One size fits all?
Looking at Reading Lists in the wider
context.
•.

Staff Development
LIBRARY STAFF
Session Title:
LIBRARY UPDATE SESSION:
SUPPORTING OUR STUDENTS: THE VALUE OF READING L...
What are the benefits for staff and students?
Ensure recommend
reading is available in the
UL or accessible online

Access...
Creating an
Exemplar List
Subject Pages
Link to Levels of Information Literacy

Promoting embedding
individual guides
Additional Support
HESA Disability statistics 2011-12

9%

No
known
disability

Known
to have a
disability
91%
Disability by Type
A specific learning difficulty

Another disability, impairment or medical condition

A long-standing il...
Hitting the Mark?
In the mythical land of average…
• ~ 15,000 students in a university
• ~ 675 students are ‘Print impaire...
Are we hitting the mark?

or scratching the surface?
References
•
•
•
•
•
•

Library maths http://www.slideshare.net/LindaJones4/library-maths
Bombshell books
Big crocs, littl...
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One Size Fits All - Talis Aspire User Group 2013

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  • 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

    1. 1. One size fits all? Looking at Reading Lists in the wider context.
    2. 2. •. Staff Development LIBRARY STAFF Session Title: LIBRARY UPDATE SESSION: SUPPORTING OUR STUDENTS: THE VALUE OF READING LISTS (based on students FAQ) Presenters: Linda Jones + Graduate Intern Who the session is aimed at: All Library staff Maximum number of participants: 15 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.
    3. 3. What are the benefits for staff and students? Ensure recommend 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 Developers
    4. 4. Creating an Exemplar List
    5. 5. Subject Pages
    6. 6. Link to Levels of Information Literacy Promoting embedding individual guides
    7. 7. Additional Support HESA Disability statistics 2011-12 9% No known disability Known to have a disability 91%
    8. 8. 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 3% 2% 2% 4% 8% 9% 48% 11% 13%
    9. 9. 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. 2025 requests/yr actual median value = between 5 and 15
    10. 10. Are we hitting the mark? or scratching the surface?
    11. 11. References • • • • • • Library maths http://www.slideshare.net/LindaJones4/library-maths Bombshell books 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 http://www.hesa.ac.uk/index.php/content/view/1973/239 • Alternative Format statistics CLAUD Research on alternative formats across presented at E-books and Accessibility Ugly Duckling or Adolescent Swan? Feb 2013 http://www.jisctechdis.ac.uk/techdis/events/detail/2013/ebook13022013 Thoroughly recommend the presentations from this event.

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