The three main concepts, each corresponding to a different brain network, are:

1. multiple means of representation - content is presented in a variety of formats (i.e. handouts, tutorials, infographics, closed captioned videos, etc.)

2. multiple means of action and expression - giving students a variety of ways to learn and express what they've learned (i.e. allowing students to share what they've learned in a one-minute reflection paper, or demonstrate search suggestions through online polling)

3. multiple means of engagement - providing students with multiple means of engaging with the material (i.e. allowing students to work alone or in groups, providing feedback, and minimizing distractions)

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Research Guides: Instruction Librarians' Toolkit: Universal Design

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Research Guides: Instruction Librarians' Toolkit: Universal Design

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Keeping Up With Universal Design for Learning (ACRL)

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Keeping Up With Universal Design for Learning (ACRL)

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"Keeping Up With... Universal Design for Learning", American Library Association, April 14, 2020. http://www.ala.org/acrl/publications/keeping_up_with/udl (

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Association of College & Research Libraries (ACRL)

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Keeping Up With... Universal Design for Learning

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This edition of Keeping Up With… was written by Robin Brown, Zach Welhouse, and Amy Wolfe. Robin Brown is the Head of Public Services at Borough of Manhattan Community College, CUNY, email: rbrown@bmcc.cuny.edu Zach Welhouse is the Online Learning Librarian at Oregon State University, email: zach.we…

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Kachel, D. E. (2018). School librarians as equity warriors: Advocating for all students.  Teacher Librarian, 46, 44.