Responses colour coded ARLG Black TAUG Green UoP Purple

1. Scenario 1:
A mixed cohort of students likely to include some
dyslexics and significant number of international
students. Research methods reading list specifying a
group of key texts which include two “Bombshell Books”
not available electronically listed as a specific edition but
not the most current. List organised into weekly readings
with individual a chapter from the one of these “Bombshell
Books” listed for each week.
What problems face the students?
• Problems reading reading list
• Problems interpreting reading list
• Possibly stick to exact reading list very rigidly
• Problems locating physical stock
• Essential items unobtainable
• Difficulty seeing how list is used
• List will disadvantage dyslexics and non-English
speakers
• All students may have problems accessing books
• Some books may be impossible to photocopy
• Demand will outstrip supply for weekly readings
students will disengage with readings as impossible
• Some students will refuse to use anything but specific
edition even if content is similar apart from revisions
• Some students may receive some disability support but
others who have not declared their needs will struggle
others may find language and referencing system
unfamiliar

2. What can the lecturer do to improve the list?
• Offer subject number guidance as to browsing
• Suggest alternative titles to essential texts
• Organise scanned readings in VLE
• Model using essential text as starting point for further
references
• Scaffold start of independent learning provide
guidance on finding alternatives
• Structure reading list
• Define reading list terms core, essential, background
use icons to identify different types of reading
• Investigate accessibility support
• Liaise with library
• Suggest keywords for searching
• Could insist students buy essential reading
• Use a greater variety of resources eg journals
• Look for current editions
• Facilitate links between library and other support units
which might be involved eg international office,
disability support
• Liaise early with library over possible demand
• Consider scans of chapters to provide scaffolding to
encourage completion of weekly readings (there are
difficulties for dyslexics if these are not OCR and an
older edition cannot be used without a pedagogic
reason so may need advice/help from library)

3. How can the library help?
• Offer drop ins/tours for students
• Brief enquiry desk staff
• Offer accessibility support
• Publicise accessible features of e-books to everyone
• Digitise chapters
• Change loan periods
• Ebooks
• Either obtain or notify department responsible
alternative format of titles for eligible students
• Change loan periods of books
• Some books may be difficult to obtain in alternative
format and impossible to scan
• Advise on additional/alternative titles and other
resources
• Advise on possible alternative sources
• Advise on copyright and scanning and provide good
quality scans
• Suggest alternative resources including web,
audiovisual and any e-editions which can be tracked
• Continue checking for new e-editions throughout life
of list
• Provide appropriate supporting materials explaining
use of reading lists and help available to all students
• Provide appropriate supporting materials explaining
use of e-resources and authentication and help

4. available to all students including accessibility features
of e-resources (important for those who have not
disclosed)
Scenario 2:
Scenario 2: First year distance learning course with
proportion of students based outside the UK.
Reading list specifies 250+ books, book chapters and
articles in alphabetical order by author. A significant
number of books are not available electronically, some
books are out of print and not in library stock. Journals
used employ at least 4 different methods of authentication.
What problems face the students?
• Students will be confused about access
• Students will have no sense of priorities
• Readings may be random
• Students now likely to expect e-books
• Information overload
• Language problems may not be as easy to spot and
assist with remotely
• May need guidance on role of reading list and would
probably appreciate clear ranking of core, additional
background reading with what each term implies
• May be better equipped to deal with shorter items
articles/chapters
• Scans across borders present additional problems
essential lecturer has consulted university copyright
• Some e-resources may not be available outside UK

5. • May need to learn multiple login processes and
usernames and passwords
• Lecturer may not be aware of any accessibility
problems
• List may overwhelm students who will be isolated
with no others to compare notes with
• Not being able to access any single item will create
problems and may discourage student from using list
at all
What can the lecturer do to improve the list?
• Week by week/thematic breakdown of titles
• Revise/prune list
• Include some easier/shorter preliminary readings to
help students acclimatise
• Consult library about stock availability
• Rank book s by relevancy
• Fewer titles but prompts to explore further eg
recommended key words/class marks
• Clearly identify few key/core titles
• Highlight possible local sources of OP material
• Include library access guides for journals
• Work in partnership with library
• Identify core texts to buy
• Structure list in sections
• Consider accessibility (and non-disclosure) across all
courses
• Make sure essential items are available to all

6. • Make sure list is structured showing importance of
items consider thematic sections if week by week
structure is not appropriate
• Choose more up to date resources
How can the library help?
• Digitise key chapters
• Copyright/licensing issues re international usage?
• Make lecturers aware of new materials which are
being published
• Monitor usage and work with lecturer to improve this
• Offer to work with lecturer on OP problems (eavailability, second hand purchases, local specialist
collections) offer alternatives with e-availability
• Create guidance on accessing specific sources
• Induction to concentrate on authentication and eresources
• Differentiate e-access and print
• Explore digital course packs
• Exploit relevant e-licences to maximum
• Lobby all suppliers re access mechanisms –still too
many not Athens/Shibboleth compliant and those that
are can still be confusing
• Continue search for holy grail of single sign on
• Consider use of E-Zproxy links
• Digitise as much as legally possible
• Offer online digital literacy sessions

7. • Continually monitor authentication problems and look
to move to single sign on as much as possible
• Advise academic on improving list
• Periodically re-check for e-availability of specific
items.
Scenario 3
Large cohort (200+) of first year students tackling a
new and unfamiliar subject area. List consists of 5 print
textbooks (with multiple copies of between 2 and 10 for
individual titles) listed as texts which provide introduction
to main themes and principles of the subject. Students
expected to utilise at least one subject specific database to
complete research for assignment.
What problems face the students?
• Database:• lack of experience
• questionable relevance
• too few titles
• too large cohort
• Unfamiliar subject area
• New referencing scheme
• Unfamiliar database
• Insufficient books
What can the lecturer do to improve the list?
• Offer alternative titles

8. • Facilitate groupwork with different texts to different
groups
• Arrange induction for database especially keyword
searching
• Provide printed guides for database
• Suggest keywords for searches
• Add annotations and contextual information to the list
• Add library contact details to list
• Add details of referencing guidance to list
• Add any video training clips available to list
• Give indication as to priorities (essential, purchase,
recommended, additional)
• Link to some example databases
• Link to information literacy guidance
• Ensure maximum use of existing library e-resources
• Obtain legitimate copyright cleared scans of chapters
to ensure all students have access
• Increase range of titles &/or numbers of copies
• Highlight any help offered by e-resources or reading
list which can help with referencing
• Link to a resource discovery tool to encourage
independent research
How can the library help?
• Drop ins/Lectures/Guidance on database
• Digitise chapters
• Change loan periods

9. • Ebooks

10. Scenario 4:
Cohort of 80 students including mobility impaired
student. Reading list consists of 14 print texts listed with
their latest edition as sources. Most titles are available as
one or two copies, although some are available in two or
more editions as well. At least one listed edition not yet
published. Stock scattered on all three floors of library.
What problems face the students?
• Students may expect all books to be in same place may
be especially difficult for mobility impaired student
• Unlikely to be enough copies
• Students will be confused about editions dissatisfied
with old when new NYP
• Low student:book ratio 1in 40 students will access
current edition at best
• Location of stock across 3 floors
What can the lecturer do to improve the list?
• Specify latest edition rather than specific edition
except for edited book references to chapters
• Remove NYP material from list until
published/available in library
• Give guidance on use of alternative editions/titles
• Check on advertise accessibility help

11. • Check /add other editions to reading lists or annotate if
any edition is acceptable
• Choose digital resources as much as possible
• Annotate and structure lists
• Acknowledge if items are not yet published and
indicate when they are expected
• Give library guidance as to priorities across list and
liaise with appropriate library staff about levels of
stock and expected demand
How can the library help?
• Library is responsible for availability/accessibility of
its services
• Can offer reasonable adjustments e.g. longer loan
terms (May impact on others), fetch and carry services
(Particularly if multi-site), copying services according
to legal/contractual obligations
• Useful to hear from academics about anticipated usage
across the reading list
• Can initiate digital resource provision where possible
• In reviewing lists highlight availability of different
editions
Scenario 5:
Background:: To obtain alternative formats of print books
can take as much as 8 weeks and publishers require proof
that items appear on a course reading list and is either
purchased in print by student and/or library.

12. A visually impaired student on a first year course
Library is not necessarily aware of the visual impairment
until after an institutional assessment. Early reading lists
may be more predominantly book based.
What problems face the students?
• Getting readings in time
• Liaise with library as soon as possible
• Needs acknowledgement of problems by both student
and institution and strategy to get best possible
solutions keeping lecturer/library in loop
• Students all have different needs and these will vary
according to the nature and extent of their disability
• Students want to be treated like everyone else
• Timing of provision causes real problems: long lead
ins forgetting alternative versions a major concern
• Some e-resources are less accessible than others
What can the lecturer do to improve the list?
• Be willing to modify reading list with
additional/alternative titles where necessary
• Liaise with library as soon as possible and whenever
necessary
• Consider e-resources
• Ensure student has necessary accessibility support
from relevant department

13. • Lecturer can offer range of different resources on a
list, structure the list and suit length to users
• Try to include e-versions of books where possible
• Provide lists to student, library and support staff as
early as possible
How can the library help?
• Consistent follow up with student and leturers where
necessary
• Make reading list accessible for all learning
preferences
• Investigate e-availability and accessibility options
offered by different platforms
• May be quite difficult to make OP books accessible
advise lecturers on alternatives
• Works best when senior management make
submission of reading lists compulsory
• Consult with student as to preferences/needs no one
size fits all solution
• Liaise with other support services to provide a joined
up service
• Provide equipment screen-readers etc
• Know how Aspire reading lists work with screen
readers
• Offer guidance on resources and lists

14. • If have access to support plans can help with provision
of specific resources at point of need eg coloured
copying paper
• Library needs to own a copy of relevant book to scan
for student
• Make sure prospective students can access lists preregistration
Scenario 6:
Background:: To obtain alternative formats of print books
can take as much as 8 weeks and publishers require proof
that items appear on a course reading list and is either
purchased in print by student and/or library
A visually impaired student undertaking independent
research for a dissertation in any subject.
What problems face the students?
What can the lecturer do to improve the list?
How can the library help?
• Fundamental principles:• Library needs to understand the range of services
available to disabled students and who is responsible
for which.

15. • Library should market ALL services available to
students and departments as appropriate
• Library can increase electronic resources available
• Library can provide good quality scans that are OCR if
this is their responsibility
• Some institutions have separate departments providing
the scans which can be in 100s
• There are copyright problems around scans unless they
are in a controlled environment with appropriate cover
sheets and record keeping so responsibility needs to be
clear
• Problems with alternative formats for Dissertations
without a formal reading list expecting independent
research
• Problems in very restricted access to alternative
formats in some cases (On a single machine supervised
by a member of staff)
• Providing good quality OCR scans future proofs
reading lists for accessibility
Co-ordination
Faculty
Department level
Library Liaison
Job description
Synopsis with extra resources
Biz quiz
Communication
Credo reference
Non-linear approaches
Indicative/directive
Scans
e-materials
•