Rethinking Reading Lists in the Digital Age   Lyn Parker University of Sheffield
Outline <ul><li>Background – previous projects </li></ul><ul><li>Purpose of a reading list </li></ul><ul><li>‘New Partners...
LibCT project 2002-03 <ul><li>Integrating library resources into WebCT </li></ul><ul><li>User needs survey </li></ul><ul><...
Purpose of reading lists <ul><li>Framework for the course and structure to the students’ learning </li></ul><ul><li>Assist...
Recent Research <ul><li>Majority of students enter HE to improve career prospects </li></ul><ul><li>‘ Strategic’ students ...
Integrated approach to learning   Approaches to  teaching Approaches to  learning  Library resources Web-based  resources ...
Reading lists to Resource lists <ul><ul><li>Organisation of lists by course delivery </li></ul></ul><ul><ul><li>Identifica...
Library Toolkit <ul><li>Resource Lists ( TalisList ) </li></ul><ul><li>Pro-active dialogue re: availability </li></ul><ul>...
 
 
 
Students Questionnaires Focus groups Academics Interviews Focus groups Usage stats Audit of  reading lists  supplied
Evaluation – Academics <ul><li>Open minded about what is on the list  versus pushed into using electronic material </li></...
Evaluation – Academics cont. <ul><li>Introduce more exercises for students to find their own material </li></ul><ul><li>En...
Evaluation - Students <ul><li>Tutor is the key influence in promoting awareness and usage of reading lists </li></ul><ul><...
Evaluation – Students cont. <ul><li>Student satisfaction rates for modules within 6 departments increased </li></ul><ul><u...
Reflection <ul><li>Balance between seamless access to key materials and providing opportunities for students to become inf...
Questions? <ul><li>Contact details: </li></ul><ul><li>Lyn Parker </li></ul><ul><li>[email_address] </li></ul><ul><li>Telep...
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Rethinking Reading Lists In The Digital Age

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  • Rethinking Reading Lists In The Digital Age

    1. 1. Rethinking Reading Lists in the Digital Age Lyn Parker University of Sheffield
    2. 2. Outline <ul><li>Background – previous projects </li></ul><ul><li>Purpose of a reading list </li></ul><ul><li>‘New Partnership’ services </li></ul><ul><li>Feedback from academics </li></ul><ul><li>Impact on student behaviour </li></ul><ul><li>Reflection </li></ul>
    3. 3. LibCT project 2002-03 <ul><li>Integrating library resources into WebCT </li></ul><ul><li>User needs survey </li></ul><ul><li>Use of TalisList </li></ul><ul><li>Develop online Information skills tutorials </li></ul><ul><li>Conclusions </li></ul><ul><ul><li>Need for better dialogue </li></ul></ul><ul><ul><li>Understanding of underlying issues around availability </li></ul></ul><ul><ul><li>Need for new services, different delivery mechanisms </li></ul></ul>
    4. 4. Purpose of reading lists <ul><li>Framework for the course and structure to the students’ learning </li></ul><ul><li>Assist a formative understanding of the subject </li></ul><ul><li>Promote students’ awareness of current innovations and research in their field </li></ul><ul><li>List for future reference </li></ul><ul><li>Encourage discussion in a group </li></ul><ul><li>Give people common experiences </li></ul><ul><li>Meet accreditation and TQA requirements </li></ul>
    5. 5. Recent Research <ul><li>Majority of students enter HE to improve career prospects </li></ul><ul><li>‘ Strategic’ students with a consumer approach </li></ul><ul><li>Students becoming less independent </li></ul><ul><li>Tutors frustrated students do not read more </li></ul><ul><li>Just under a third of respondents had done the expected background reading </li></ul><ul><li>Only 1 in 10 had done any reading beyond programme requirements. </li></ul>
    6. 6. Integrated approach to learning Approaches to teaching Approaches to learning Library resources Web-based resources With acknowledgments to Margaret Freeman, 2004
    7. 7. Reading lists to Resource lists <ul><ul><li>Organisation of lists by course delivery </li></ul></ul><ul><ul><li>Identification and addition of digital resources (web sites, e-journal papers, e-book chapters, images, audio, video) </li></ul></ul><ul><ul><li>Digitisation of in-demand paper resources through HE Scanning Licence and copyright clearance </li></ul></ul><ul><ul><li>Suggest/agree alternate sources where appropriate </li></ul></ul><ul><ul><li>Annotate entries to reflect what want students to do </li></ul></ul>
    8. 8. Library Toolkit <ul><li>Resource Lists ( TalisList ) </li></ul><ul><li>Pro-active dialogue re: availability </li></ul><ul><li>Course packs </li></ul><ul><li>Digitisation of key readings ( Eoffprints ) </li></ul><ul><li>Information Skills Resource (WebCT Vista ) </li></ul><ul><li>Additional information literacy sessions and workshops </li></ul>
    9. 12. Students Questionnaires Focus groups Academics Interviews Focus groups Usage stats Audit of reading lists supplied
    10. 13. Evaluation – Academics <ul><li>Open minded about what is on the list versus pushed into using electronic material </li></ul><ul><li>‘ Scaffolding’ or ‘spoonfeeding’ </li></ul><ul><li>Students scan online rather than read in depth versus students read more widely </li></ul><ul><li>Perception that not able to find their own information </li></ul>
    11. 14. Evaluation – Academics cont. <ul><li>Introduce more exercises for students to find their own material </li></ul><ul><li>Ensuring access allows changes to teaching methods </li></ul><ul><ul><li>Compulsory reading </li></ul></ul><ul><ul><li>Suggest alternative material so that 2-3 items available electronically for each topic </li></ul></ul><ul><li>Course packs versus digitisation </li></ul><ul><li>Library requirements for submission of lists </li></ul>
    12. 15. Evaluation - Students <ul><li>Tutor is the key influence in promoting awareness and usage of reading lists </li></ul><ul><li>Recommendation on reading list now has most influence on what students read </li></ul><ul><li>Remote access to TalisList now exceeds access on campus </li></ul><ul><li>Shift to reading on screen rather than printing off material </li></ul>
    13. 16. Evaluation – Students cont. <ul><li>Student satisfaction rates for modules within 6 departments increased </li></ul><ul><ul><li>Ease of access – remotely and in Library </li></ul></ul><ul><ul><li>Availability of reading material </li></ul></ul><ul><ul><li>Structured lists </li></ul></ul><ul><ul><li>Only complaint was amount of reading required! </li></ul></ul><ul><li>Student performance had improved </li></ul><ul><li>Recognised needed to learn how to find own information </li></ul>
    14. 17. Reflection <ul><li>Balance between seamless access to key materials and providing opportunities for students to become information literate </li></ul><ul><li>More explicit Learning Outcomes followed by appropriate Assessment requirements </li></ul><ul><li>Partnership between academics and librarians requires active dialogue and flexible procedures </li></ul><ul><li>Rolling out to further departments and continuing evaluation </li></ul>
    15. 18. Questions? <ul><li>Contact details: </li></ul><ul><li>Lyn Parker </li></ul><ul><li>[email_address] </li></ul><ul><li>Telephone: 0114 222 7363 </li></ul>

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