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Diversity in reading lists
- 1. Poster image
- 3. “I was surprised that my list was as white and male as it turned out to be, and I did make a point of mentioning it to students on that module and on another, final year module that I teach. Some shrugged their shoulders and said that sometimes it's only white men who have written the good books (!); others responded much more enthusiastically about the idea of an audit, and it led to a good discussion about decolonising the university.” (Module convenor, Feb 2019) discussion about decolonising the university.” Reading list data
- 4. Diversity Toolkit An online toolkit supports academics on diversifying readings lists in a number of ways: • Alternative suppliers of content from diverse authors • Tips on finding diverse authors and perspectives in our existing collections • Identifying Best Practice both internally and from other institutions • Offer retreats to work with colleagues and students to co-curate reading lists
- 6. Diversity Mark Award Those module reading lists that have successfully gone through the process receive the Diversity Mark Award • Summarises activities that led to award • Displayed in VLE so students can consider in modules selection • Dated and recorded to allow future monitoring • Demonstrates institutional wide progress in diversifying library collections and curriculum Launch event for the first Diversity Mark Awardees Nov 2020
Editor's Notes
- An initiative at the University of Kent, led by the Student Success Network and Library Services with student as active participants, looked at how to diversify reading lists as a key step in bringing about curriculum change. This project – Diversity Mark is based on a belief that reading lists are an important representation of the legitimised ideas, theories and perspectives that dominate within a discipline and subject area.
- The process map expresses how library support academics to diversify their reading lists according to author and perspectives and so make broader curriculum change. 1 ) The Library can work with academics to provide data on reading lists* using the RL service. We can also offer support on selecting more diverse resources 2)Academic Process is to reflect on the data and discuss with their students – there are various ways this can be done from a focus group or seminar discussion through to formative assessment activities and co curation of a bibliography. 3) This activity leads to curriculum change as more diverse content is included in turn engages students improves their overall experience and develops graduate attributes: cultural awareness intellectual curiosity and critical reflection. Whats more it provides evidence for TEF assessment criteria Over the last 2 years we have tested this on a number of Pilot schools at the University of Kent. We have used feedback to inform and promote what we are doing and have developed this process into a scheme that can be mainstreamed to the rest of the instituion
- The library visualises reading list data at title level using Talis Aspire and pair this with additional research on author backgrounds. we decided this would be a powerful way to share findings and provide a ‘snapshot’ via infographics of the list, used broad indicators to show metrics in an impactful way to academics and begin conversation on the subject of diversifying. Broad coverage - i.e. accessibility – format so available regardless of environment location or individual learning need, diverse perspectives considered via measures such as (ethnicity, gender, identity) illustrated via looking at author, content and date range of materials presented – place of publication is something that we are also currently considering in an extended project. Engagement - overall useful feedback comments shared from convenors perspective in that it helped to highlight areas for focus potentially and Encouraging dialogue between students, convenors and professional services staff Module convenors in the pilot reported that it sparked classroom discussion and reading list review They were surprised at the results, particularly those who teach e.g. post-colonial theory, or with a feminist perspective But we also shocked the stereotypical white male convenor! Indicates that this research needs to raise awareness before change can result
- We have also developed a online toolkit to support our academics to consider diversity and find resources that can increase the sense of belonging for many sectors of our student cohort: Our toolkit includes: Alternative suppliers of content from diverse authors which we have curated using a tool called Padlet and is open to contributions Tips on finding diverse authors and perspectives in our existing collections so highlighting colelctions that are particularly based on that , sharing reading list from libreration history months, tips of how to search databases and set up current awareness alerts Identifying Best Practice both internally and from other institutions these include videos, sample reading lists and case studies Offer retreats to work with colleagues and students to co-curate reading lists
- The framework was developed in partnership with our Student Success Network and with input from academics and students that have taken part in a pilot version. This allow us to mainstream this process so all can potential do the work. It consists of set of activities and criteria to ensure a reflective and engaging process with academics and students but allow flexibility to fit the different disciplinary contexts. DM framework highlight just some?
- Those module reading lists that have successfully gone through the process receive the Diversity Mark Award This is represented by a ‘block’ in the Modules VLE as picutred It summaries the activities that can led to award as there are certain core requirements as wel a different approaches an academic might make towards diversifying reading list Displaying in the VLE allows students to consider in this award when making modules selection But also allows the students to reflect whether this is they case from their standpoint and is there Dated and recorded to allow future monitoring of a modules diversity WE can run a report on the number and spread of these awards to demonstrate the institutional wide progression in diversifying library collections and curriculum