Information literacy and Dyslexia: designing inclusive delivery
Catherine Kennedy
Ravensbourne College of Design and Communication,
UK
Demonstration: 35 minutes
Empowerment, Enhancement, Enrichment
Widening participation in UK Higher Education has necessitated the development of more flexible delivery models to supplement face-to-face delivery, cater for part-time and distance learners, and to encourage independent learning.
Similarly the Special Education Needs and Disability Act (SENDA) has highlighted the need to develop inclusive teaching programmes designed for a range of cognitive, physical and emotional disabilities that may affect students' learning experiences.
Within Art and Design HE, the predominant learning disability presented is dyslexia. Librarians responsible for the delivery of information skills and information literacy programmes therefore have a responsibility to review the ways in which they design and deliver these programmes.
This demonstration will report on a current investigation being conducted in the Learning Resource Centre at a small Design and Communication University Sector College. The objectives of this investigation are twofold:
- To investigate how to design effective print and online Resources Based Learning (RBL) materials for dyslexic students so as to establish good practice guidelines for the College.
- To consider the ways in which the learning outcomes of information literacy programmes can be mapped onto the specific learning difficulties presented by dyslexic students so as to inform the design and delivery of online information literacy programmes.
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