Online reading lists: encouraging staff engagement to improve student information literacy - Taylor
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Online reading lists: encouraging staff engagement to improve student information literacy - Taylor
- 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 alison.taylor@worc.ac.uk
- 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. 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
- 5. 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
- 8. 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+
- 10. How long is too long? a. >0 b. >20 c. >50 d. >100 >0 >20 >50 >100
- 13. 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
- 14. 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
- 15. 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
- 16. 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
- 18. I tell my students how to access the resource list for my module a. True b. False True False 0%0%
- 19. I discuss my resource lists with my students a. True b. False True False 0%0%
- 20. Students essentially ignore resource lists a. True b. False True False 0%0%
- 21. 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
- 22. 29th August 2016- 5 March 2017
- 23. My module doesn’t need a resource list a. True b. False True False 0%0%
- 25. My resource list has a mix of books, chapters, journal articles, web pages, and multimedia a. True b. False True False 0%0%
- 26. 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
- 27. A reading list in my printed module handbook is sufficient a. True b. False True False 0%0%
- 29. My reading list reflects current literature in the topic a. True b. False True False 0%0%
- 31. I use my resource lists to encourage critical reading/ independent learning a. True b. False True False 0%0%
- 33. I have read all the items on my own resource lists a. True b. False True False 0%0%
- 34. I involve my students in the creation of resource lists a. True b. False True False 0%0%
- 44. The Hive
- 45. List usage
- 46. 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
- 47. 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.
- 48. 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.
- 50. References Bevan, N. (2012) Preliminary to reading. Times Higher Education Supplement (THES). Available from: https://www.timeshighereducation.com/news/preliminary-to-reading/419086.article (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: http://www.lboro.ac.uk/media/wwwlboroacuk/content/library/downloads/projects/StaffReadingSurvey_Report_March2012.pdf (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: https://drive.google.com/file/d/0B- hlVJRmdzVsQ2pIbDhrV3BHWjA/edit (Accessed: 6 March 2017). Swain, H. (2006) Makeovers for the guides to essential reading. Times Higher Education Supplement (THES). Available from: https://www.timeshighereducation.com/features/makeovers-for-the-guides-to-essential-reading/200896.article (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).
Notes de l'éditeur
- Whatever the purpose of your list, it needs to be communicated to your students, either in class or by annotating the list
- Example of a week-by-week resource list
- We are trying to avoid an endless list with no subject/ theme/ time groupings.
- UW Resource Lists: Mean: 26 items per list. Mode/ median: 18
- If does, of course, depend on subject. But, have a guess at the longest UW resource list.
- Click on the image to see the sections, themes, annotations, etc
- Student feedback
- Upgrades are coming. Design you list so that it doesn’t spoon-feed (and think about your own undergraduate reading behaviour) Can generate a bibliography in Harvard.
- Please do
- Students want their reading to be relevant. Module leaders need to demonstrate this by discussing why students should look at different reading and by annotating lists.
- No list is fine. But don’t just leave you students in the wilderness and expect them to find good resources. Students can benefit from library classes and workshops and more guidance on using resources. Just ask!
- AQU guidelines require that there is a link to http://resourcelists.worc.ac.uk in the module guide. Print lists are discouraged
- One list to rule them all! The UW Academic Quality Unit request that the only list made available to students is the Aspire list. There should be no other copies on module guides, Blackboard, blogs etc. Links to the original list only.
- Worst example: 12 item reading list, 11 items out of print and not in library/ online (for a subject that involves quite a lot of tech).
- Your reading list should not look like this!
- Annotation give students reasons to read the items on the lists. It makes sure they are relevant to what’s being studied in class and means they are much more likely to be read. Use your own voice.
- Everything on your list should be relevant and add value for your students
- Good pedagogy to do this. Colleagues have participated in a project doing this. Very positive reaction from the students and a very up to date and interesting list was produced.
- Students used to be looking for a single plant in a desert. Now they are looking for a single plant in a jungle. A decent resource list can guide them to the right plant.
- At induction new Early Childhood students were asked which book they would take with them to a desert island. Answers were largely YA fiction or books which had recently been made into films. Very few students said the liked reading or read for pleasure.
- Academics were continually entreating students to read more widely but to no great effect. Realised students are much more used to just finding information at the touch of a button, often don’t like reading very much and don’t understand the language of reading lists.
- Michelle and team set about rewriting their modules, starting with the resource list. They altered the whole first year study skills and the whole first year practice based modules starting with the list. Teaching content, assessments and even teaching location were all focused around encouraging the students to engage with the literature.
- Lists were wee-by-week and included notes and explanations. Made sure the list was the starting point for teaching rather than the add on at the end. Made it clear the list could change depending on current policy, things the students were interested in etc.
- Gave different levels of reading to engage different students. Were very specific about why something should be read. Pointed out the exact chapter that was important.
- Gave reading for less academic elements including placements.
- Encouraged student to revisit reading and reflect on it in the light of new things they had learnt. Purposeful reading- the reading is directly related to teaching.
- Gave weeks off for students to catch up or revisit reading. Supported the students to increasingly find their own materials. 7 sessions from Liaison Librarians, frequent class trips to the Hive.
- 7 sessions from Liaison Librarians, frequent class trips to the Hive.
- Resource list usage went up (cohort of 30). But more importantly the students’ whole attitude to reading has changed.
- Student and staff feedback showed some interesting effects. As well as increasing reading the appreciation of the need to read, students found the module better organised. Staff were equally please about the effects of all the pre-reading in class. Reading improved class discussions and formative assessments. Staff are eagerly awaiting the students summative submissions, due in any day now.
- The only appropriate reaction.