Teaching Engineering Information Literacy with INCLUSIVE ADDIE

Instructional design models provide organized guidelines to achieve educational goals. One example is the well-known ADDIE instructional model. ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate, all of which are steps within the learning development process. ADDIE has a proven record of accomplishment in both in-person and virtual education. This popular teaching method has been used in numerous educational settings, from primary schools to colleges, and is taught to students in education programs across the continent. However, critics of the model point out that it can miss cultural cues from students in underrepresented and marginalized groups and that it does not work well in diverse classroom spaces. This paper will introduce a recent upgrade to ADDIE known as INCLUSIVE ADDIE, which is intended to fill in those diversity, equity, and inclusion gaps present within the current ADDIE model. INCLUSIVE is an acronym for Introspection, Needs, Context, Lessons, Understanding, Supporting Structures, Interactions, Value, and Evolution. These additional inclusions function as substages within the instructional model to support instructors in fostering a sense of belonging within their learning environments and to allow all students to feel valued and welcome. Each of the substages are mapped directly into ADDIE - this is not a replacement of the model, but an enhancement. The enhancements expand the idea of classroom inclusion to consider both socio-economic factors and the physical abilities of every student. Engineering programs are increasingly more diverse and incorporating this model acknowledges this fact, giving instructors an opportunity to better support all their students. In addition to the new INCLUSIVE ADDIE model introduction for librarians, the authors provide examples and limitations for its use within the science and engineering library classroom.