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Online reading lists: encouraging staff engagement to improve student information literacy - Taylor


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Presented at LILAC 2017

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Online reading lists: encouraging staff engagement to improve student information literacy - Taylor

  1. 1. Resource Lists What helps students make the most of their reading? Allie Taylor, Academic Liaison Librarian, Institute of Humanities and Creative Arts, University of Worcester
  2. 2. Things to discuss: • What makes a good reading list? • What helps students make the most of reading lists? • How do you encourage academics to engage with reading lists?
  3. 3. What are resource lists for? a. A starting point for the subject b. A comprehensive list of everything on the subject c. Week by week set reading d. A record of the module leader’s own reading experience A startingpoint A com prehensive list W eekbyw eek Leader’sreadingexperience
  4. 4. I prefer to arrange my resource list items: a. Alphabetically b. By theme c. By week d. In no particular order Alphabetically Bythem e Byw eek In no particularorder
  5. 5. How long are your resource lists on average? a. 0 items b. 1-25 items c. 26-75 items d. 75 items + 0 item s 1-25 item s 26-75 item s 75 item s+
  6. 6. How long is too long? a. >0 b. >20 c. >50 d. >100 >0 >20 >50 >100
  7. 7. Feedback from my students about online resource lists has been: a. Non existent b. Mixed c. Largely positive d. Largely negative Non existent M ixed Largelypositive Largelynegative
  8. 8. I feel much more confident about starting to do my own research so much easier to access the key readings now The new reading lists are brilliant. So much easier than before I can spend the time I have for studying actually doing just that - reading the articles and the books - not spending ages trying to find them from the printed reading list before I can even make a start Third years love it The Online Resource button is really useful as it saves so much time
  9. 9. The best thing about the new resource list system is: a. One definitive version of the list b. Easier/ simpler access to resources c. Digitised articles and chapters d. Other One definitive version Easier/sim pler Digitisation Other
  10. 10. The worst thing about the new resource list system is: a. Clunky/ laborious b. Spoon feeds the students c. Not in Harvard d. Nothing Clunky/laborious Spoon feedsthe students Notin Harvard Nothing
  11. 11. I tell my students how to access the resource list for my module a. True b. False True False 0%0%
  12. 12. I discuss my resource lists with my students a. True b. False True False 0%0%
  13. 13. Students essentially ignore resource lists a. True b. False True False 0%0%
  14. 14. Most used lists (2015-2016) Rank Module Module Leader Item count Number of students Number of views # views per student 1 SOCG3110 'Race', Ethnicity and Education Luke Devine 1020 35 2,778 79 2 SPRT1024 Principles of Sports Coaching Glyn Harding 35 175 2,046 12 3 BAPP3014 Professional Development Profiling Wendy Messenger 21 141 1,889 13 4 BUSM3019 Enhancing Organisations and Employability Scott Andrews 41 245 1,857 8 5 HIST3110 Empire and Appeasement Neil Fleming 51 28 1,790 64 6 BUSM3029 International Business Strategy Richard Nicholls 43 202 1,725 9 7 PGPM4001 PGCE Primary - Pedagogy & Management 1 Gill Woods 104 163 1,476 9 8 BUSM1019 Business Challenge Holly Andrews 83 139 1,471 11 9 PSYC1431 Psychological Research Methods 1 Kate Muse 28 109 1,468 13 10 PITE2003 - Core Subjects 4 - English, Maths, & Science Karen Blackmore 145 123 1,396 11
  15. 15. 29th August 2016- 5 March 2017
  16. 16. My module doesn’t need a resource list a. True b. False True False 0%0%
  17. 17. My resource list has a mix of books, chapters, journal articles, web pages, and multimedia a. True b. False True False 0%0%
  18. 18. Book 38380 68% Article 7435 13% Webpage 3918 7% Journal 2318 4% Website 2287 4% Document 1108 2% Chapter 681 1% AudioVisual 543 1% 56670
  19. 19. A reading list in my printed module handbook is sufficient a. True b. False True False 0%0%
  20. 20. My reading list reflects current literature in the topic a. True b. False True False 0%0%
  21. 21. I use my resource lists to encourage critical reading/ independent learning a. True b. False True False 0%0%
  22. 22. I have read all the items on my own resource lists a. True b. False True False 0%0%
  23. 23. I involve my students in the creation of resource lists a. True b. False True False 0%0%
  24. 24. What happened next?
  25. 25. The Hive
  26. 26. List usage
  27. 27. Can all modules have lists like this please? I can’t shut the students up about their reading! The students are very good at working at a peer group and supporting each other’s reading This module is really well organised
  28. 28. You have to be willing to be reflective and change your practice. You have to enhance the want to read and make it purposeful and current.
  29. 29. The time you invest on the reading list makes your life so much easier during the semester. It used to be the last thing I thought about when planning a module. Now it is the first.
  30. 30. References Bevan, N. (2012) Preliminary to reading. Times Higher Education Supplement (THES). Available from: (Accessed 6 March 2017). Brewerton, G. (2014) Implications of Student and Lecturer Qualitative Views on Reading Lists: A Case Study at Loughborough University, UK. New Review of Academic Librarianship, 20 (1), pp. 78–90. Franklin, G. (2012) Staff survey on academic reading. Available from: (Accessed 6 March 2017). Martin, L. (2006) Reading lists under the spotlight: Cinderella or superstar? SCONUL Focus. (37), pp. 33–36. Miller, B. (1999) An Integrated Taxonomy of Student Reading and Learning Development. Journal of Further and Higher Education, 23 (3), pp. 309–316. Piscioneri, M. & Hlavac, J. (2012) The minimalist reading model: Rethinking reading lists in arts and education subjects. Arts and Humanities in Higher Education, 12 (4), pp. 424–445. Siddall, G. & Rose, H. (2014) Reading lists – time for a reality check? An investigation into the use of reading lists as a pedagogical tool to support the development of information skills amongst Foundation Degree students. Library and Information Research, 38 (118), pp. 52–73. Stokes, P. & Martin, L. (2008) Reading lists: a study of tutor and student perceptions, expectations and realities. Studies in Higher Education, 33 (2), pp. 113–125. Sultany, A. & Halford, S. (2013) Using a techno-scepticism framework to evaluate the perception and acceptance of a new online reading list. In: IADIS International Conference on Information Systems. Available from: hlVJRmdzVsQ2pIbDhrV3BHWjA/edit (Accessed: 6 March 2017). Swain, H. (2006) Makeovers for the guides to essential reading. Times Higher Education Supplement (THES). Available from: (Accessed: 6 March 2017). Thompson, L., Mahon, C. & Thomas, L. (2004) Reading lists - how do you eat yours? Available from: http://wlv.openrepository. com/wlv/handle/2436/3693 (Accessed: 6 March 2017).