Statement of Purpose

Teaching that includes students from diverse backgrounds and with a range of life experiences is important for student-retention and success. The Library’s toolkit has straightforward guidelines about how to teach inclusively within the library context, identifying strategies and bringing together resources to ensure teaching material and educational interactions are inclusive of the diverse student body at Monash.

This website is a tool to assist in the development of inclusive practices and an inclusive mindset, rather than a comprehensive guide to all aspects of inclusive teaching or student diversity.

pencils

 

Introduction

Inclusive teaching is a pedagogical approach which acknowledges and values the diverse backgrounds and experiences of all students. Diversity exists across many dimensions, including differences in socioeconomic status, educational background, cultural background, ethnicity, religion, gender, sexuality, age, mode of attendance (full time, part time, on campus, off campus), and ability or disability. In viewing diversity as a strength, inclusive education increases participation and engagement.

 

My definition of inclusive teaching would be make sure that every student in the classroom regardless of their individual needs … circumstances … aren't disadvantaged in any way, or the student is kind of left behind or singled out in any way and the teaching is done in such a way that everyone is included and that everyone actually benefits equally. – Library staff member


The toolkit builds on existing Monash University guidelines and resources, the literature on inclusive teaching in higher education, and data gathered in 2017 from library staff focus groups on inclusive teaching. Inclusive teaching is a dynamic area of research and practice, and the toolkit is an evolving resource. We welcome feedback, and the ‘contact us’ link below provides toolkit users with a space to suggest revisions or additions to the website.

 

Background

Monash University Library's Inclusive Teaching Toolkit Project Charter was drafted in early 2017 by Zachary Kendal (Subject Librarian, Social Inclusion), in consultation with Lisa Smith (Director, Education) and Linda Kalejs (Manager, Peninsula Library), and was approved by the Information Resources and Services Committee (IRSC) in June 2017.

After obtaining ethics approval, staff from across Monash University Library were invited to participate in focus group interviews. In total, 27 library staff participated in the focus groups. Each interview lasted 90 minutes, and all conversations were recorded, with all participants signing a consent form. Each session followed the same structure with 10 guiding questions. The ideas, experiences and recommendations of library staff expressed in the focus groups form the backbone of the principles and guidelines set out in this website. Academic literature and representative groups across the university, (including Yulendj, Access Monash, Disability Support Services and the Diverse Genders and Sexualities Subcommittee) were also consulted in the preparation of the toolkit.

 

Acknowledgements

Many people and organisations were involved in the creation and revision of this website and its contents. The authors, Zachary Kendal, Dr Lenise Prater, Susannah Phillips and Dr Homa Babai, would like to thank them for their contribution.

  • The Higher Education Participation and Partnerships Program (HEPPP), which funded the staffing for the project
  • Inclusive Teaching Toolkit Steering Committee (Anita Dewi, Linda Kalejs,  Lisa Smith, Kim Taylor, Paula Todd, Lynnette Torres, Steven Yates and Barbara Yazbeck) 
  • Digital Learning and Teaching team (particularly Melissa Santoso, Nicole Scoble and Mervyn Lim) 
  • The Library’s communications team (particularly Heidi Bingay and Eliza Liddy)
  • Yulendj Indigenous Engagement Unit (particularly Mick Coombes and Brian Walker)
  • Members of the Diverse Genders and Sexualities Subcomittee (DGSS)
  • Access Monash (particularly Jackie Rudd and Kate Duyvestyn)
  • Disability Support Services (DSS) (particularly Matthew Salas) 

     
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