Developing Globally Inclusive Practices for Library Instruction Sessions

Abstract Student diversity in the classroom and on campuses is increasing. As librarians prepare to visit classrooms for single instruction sessions, it is important to account for global perspectives present in those environments as well as in the information that students use in their courses. This article presents a case study based on two workshops (one conducted locally and one at a conference) of ways to modify library instruction materials and intentionally plan for broader audiences. Techniques from the workshops, based on inclusive and global diversity, equity, and inclusion (DEI) practices, are presented. Librarians, by planning intentionally and developing globally inclusive practices as instructors, will help students successfully scaffold information literacy techniques into their global information environment.


Introduction
There is a growing community of students that are multilingual, international, and first-generation students descending from emigr e and diasporic communities on college and university campuses in the United States (Fu & Duque, 2018, p. 29). With this demographic shift, librarians need to design information literacy (IL) instruction that is inclusive of the globally diverse student community. Re-evaluating library instructional practices to leverage global diversity is one actionable way for librarians to address the existing diversity equity, and inclusion (DEI) gaps in our library services.
This article reports on the development of two workshops (one conducted locally and one at a library and information science (LIS) conference) that guided librarians to apply a global DEI framework to their one-shot IL instruction curriculum and information resources. The content for these workshops was created in 2018-2019 when DEI and inclusive instruction was not yet a central focus of LIS scholarship. The burgeoning literature in these areas was not yet available to inform the creation of our workshop. This article will thus focus on introducing the interdisciplinary literature that influenced the workshops' curriculum as well as recommend new literature that has emerged since its creation.
Using approaches developed through these workshops as a starting point, librarians can adapt existing one-shot literacy instruction materials to support the global classroom including: the negotiation of the library session with the instructor, leveraging different types of knowledge, addressing equity as a process, assessing, and adapting current instructional materials, and recommending ways to incorporate global information and content into the session.
Using exercises that apply a global DEI framework, readers can consider designing instructional pedagogy for multilingual speakers, diverse learning styles, and global knowledge/scholarship. Finally, some limitations of this approach and areas for future research are shared.
In 2018, The Ohio State University Libraries, in-step with other libraries, had active discussions to address DEI in libraries through reproducible and sustainable models (Espinosa de los Monteros & Enimil, 2020, p. 24). Following a session, the authors discussed the creation of resources to address DEI in instruction, inclusive of global perspectives. From those initial conversations one author penned a guest post in 2019 on globally inclusive practices for one-shot sessions for University Libraries' instructional blog (Espinosa de los Monteros, 2019) and later both authors submitted a poster presented at the 2020 ALA conference on this subject (Espinosa de los Monteros & Longmeier, 2020). From this, the authors were invited to instruct one session for an Inclusive Teaching Community of Interest workshop series facilitated by Ohio State University instructional designer Shadia Siliman. Siliman, an instructional design consultant in the Office of Distance Education and e-learning was invited by the libraries' Teaching and Learning unit as part of their professional development training in library instruction to facilitate a series aimed at liaison librarians within University Libraries covered DEI in instruction. Originally it had not included global identities and perspectives, but was broadened to include these topics. As a part of the extended series Siliman introduced the following definitions (Siliman, 2020) for diversity, equity and inclusion to establish shared language for the participants.
Diversitywe acknowledge there are many different people, perspectives, identities Equitywe address biases that lead to the dominance or invisibility of different people, perspectives, identities Inclusion -we invite valid, rational, non-dominant people, perspectives, identities These definitions were used to support a simple, action-oriented view of DEI that informs and guides behaviour. To give continuity to the shared language used in the Inclusive Teaching Community of Interest series, we the authors incorporated these definitions into our workshop's curriculum. Siliman's minimalistic definitions helped orient participants to focus on the behaviours that enact DEI values. Longer DEI definitions can help to anchor a theoretical framework on these concepts and communicate a communities' values without providing explicit guidance on how to enact them. Since the delivery of the workshops there has been an explosion of scholarship and writing on DEI in libraries, including other definitions that we recommend and further expand on Siliman's definitions.
Diversity -"The ways in which people are described at individuals' levels and as affiliated with socially identified groups" (e.g. race, gender identity, sexual orientation, ability, age, religion, national origin, socioeconomic status, mental and emotional changes, etc.) (Jones, 2020) Equity -"The process of making sure that those who start off at a disadvantage are given the tools they need to catch up with others." (Bombaro, 2020) Inclusion -"How well the contribution, presence, and perspectives of different people are valued and integrated into an environment" (e.g. sense of belonging, psychological safety, fair treatment, openness to differing perspectives, opportunity) (Bush, 2021;Romansky, Garrod, Brown, & Deo, 2021).
Establishing common language around DEI definitions in a group setting is important as each individual arrives with their own understanding and interpretation of terms informed by their DEI fluency. We recommend explicitly defining these terms in any DEI project and selecting definitions that will help participants continuously reflect on the specific behaviours these values require (Espinosa de los Monteros & Enimil, 2020, p. 17).

Background
Research and practice about inclusive approaches for one-shot library instruction sessions is still evolving. While there is significant scholarship available on one-shot instruction sessions (ACRL, 2017;Folk, 2016;Hammons, 2020;Hensley, 2015), these studies rarely address global information as well as global diverse student populations. Another missing element of these studies is a consideration for the instructor's own DEI fluency to guide the design of an inclusive curriculum and equitable approach to learning. An instructor's development in this area can help to create an effective and inclusive learning environment as well as mitigate for factors (e.g., economic background, physical and mental ability, race, culture, religion, gender, sexual orientation, or linguistic fluency) that have historically diminished a student's learning opportunity (UNESCO., 2015, pp. 51-52).
Several recent studies on IL instruction have focussed on inclusive instruction practices for international, first-generation, and Black, Indigenous, and People of Colour (BIPOC) students (Fribley, Bryant, Pareja, Washington-Lacey, & Baker, 2020;Hall, 2021;Nowrin, Robinson, & Bawden, 2019). Often this literature examines distinct student population groups separately (e.g., international students, black, Latinx, or first generation, etc.). Other studies reference BIPOC populations without specifying what this umbrella term encompasses. Both approaches pose challenges. Applying universal language to various identity groups can amalgamate communities with critical differences (Grady, 2020). There are active debates as to what constitutes BIPOC communities and its potential for erasure from both within the Asian and Latino communities (Gil, 2021). This IL literature, as well as studies looking at first generation or students with disabilities, generally do not account for global inclusion as part of their curricular approaches (Heffernan, 2020). IL literature often differentiates between instructional practices for domestic minority or special populations and international students. Yet, librarians will often walk into a class and find multiple student communities, global or otherwise, present in one classroom.
IL literature looking at international student communities is relevant as enrolment of international students in the United States continue to be an important percentage of the student body representing 4.6% in 2020-2021 and 5.5% in 2019-2020 (Institute of International Education, 2021; Silver, 2021). However, Hicks (2019) review of IL instruction to international populations points out that some case studies get uncomfortably close to promoting assimilation or describing linguistic and cultural differences as a deficiency that needs to be mitigated in the classroom (p.146). Similarly, IL approaches to international students may not address or connect its pedagogy to a DEI framework.
Other literature on inclusive instruction includes critical pedagogy which can provide a theoretical framework from which to examine "issues of power" that manifest through structures and bias (Gustafson, 2017;Saunders & Wong, 2020). Critical pedagogy is valuable in highlighting systemic inequalities and awareness of historical injustice, social stratification, and racial privilege of underrepresented groups (Saunders & Wong, 2020); however, it does so through a lens of US history and values (Tanenbaum & Miller, 2014, p. 39). To account for global diversity, librarians will need to adjust their pedagogical approach to include global narratives missing from the existing literature. This gap may be filled by consulting Global Citizenship Education (GCE) pedagogical practices.
While no universal definition for Global Citizenship Education exists, it is generally understood that it "empowers learners to engage and assume active roles both locally and globally in order to face and resolve global challenges and ultimately to become proactive contributors to a more just, peaceful, tolerant, inclusive, secure and sustainable world" (UNESCO, 2015). GCE emphasises plurality, interdependence, and the explicit need to prepare learners affectively and psychosocially to engage respectfully locally and globally across lines of difference (UNESCO., 2015, p. 22). The underlying framework of GCE can fill the gap of other pedagogical models previously mentioned. The framework aligns with the goal of diversity namely leveraging "varied perspectives and approaches" to inform librarians' existing and new work (Ely & Thomas, 2020, p. 2).
Inclusive global IL library instruction for one-shot bibliographic sessions focussing specifically on the role of the instructor and designed through a DEI lens is still a new area of study. Our workshop's curriculum sought to address the inequitable educational outcomes that are the responsibility of the instructor rather than speak to a problem of the student (Bensimon, 2005, p. 100). The next section of our article shares the interdisciplinary literature we consulted to create the workshops' curriculum.

Global IL and area studies library instruction
To create the workshops' curriculum, we consulted existing literature on area studies instruction connected to global IL and IL instruction to diverse student populations that most closely align with GCE practices. For more than 100 years area studies librarians have helped to advance global DEI in librarianship including accounting for diversity in scholarship from nonwestern regions, advocating for the elemental role of linguistic and cultural diversity in information, as well as supporting global users within and outside of academia (Pitman, 2015;SALALM, 1994). International/Area Studies librarians are subject specialists that focus on services related to non-western geographic regions as well as diaspora from those regions (Vaidyanathan, 2009). Libraries may not be aware of the contribution area studies librarians have made in the DEI sphere. These diverse, globallyminded, and culturally fluent librarians can bring a wealth of knowledge to the core areas that make up the library-its collection, its librarians, and its instruction (Diaz & Espinosa de los Monteros, 2019, p. 211). Area Studies librarians regularly bridge linguistic and cultural lines to support transnational and interdisciplinary research and instruction as well as information access to diverse world regions.
Dr. Alison Hicks's work focuses on building intercultural library instructors. Her field research with area studies librarians Betsaida Reyes and Bronwen Maxson explores information literacy pedagogy as a process that "builds upon and guide[s] learners to make connections to their past academic experiences" and knowledge (Hicks, Maxson, & Reyes, 2020). Other bilingual education studies point to inclusive learning communities where the instructors have knowledge of and can leverage students' cultural and linguistic backgrounds as an asset to pedagogy (Alfaro, Cadiero-Kaplan, & Ochoa, 2018, p. 28). Similar to conclusions reached by IL instructors working with US-domestic minority populations, such as Folk and Miller (2020) who discuss deficit or equity approaches, students are able to leverage multiple cultural frameworks if given the skills and tools to do so. These pedagogical approaches are not new; however, they continue to be underrepresented in library literature. Therefore, in designing our curriculum, we sought to reframe the design of information literacy as "a process of meaning-making rather than assimilation" in the global classroom (Hicks et al., 2020).

What is global IL and why is it important to inclusive IL instruction
Global approaches to IL emphasise a sociocultural perspective to information literacy learning which account for 1) the existing knowledge and experiences a learner brings into a classroom, 2) the student's familiarity and navigation of a specific information environment, and 3) the instructor's role as a facilitator to create learning experiences and curriculum that accounts for factors one and two (ACRL, 2017, p. 48;Hicks, 2019, p. 145;Reyes, Hicks, & Maxson, 2018, p. 610).
For this reason, global IL perspectives emphasise the importance of context and co-construction in the IL learning process of a student (ACRL, 2017, p. 14). This view challenges earlier approaches to IL instruction as universal, additive, prescriptive, and skills based (ACRL, 2017, p. 13;Jacobs, 2008, p. 259). A constructivist approach to IL validates the diverse knowledge a student brings into a classroom and its role and influence in constructing meaning or supporting engagement in learning activities that support acquiring new knowledge (ACRL, 2017, p. 19;Hicks & Lloyd, 2016;Oakleaf & VanScoy, 2010). Social constructivists recognise how a learner knowledge is shaped and defined by their culture framework including a culture's values, behaviours, and beliefs (Saunders & Wong, 2020).
In global IL instruction, the emphasis placed on the learner's environment is fundamental because international, first-generation, and minority students are often actively constructing and operating in new cultural and information environments that fall outside of their previous experiences (Hicks, 2019, p. 146;Reyes et al., 2018, p. 608). This requires students in the classroom to learn, apply, and negotiate among different frameworks as they simultaneously seek to integrate and operate within a new environment. Some frameworks include code-switching and navigating among national/local culture, new versus previous academic environment, as well as situating their own personal socio-economic and political background in relation to their peers (Hicks & Lloyd, 2016). Global IL draws attention to how these existing sociocultural factors shape a student's understanding of new information.
Finally, to round out our approach, we looked to methods for incorporating global information, particularly from the Global South 1 , into the resources used in one-shot IL sessions. The role of the area studies librarians is to mediate and support engagement with international sources about and from non-western regions. To do so, they rely on global IL skills to effectively find and use global scholarship during consultations and instruction. These skills require users to navigate distinct information landscapes that reflect the language, cultures, and contexts of where this information was created (Espinosa de los Monteros & Black, 2021).

Rationale for this approach
Librarians are well positioned to design pedagogy that is inclusive for a global and diverse student population. The U.S. research library provides access to international scholars, students, and research, including stewardship of distinct international collections (Center for Research Libraries, 2013). What is still missing is the librarian's ability to leverage these resources and perspectives in their IL instruction through the practice of cultural humility. Cultural humility is a lifelong commitment to embracing other cultures and ways of thinking through continuous self-evaluation and selfreflection. In a guest editorial Tervalon and Murray-Garcia (1998) highlight the importance of and differentiate between cultural humility and cultural 1 Global South refers to the global geographical regions of Latin America, Asia, Africa and Oceania. The postcolonial term replaces terminology that described global regions through hierarchical tiers (e.g. first world, third world) of development. Instead, the North-South terminology emphasizes differences in geopolitical power relations as well as serves to "highlight patterns of wealth, privilege," distinctions as well as recognize the legacies of colonialism, neo-imperialism and different economic/social change that influence global inequities (Dados & Connell, p 12-13, 2012).
competence. Using a cultural humility approach, educators, or in their case medical professionals, can address power imbalances and successfully form partnerships built on mutual respect, a commitment to service, and valuing the experience and knowledge of others. This practice can help instructors to mitigate existing differences specifically around positionality and inequitable hierarchies of knowledge that may influence the ways in which a student participates in the classroom.
By approaching global IL design with a cultural humility framework, librarians can shift the burden of adaptation and growth on themselves as instructor instead of on the student. By doing so, librarians can learn to create instruction pedagogy methods and facilitation techniques that are globally relevant, inclusive, and accessible to an audience that is diverse, multilingual, and transnational. Global inclusive pedagogy seeks to account for, and equitably accommodate for students' previous academic experiences and their cultural interactions/expectations.

Workshop background
The following case study shares the evolution of a workshop that was led for librarians at The Ohio State University and then modified for a presentation at the LOEX conference, both in academic year 2020-2021. The Ohio State University is a large research university (over 60,000 students) in the urban setting of Columbus, OH. The institution has many libraries across campus (collectively referred to as University Libraries) and uses a liaison approach for teaching and research support related to library engagement. University Libraries includes a Teaching and Learning Department which regularly offers professional development and training for librarians and campus instructors on information literacy and other instructional topics. In 2020, an internal professional development opportunity (a four-part workshop series) focused on DEI in instruction was proposed for library faculty members. When the opportunity arose to discuss some simple modifications for library instruction sessions as part of a community of interest of DEI topics in library instruction practices within our library, the authors leapt at the invitation to create a one-hour workshop in Fall 2020 on global inclusive teaching practices for library instructional sessions. The authors had previous experience teaching the "Understanding the Global Information Society," a required course for students in the International Studies department that primes students to think about the flow of global information (Espinosa de los Monteros & Black, 2021).
After delivering the session locally to a group of five librarians, the authors incorporated feedback and led another iteration of the workshop for a broader audience (with 150 registrants and 121 synchronous participants) at the LOEX conference in May 2021. Both the session at our institution and the conference session were held synchronously, but virtually, and handouts were used in both instances (https://kb.osu.edu/handle/1811/ 92872). At our own institution we used a more interactive approach with chat features and participants sharing their thoughts directly. For the conference, a webinar style was provided along with the chat feature and a separate shared Google Doc allowed participants to answer pre-planned question prompts.
There is not a standard approach for applying an inclusive pedagogy to library instruction sessions but using it as a tool allows instructors to account for seen and unseen student abilities. Therefore, the authors share the structure of the workshops and its materials as an example of simple modifications that librarians could make to their library instruction sessions to provide a higher level of global inclusion.
The learning objectives included: Participants will be able to identify the global community on their campus and locate resources to enhance their instructional reach to international and diverse student communities.
Participants will evaluate their current instruction session curriculum using reflective and inquiry-based exercises to apply a cultural humility framework to their design. Participants will examine and adjust their instructional delivery and content to maximise the participation of diverse student populations and facilitate engagement of global perspective and knowledge.
The workshop assisted librarians to design curriculum for multilingual, international populations, and first-generation students from diasporic immigration communities; however, we hope these methods can also be used to support the inclusion of global knowledge, scholarship, and perspectives where these communities may be missing on your campuses.

Understanding student composition on your campus
To build effective global IL curricula, librarians can start by knowing the different student communities present at their institution. Each student will arrive to our classroom with unique formative experiences that are a product of their past education, professional and personal experiences, access or lack of access to educational resources, as well as the domestic or global communities that have shaped them (Hicks et al., 2020). By understanding the diversity present on our campuses, we will be better equipped to target and support distinct student communities.
As our university campuses communities' demographics are continually changing, it is helpful to have a general understanding of regional and campus trends, growth areas, and popular degrees conferred each year. Table 1 provides several possible sources for finding demographic information on campuses. By having the sense of the campus generally, librarians can engage with the course instructor and determine whether the makeup of that class mirrors campus or is dramatically different.

Limits of demographic data
It is advised to collect three to five years of data in order to understand campus trends. When doing so, use a critical eye to examine the data to pay attention to what is missing. How current is the data? What other diversity might be present that is not reported as a demographic category or can easily be collected? For example, can you find a listing of how many students of Middle Eastern descent are on campus or Indian-American students? Some reports use government census demographic categories such as "non-resident alien," which are not specific and may allow for duplicate counts in the data.
Along with potential issues with the data itself, demographic data inherently has limits. Heather McGhee recently discussed how demographic labels help us quickly capture and make sense of lots of data, but hide aspects of the individual (McGhee, 2021). For example, "Latinx" can be used as a gender-neutral version of Latino or Latina when referring to individuals of Latin American ethnic descent or its diasporic communities. The term itself is problematic as it generalises a population with vast racial, ethnic and cultural diversity from more than thirty countries. The term can also deemphasizes the importance of indigenous languages and cultures in the region. The term carries with it suppositions about language proficiency and knowledge of the culture, which is particularly problematic from those who have not immigrated from the region. Lastly, most Latinx adults have not heard of the term; few outside of higher education use it (Odegard Pereira, 2021; Mochkofsky, 2020). We must keep in mind that demographic labels do not represent homogenous groups-multiple backgrounds, experiences, and cultural expectations are present (Nowrin et al., 2019).

Putting the data into context
When it comes to understanding the global community present on your campus, the best way to learn this information is from the students themselves. For example, at our institution the Office of International Affairs offers annual workshops on the international student experience. As part of these workshops there are panels where students share their personal experiences. By understanding their experiences first hand, instructors can become more aware of the added stressors that students face daily. In short, there is no substitution for engaging directly with students.
Other resources are available from many professional organizations. The International Federation of Library Associations (IFLA) Library Services to Multicultural Population Section (MCULTP) in cooperation with UNESCO created a multicultural library manifesto toolkit: https://www.ifla.org/node/ 91801. While now several years old, the manifesto still provides practical approaches for implementing and is available in several languages. The American Library Association sponsors a round table discussion group focussed on Ethnic & Multicultural Information Exchange: http://www.ala. org/rt/emiert and has a number of resources and bibliographies related to this topic. They link to a number of affiliated organizations related to diversity (http://www.ala.org/rt/emiert/usefullinks/links).
Understanding the demographics of a campus will allow librarians to frame instruction content for potential learners they encounter. Additionally, this provides a starting framework to engage with the instructor and a particular class composition.

Strategies for framing conversations with instructors
This section of the workshop examined how librarians interacted with instructors prior to the class. Instructors will know, but may not think to share, some key points of information about the students present. The nature of a one-shot library instruction will make it difficult to make any significant cultural shift in overall instructional pedagogy or approach; rather, the goal is to work with the resources at hand and make adaptations that are appropriate for the session, the assignment, and the existing classroom. Table 2 provides several example questions that can facilitate the conversation with the instructor.
At this point in the workshop participants were invited to reflect on their typical process for engaging with an instructor. Then the librarians reviewed the handout, "The Instructor Conversation," (https://kb.osu.edu/handle/1811/92872) and thought about how they might adjust their conversation with the instructor with a global DEI lens.
Participation styles are an important topic to broach because they can shape both the type of exercises presented and guide the overall interaction between the librarian and the class as well as the class members with each other. Both authors have had experiences where it would have been helpful to know that the class was more reserved ahead of time and may have adjusted some of the exercises accordingly.

Lessons learned about instructor conversations
When we delivered this workshop at our own institution, one attendee mentioned that in a recent instruction session nearly everyone in the course was an international student and therefore not necessarily aware the history and dynamics of American political parties. She realised this issue during the session when she was showing a number of political editorial cartoons, and no one understood the meaning of the elephants and donkeys that were shown. While not insurmountable, the instructor did not anticipate think through how to unpack these concepts for an international audience that would allow them to make sense of the session and fully engage. In another instance, a librarian who was sharing examples from art history had not asked about the makeup of the class and one person had sight limitations which required additional contextualization when showing various examples. In both cases, had the librarians asked more questions to the instructor prior to the session, they could have modified both the content and their delivery to account for the populations present in the session. While some of this is good advice for any instructional situation, having a strong working relationship with the instructor may help facilitate this type of conversation. The authors know individuals who have asked many of these questions and far more who have not asked any of them. Kotter (1999) covers tactics for strengthening librarian-faculty relationships. For a library instruction session, librarians do not have to try to work in all aspects into a single class session or single interaction with an instructor. Instead, a better approach would be to make incremental changes over time as the relationship with the instructor deepens.

Preparing an inclusive and equitable curriculum
This next section we focused on intentionally planning a global DEI approach to curriculum. Curriculum development is important as it can serve as a gatekeeper to critical information skills, library resources, and well-planned assignments. Inclusive teaching for library instruction is hard because best practices are constantly evolving in both environments, the time allotted for delivery instructional material is finite, and addressing inclusivity on top of content with diverse populations groups can appear daunting. Yet, it is an important step for meeting students where they are in their learning journey.

Addressing equity as process for inclusive instructional design
An inclusive approach to instructional design allows librarian a unique opportunity to leverage the diversity in the classroom or available through informational resources. As mentioned previously, equity is about designing a process. By carefully reviewing the materials and curricular approaches we use through the lens of cultural humility, librarians can become cognizant of the cultural preferences, assumptions, and or biases that may pose barriers to learning for a student with a different framework. To support this portion of the workshop we developed a second handout, "Equitable Information Instructional Design" (https:// kb.osu.edu/handle/1811/92872) listing four main areas participants can review to support this process including: 1) instructional examples and visuals, 2) language and terminology, 3) facilitation that can support different learning styles and knowledge, as well as 4) proactively including global perspectives as sources. By addressing these four areas, librarians can empower students to leverage their own experience in the class by developing curriculum that will acknowledge and account for the student perspective.
Planning for various learning styles and cultural reference points As you plan your instruction session, think through ways to integrate and validate student perspectives, knowledge and cultural references. These will inform students' literacies, ways of knowing and understanding into the classroom curriculum. One area for consideration is cultural preferences around participation. Several research studies detail differences in classroom participation preferences by various student communities (Gradowski, Snavely, & Dempsey, 1998;Watts, 2017;Yildirim, 2017). However, if a class does not typically engage, they will be less likely to do so in your session. Additionally, some individuals come from backgrounds where participation may differ. In such instances, librarians can assess students against culturally specific models of information literacy which includes way of knowing and learning that are western-focussed and Eurocentric (Hicks, 2016, p. 47;Street, 1984).
Learners may be processing information in a language other than their primary language. If this is the case in the class session, give students the time and tools required to process their thoughts into their target language and explain the instructions in multiple ways. We would suggest as many as four different ways so that learners are able to capture the instructions. Another suggestion for supporting multilingual speakers would be a think/ pair/share exercise where everyone grabs a piece of paper and spends a couple of minutes quietly processing individually and they pair with another person to share that information and each pair groups with another pair and the quartette shares together. Smaller groups tend to be less intimidating for those hesitant to participate (Yildirim, 2017). Pro-tip: Many of these methods could be adapted to an online environment, but since you as an instructor lose the ability to scan the room quickly, you may want to modify them into quick checks using polling software or a tool that allows for short answers.
For any class, you should think about what you have learned about the class and tailor your participation to either open ended questions versus multiple choice or short answer questions. Make room for clarifying questions (not just posing questions that broaden or redirect the discussion). Reward understanding of concepts you are covering. A simple exercise is to give each student a notecard with one side that says NEW and the other side that says KNEW. Have students write down one item from the session that was new to them and one thing they knew already. Collect the cards and review a few with the class. (Pro tip: You could take these with you as it offers you insights on what you might spend more time on or less time on if you deliver this class in the future.) For any digital materials that you share, either in the class or afterwards, you could include language resources which is particularly useful if there are speakers whose first language is not English or first-generation students as they can build their framework to incorporate the new knowledge. Some examples include Forvo-pronounciation (https://forvo.com/) or Linguee (https://www.linguee.com/), but there are similar resources for other languages that can be modified depending on your specific course. However the use of these resources should only be introduced to support a student's ability to express themselves in their prefered target language. Grasping the underlying concepts of information literacy should be the emphasis not perfect grammar and pronunciation. Students may find these tools helpful to express the thoughts and knowledge they already have, but may not easily or quickly make available in a second language without the aid of a language resource. Another way to make content more accessible to global audiences would be to share visual examples. Visualisations are typically easier to process since a good visualisation simplifies complex ideas.

Incorporating global content into the session
Our institutions seldom reflect the diversity of our world. One way to address this inequity is by teaching with and including global/international information from the communities and perspectives missing on our academic campuses. The omission of global information sources (scholarship produced in different languages and produced in divergent international contexts) limits students to work in an echo chamber of information that reinforces the Global North's hegemony on the information landscape (Graham, 2014). The inclusion of international sources builds the habit of accounting for global perspectives throughout the research process (Espinosa de los Monteros & Black, 2021). To emphasise the knowledge inequities online and in student preferred sources, we have used Hatnote (LaPorte & Hashemi, n.d.) to show the vast differences of edits of Wikipedia in real time of different countries.
The right resources for any course will be highly context specific. However, some sources providing broad views can be applied to any context. For example, the Freedom Forum has visual images of today's front pages from a variety of sources around the world (https://www.freedomforum.org/todaysfrontpages/). Similarly, the Financial Times provides a global business perspective of news.
Several professional organisations have addressed areas that focus on international learners. The Association of College and Research Libraries put out a paper in 2017 based on interviews around the topic of Global Perspectives on Information Literacy ACRL and has a corresponding LibGuide full of resources: https://acrl.libguides.com/c.php?g=495186&p= 6652299 (Association of College and Research Libraries, 2017).

Reflection
At this point in the workshop, we had participants reflect on how they might adapt, enhance, or add to their curriculum. Overall, even small steps are important in transforming the landscape. Participants were encouraged to gather materials from a recent instruction session including copies of the presentation slidedecks, handouts, LibGuides, email exchanges with the instructor, or outlines for the class content. We provided the participants with the second handout, "Equitable Information Instructional Design" (https://kb.osu.edu/handle/1811/92872) about learning styles and culture. They were encouraged to examine all of the materials and scan for modifications needed for examples, delivery, participation, or prep work. The goal was that the librarian should focus on the learner and their experiences in relation to the content.
While this task can be time consuming or overwhelming, the goal is to remove or reduce barriers to learning rather than trying to force the fit of global information sources into every instruction session. The most important goal is to set the tone for the students to connect with the librarian and with the content. If there is a question about specific sources or images inclusion, consult with other experts either in the libraries or on campus.
As with most instructional approaches, librarians need to be comfortable trying things out and adjusting the material or delivery each session. Individual students may have suggestions and ideas that can be implemented into future sessions. As librarians practice a reflexive, inclusive practice of cultural humility for global learners, future modifications will be easier.

Outcomes of the workshops
Overall, the feedback from both sessions was positive and many attendees had not considered the global DEI with a cultural humility framework when thinking about their one-shot instruction sessions. As part of each workshop, participants shared their immediate plans for adaptations of their approach or changes they planned on implementing following the session.
When we delivered this workshop at our institution the librarians shared that they did not always encounter diverse classrooms but were intrigued by the idea of diversifying their curriculum for a majority audience. They found that it was easier to adapt and modify their instruction when using techniques of activity-based and inquiry-led instruction, instead of traditional lectures. Since delivering the workshop, several librarians indicated they have used this approach to modify their instructional delivery as well as the conversations with the instructor prior to the instruction sessions.
When delivered at the conference, participants shared their takeaways of some easy modifications they planned on making including: creating a LibGuide with global databases to show more options outside of database packages that would be in a convenient location for referral during classes; adjusting examples for the demographics in the particular class; rethinking and restructuring the conversations with the instructors prior to prepping the session; examining visuals and examples used in the session; being thoughtful when using metaphors or analogies and intentionally restating instructions in more than one way; paying attention to what humour is used and whether it is understood by the audience; and making use of diverse student populations especially library student employees to gather ideas to implement.
In post event surveys (n ¼ 25), 72 percent gave the workshop the top rating and 20 percent gave it the second to top rating. Participants were able to provide ratings as well as comments and one participant remarked that, "Some of the ideas were about subtle shifts for me which might be really crucial and important. Thank you!" Another stated, "A perfect mix of inspiration and implementation." A final note included, "I really appreciated the ways you connected lived-experience to literature and encouraged us to think about our experiences as well."

Discussion and future work
The LIS community is seeking to support libraries that are inclusive of diverse users, students, and their knowledge. Librarians often face challenges to account for inclusive instructional pedagogies because they have a limited time to build relationship with the students and are limited over their control of the curriculum. Additionally, it can feel overwhelming to librarians to address both content, delivery, and active engagement in a short period of time.
From the two workshops there were several noticeable themes that emerged. At our own institution none of the participants had thought of global inclusion as part of their instruction process or how it intersected with DEI. While many had conversations with instructors prior to the session, few asked for more than a copy of the syllabus or assignment. When delivered at LOEX, which draws an audience primarily of librarians focussed on instruction, the participants shared that they had conversations with professors but had not considered gathering information about their campus demographics. Participants had not considered or recognised the knowledge inequities within library resources, collections, and databases that limit access to scholarship from the Global South.
Beyond the merits of DEI to support social justice and remediation, it is the contemporary reality that students will need to contend with and interact in a world that is politically and economically interdependent globally. Inclusive instruction provides a pathway to create global citizens prepared and comfortable interacting and collaborating with individuals that have different life experiences, perspectives, and ways of knowing (Wall, 2019, p. 14). Students benefit from learning to anticipate, respect, and value diversity and the complexity plurality brings to interaction, engagement, and governance in a shared world.
Some future areas of research in applying this method would be to deliver a similar workshop and then conduct a follow-up study after a period to determine what areas librarians adopted or implemented based on the workshop. We recognise that the practice of doing one-shot library instruction session is under debate especially in terms of the transactional nature that they often take (Pagowsky, 2021).
We acknowledge a limitation of our approach to the workshop is that we did not include instructional adaptations for accessibility, but a number of other articles have covered this topic in greater depth. We noted limitations with the workshops themselves as we had intended for a longer session with more time dedicated to working through the handouts, yet in a virtual presentation mode, this is much harder to accomplish in a limited time frame.

Conclusion
Adapting instructional curriculum for inclusion has been voluntary and atwill for librarians. One way to prioritize the examination of instructional content in our professional community is to provide structures to view the content and delivery in new ways. We propose placing the burden of adaptation and growth to de-marginalize and other-empower on the instructor, instead of the student. By doing so, students will be better positioned to integrate and scaffold new knowledge in a way that accounts and leverages their existing knowledge and formative experiences. These diverse experiences and ways of knowing add value and enrich our classrooms as they reflect our students' past education, professional and personal experiences, as well as the domestic or global communities that have shaped them. Our role as instructors is to facilitate space for them to connect to our curriculum. In light of this change in approach, the role of the instructor's design takes on an expanded role focused on removing or reducing barriers to the content with the aim for all students, but especially multilingual, international populations, and first-generation students, to connect with the material. DEI intersects critical and core areas of the library including our collection, our instruction, and our user communities. This approach, based on the workshops, encourages the librarian to examine, clarify, and adjust their perspectives to intentionally design curriculum that is inclusive of a global audience. Understanding who will be present in the session and modifying content based on the audience, as well as including the voices of those not present in the classroom through Global South information resources, is one strategy librarians can employ to scaffold information for learners. Simple, but intentional, modifications to session materials will allow librarians to continue developing globally inclusive practices for library instruction.