PurposeThis paper tracks the literature through narrative progression from defining accessibility and inclusivity to Universal Design for Learning (UDL) and disability justice. This review culminated in the development of a check list of best practices for librarians who create online learning objects to consider. Then we turn to a case study of presenting these findings to professionals through the framework of UDL with a focus on multiple means of representation and engagement. We conclude with a reflective discussion on process and the potential for broader impact and future directions.Design/methodology/approachThis paper presents a case study of informing praxis with existing research while experimenting to address gaps in the literature through practice.FindingsThis paper presents a strong argument for using UDL frameworks beyond primary, secondary and higher education to contexts where professionals may be learning.Originality/valueThe research surrounding UDL beyond standard educational contexts does not currently exist, inside or outside of the library literature. This paper presents a new paradigm in expanding accessible and inclusive learning practices to include less formalized learning spaces.