The world surrounding us (and all the more so, surrounding our students) has become more and more visual in its communication. We are engulfed by logos and icons that we associate with meaning as they immediately conjure in our minds entire worlds of associations, thoughts, and feelings. And yet, we are the “people of the book.” Judaism is text-based and highly values the written word. How can we help bridge these two cultures?

“What barriers to learning can I anticipate?” is an ongoing question pondered by educators who use the Universal Design for Learning (UDL) framework to plan their teaching. UDL emphasizes that the variability in how our students learn is both expected and systematic, which allows for teachers to predict what obstacles students will encounter in the classroom before they even enter it. The framework provides a roadmap for anticipating barriers so teachers can remove them, by proactively embedding options into lessons that maximize access to the curriculum for all students.

Creating meaningful, well-rounded learning experiences is essential for all students. The opening mishnah in Pirkei Avot describes Moses as “receiving the Torah from Mount Sinai.” In the Torah, the Sinai experience was immersive and multi-sensory—sights and sounds, wonder and awe, and who knows what else. Today’s students need more Sinai-like learning that can fuel their passion and independence, and teach them to work hard to build the skills necessary to truly own their learning. That ownership helps students to become what futurist Alvin Toffler describes as being literate in the future—the ability to learn, unlearn, and relearn.

Performing magic is a fascinating art. For a young child, going to a birthday party and seeing an amateur perform the simplest sleight-of-hand trick such as pulling a quarter out of their ear or an incredibly long multi-colored handkerchief from the magician’s sleeve creates a sense of wonder and amazement. They don’t question how it was done, they just want to see more. As we matriculate into the tweens/teens and eventually into adulthood, while we remain captivated by good, professional magicians, we are no longer content with just seeing the next trick.

It was the model of a truck that made us realize that the project was a success. Students were challenged to create artifacts for a museum as the culmination of our unit focused on Megillah, discussing objects that serve holy things or God’s name. Once an item functions to serve something holy, such as a Torah, that item takes on special status and needs to be treated differently. What better modern, practical implication could there be of these laws than a truck carrying Torah scrolls?

Teachers play an essential role in student development in two central ways: first, they broaden and deepen student knowledge; second, they promote the skills students need to become purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed—what Universal Design for Learning (UDL) calls “Expert Learners.” Jewish studies teachers can help students transform Jewish learning into living meaningful lives.

With the onset of COVID, classes moved online and digital texts proved to be crucial to continuing instruction while students were learning outside the walls of the classroom. Now that teachers and students are returning to the school buildings, digital texts can continue to provide opportunities to model authentic learning and create lifelong learners. This article will point towards exciting ways to reorient pedagogy using digital texts as a core feature of instruction and will provide examples from teachers who have used the digital library to open the world of the Torah to their students. With proficient use of new technologies for learning, students develop their familiarity with the Jewish library, set off on their own paths of discovery, expand the range of texts that they access, and gain new understandings of the Torah.