At the very least it seems fair that students can expect reading list items to be available in the University Library.Ensuring that its easily found and, where possible, available to preview or even read online reduces the hurdles of accessing the informationYou can help them further by annotating the information, e.g. directing them to specific sections, suggesting what they should look out for or why the source would be useful.The lists can be integral to the unit information on Moodle and can be broken up into sections so students can see relevant sources for particular weeks or relating to particular themes as you introduce themThe sources don’t have to be books or journal articles; video clips, websites, images from copyright cleared databases can be mixed together. You could even encourage independent research as the unit progresses, providing a link to the library catalogue or art and architecture databases and asking students to find the latest information on....Students with disabilities will benefit too – enabling the library to quickly acquire alternative formats for visually. Many publishers won’t supply these unless we can prove the information is on a reading list.Obtaining e-resources helps many students to access materials via specialist software, such as Ebrary’s in built text to speech software
One Size Fits All - Talis Aspire User Group 2013
One size fits all?
Looking at Reading Lists in the wider
LIBRARY UPDATE SESSION:
SUPPORTING OUR STUDENTS: THE VALUE OF READING LISTS
(based on students FAQ)
Linda Jones + Graduate Intern
Who the session is aimed at:
All Library staff
Maximum number of participants:
A quick overview of the Reading List Leading Change Project
What the student and lecturer see in n Aspire reading list
How reading lists can help the library in Collection Management
How the library can add value to reading lists.
Use of a few scenarios to look at reading lists and their impact.
What are the benefits for staff and students?
reading is available in the
UL or accessible online
Accessibility of the information; including
previews on Google Books or linking
directly to an e-resource, where available
Annotations help to provide clarity for the
student. What is essential reading, what
chapter should I read?
Seamless links within Moodle to sections
of the list for different weeks or seminars
Integration of video, text and other resources,
including library databases or e-books collections to
encourage students to research independently
An available list enables us to acquire alternative
formats for visually impaired students
Dyslexic students have easy links to the resource and
where available, e-books and journals can be used
with specialist software
Academic Staff & Web
Link to Levels of Information Literacy
HESA Disability statistics 2011-12
to have a
Disability by Type
A specific learning difficulty
Another disability, impairment or medical condition
A long-standing illness or health condition
Mental health condition
Two or more conditions
A physical impairment or mobility issues
Deaf or a serious hearing impairment
Social communication/Autistic spectrum disorder
Blind or a serious visual impairment
Hitting the Mark?
In the mythical land of average…
• ~ 15,000 students in a university
• ~ 675 students are ‘Print impaired’
• Assume 3 core texts per learner.
actual median value = between 5 and 15
Are we hitting the mark?
or scratching the surface?
Library maths http://www.slideshare.net/LindaJones4/library-maths
Big crocs, little crocs illstration from Holaday98’s flickrstream
Scratch from doc(q)man ’s flickrstream
Smack in the middle from Ogimogi’s flickrstream
Extracts from UoP website and training courtesy of colleagues
Greta Friggens and Anne Worden
• Statistics on disability HESA
• Alternative Format statistics CLAUD Research on alternative
formats across presented at E-books and Accessibility Ugly
Duckling or Adolescent Swan? Feb 2013
Thoroughly recommend the presentations from this event.