This chapter will look at library instructional workshops. These workshops can cover a range of topics, from basic library orientation and database searching to advanced research techniques and citation management. Tailored to meet the needs of diverse audiences, including students, faculty, and researchers, these sessions aim to support active learning and research proficiency. Using principles of Universal Design for Learning and Critical Disability Theory, this chapter will make recommendations for facilitating different types of workshops.

Description of Workshops

There are different types of library workshops that can cater to different audience needs, preferences, and schedules. Academic libraries often provide workshops in different delivery modes which each have different advantages and barriers. This section will describe some of the barriers and the next section will provide some recommendations.

In-Person Workshops

In-person workshops can foster hands-on learning and community building but may exclude individuals who cannot physically attend due to mobility issues, transportation/location barriers, or health concerns. There may be physical barriers such as tables, counters, or bad lighting, for example. Furthermore, some in-person ice breakers and activities such as the four corners exercise are not especially physically accessible.

Online Workshops

These types of workshops have increased significantly since the Covid-19 pandemic and can be a great accessible option. These can be synchronous or asynchronous and can offer convenience but can exacerbate unequal access to technologies, internet connections, and more. Participants without reliable internet access, appropriate devices, motivation issues, or digital literacy skills may struggle to engage fully (Peacock, 2025). Furthermore, online platforms may not always be fully accessible to users with disabilities, such as those requiring screen readers or captioning.

Synchronous Workshops

These are workshops that are held in real-time either in-person or online. These workshops allow for direct interaction and immediate feedback. However, they may exclude individuals with scheduling conflicts, time zone differences, or limited access to reliable technology. If it’s a tool or demonstration workshop, there may be barriers in participants following along with the steps in real-time. There is reduced flexibility in being able to match every participant’s learning times in a synchronous session. Participants who have cognitive processing issues, are hearing or vision impaired, or have other accessibility issues may need accommodations or asynchronous alternatives to the workshops.

Asynchronous Workshops

These are workshops that offer self-paced learning through pre-recorded materials and can provide flexibility for those who have different schedule needs or need a slower pace to work through the materials. It provides more time and a slower pace to reflect on complex problems and issues. Some barriers might present themselves for learners who require structured guidance or struggle with motivation as self-paced learning requires increased levels of self-direction. Participants may feel isolated or unsupported, particularly if they encounter difficulties with the content.

Guiding principles

The recommendations will be informed by principles of Universal Design for Learning (UDL) as well as Critical Disability Theory (CDT). UDL is “is a framework that avoids a ‘one-size fits all approach’ to learning materials. It encourages using multiple ways of engagement, representation, and action and expression to meet the needs of a larger number of learners (Government of Canada, 2024). CDT is not focused on bodily or mental impairments itself but “social norms that define particular attributes as impairments, as well as the social conditions that concentrate stigmatized attributes in particular populations” (Hall, 2019).  It understands disability as produced through a system, rather than “discovered” in a body.

Recommendations for accessibility

Here are some recommendations for building accessible workshops that can cater to a wide range of learners with different needs and preferences.

1. Starting with Introductions, Icebreakers, and/or Trivia

This will start your workshop in an engaging manner. For individuals with social anxiety, other disabilities, or those who are marginalized, these activities can reduce barriers to participation by fostering a sense of belonging and encouraging engagement from the start (Frankel and Smith, 2022). Additionally, icebreakers and introductions can be a method for instructors to gauge the diverse needs, backgrounds, and expectations of participants, enabling them to tailor the workshop to be more inclusive and responsive to the group’s unique dynamics (Khanna, 2021). Try not to discount concerns or hesitations that a participant might have about the activity. It is important to provide space or an option to sit out if a participant doesn’t want to participate vocally and would rather listen in.

2. Including Flexibility in the Workshop Format

For example, if you are offering a synchronous workshop, try to integrate some asynchronous elements in the workshop to improve access. This can look like: recording synchronous sessions and making them available, providing written summaries, or linking a research guide with the workshop. If you are offering asynchronous workshops, you might offer opportunities where the student can meet with you to work through the steps of the workshop. For online learning, studies show that there is an increased need for activities with practical application that engage deep thinking about course content (Buelow, Barry, and Rich, 2018)

3. Emphasizing Collaboration and DIT (do-it-together) Ethics

Collaborating with both other instructors as well as students can lead to more diverse and successful learning opportunities. During the workshop, if possible, allow the students to share their experiences and interests. Try to incorporate group activities in the workshop if possible and create room to allow students to share their own work or reflect (without forcing them to do so) (Shanley and Chance, 2016).

4. Ensure Workshop Materials Are Accessible and Provide in Advance

This includes slides, links to research guides, cheat sheets, and workshop working materials. Use accessible design principles for online content, such as providing alt text for images, captions for videos, and readable fonts. Provide these materials if possible before the start of the workshop. This supports UDL’s emphasis on multiple means of representation and ensures that users with disabilities can fully engage with digital resources at their own pace.

5. Provide Clear Instructions and Navigation

Structure workshop materials with clear headings, step-by-step instructions, and intuitive navigation. This reduces cognitive load and supports learners who may struggle with self-directed or complex tasks. Providing a clear timeline breakdown of your workshop with clear learning objectives may help students who have difficulty with attention or motivation. Providing live captions whenever possible (and closed captioning whenever you include audio visual materials) can also help reduce barriers to learning.

6. Include Examples and Case Studies

Including real-world context is important because it helps abstract concepts become tangible and relatable (Ni Chochlain, 2021). Providing them as problem solving questions can encourage critical thinking, application of knowledge, and participation and discussion with other participants. Use cases that match student interests as well as experience levels. Try to integrate sample topics that address issues of race, class, gender, ability, sexuality, and other intersecting axes of oppression (Shanley & Chance, 2016).

7. Offer Breaks and Opportunities for Real-Time Support

If you are running longer workshops (more than an hour) breaks are essential for maintaining focus and energy. This is especially important for participants with different access needs such as attention-related challenges, chronic fatigue, or sensory sensitivities. Breaks are also a good time to follow up with any questions or provide some real-time support and one-on-one assistance to ensure that everyone is following along.

8. Avoid Jargon and Use Inclusive Language

Jargon can alienate participants who are unfamiliar with specific terminology. To mitigate this, you can introduce necessary terms and definitions early in the workshop. You can also provide a glossary that participants can refer to throughout the workshop and after. Other examples of inclusive language would be using gender-neutral language and not using harmful or ableist terms.

9. Encourage Active Participation and Co-Creation

Active participation and co-creation include instructional activities beyond just passive learning through listening, reading and memorizing (Baepler, 2016).  This could involve activities, debates, discussions, or even using polls.  It is useful for the instructor as it provides ongoing feedback on what the students are learning, and studies have also shown that students are more likely to be successful in classes that employ active learning.

10. Include Flexible Assessment Methods

In workshop settings, instructors may not be able to use traditional assessment methods that one may use in other class settings. However, it is still important for both instructor and student to leave with some sort of assessment of their learning. Flexible methods can include quick collaborative presentations, quizzes, polls, or short applications of their knowledge (Elkhoury, 2021). Look for opportunities that involve students in assessments as well; it is valuable to teach students how to evaluate their own progress as they are learning a new skill, topic, or technology (Shanley & Chance, 2016).

11. Feedback, Evaluation and Learning from Teaching

Feedback and evaluation are crucial for understanding the effectiveness of your workshop and identifying areas for improvement. Valuing and increasing the opportunities for participant voices and experiences increases opportunities to pay attention to our own assumptions, expectations, and beliefs (Graf, 2016). This practice ensures that future workshops are better tailored to meet the needs of all learners, creating a cycle of continuous improvement and equity.

References

• Baepler, P. M. (2016). A guide to teaching in the active learning classroom: history, research, and practice (1st edition.). Stylus Publishing.
• Buelow, J. R., Barry, T., & Rich, L. E. (2018). Supporting learning engagement with online students. Online Learning Journal, 22(4),  313–340. doi:10.24059/old.v22i4.1384.
• Government of Canada (2024). Universal Design for Learning. https://a11y.canada.ca/en/universal-design-for-learning-udl/
• Elkhoury, E. (2020). Alternative Assessments Guide. http://hdl.handle.net/10315/38325
• Frankel, R. & Smith, K.F. (2022). Leveling the Playing Field Inside the Classroom. Journal of first-generation student success 2(2), 118–25. doi:10.1080/26906015.2022.2070443.
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• Khanna, R. & Kareem, J. (2021). Creating Inclusive Spaces in Virtual Classroom Sessions during the COVID Pandemic: An Exploratory Study of Primary Class Teachers in India. International journal of educational research open 2, 100038. doi:10.1016/j.ijedro.2021.100038.
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• Ni Chochlain, L. (2021, November 17). Case study pedagogy as a method for improving learning outcomes and fostering inclusivity. University of Maryland, Department of Entomology. https://entomology.umd.edu/news/seminar-blog-case-study-pedagogy-as-a-method-for-improving-learning-outcomes-and-fostering-inclusivity
• Peacock, R. (2025). Barriers to Online Library Instruction in Academic Libraries: A Qualitative Study. The Journal of Academic Librarianship 51(2), 103021. doi:10.1016/j.acalib.2025.103021.
• Shanley, C. & Chance, R. (2016). Search and Destroy: Punk Rock Tactics for Library Instruction. In N. Pagowsky & K. McElroy (Eds.), Critical Library Pedagogy Handbook: Vol. 1. Essays and Workbook activities. American Library Association.
• Woodley, X. M., & Rice, M. (Eds.). (2022). Designing intersectional online education: Critical teaching and learning practices. Routledge, Taylor & Francis Group.