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Rethinking Reading Lists In The Digital Age
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Rethinking Reading Lists In The Digital Age


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Presentation given at E Lit 2006

Presentation given at E Lit 2006

Published in: Education

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  • Transcript

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