Reading Resources Strategy

Reading Resources Strategy

The Reading Resources Strategy is the University’s response to an increasingly complex information environment, which presents students with a huge amount of choice when faced with a research project or assignment. In order to support students effectively in locating, evaluating and communicating the information they require for their courses, the Strategy aims to clarify recommendations (Reading Lists), improve accessibility and availability for the library’s resources, and deliver a suite of methods to support the development of information skills. Furthermore, the Strategy is a direct response to student dissatisfaction with limited access to resources within the context of finite budgets.

The Strategy was presented to the Executive Management Board in 2009 and accepted as University policy. Initial implementations have taken place with the Institute of Health and Society, and the Worcester Business School, and is now being rolled out across the University.

Essentially, the Strategy aims to:

  • Standardise reading lists at Module Specification level, ensuring clarity for students and realistic expectations in the provision of resources.
  • Define Set Texts, Essential Reading and Further Reading, and deliver resource as appropriate.
  • Provide Information Literacy teaching to enable students to locate, evaluate and communicate information from high quality sources.
  • Promote the provision of e-books to meet access requirements.
  • Provide digitised book chapters and journal articles for all students on named modules. These on-demand copies are available on Blackboard.

Benefits

The Reading Resources Strategy can provide clear benefits within a module:

  • Increase student access to essential reading.
  • Manage student expectations regarding book access.
  • Save module leaders time.

Method

To achieve these goals, participating Institutes follow these guidelines:

  • Use a reading list template provided by ILS in Module Specification documents, and Module Outlines.
  • Include Set Texts where appropriate. These are books you would expect the student to purchase. Not all modules will include a Set Text, and the decision rests entirely with the Module Leader. ILS will work with Waterstones to supply texts with a student discount.
  • Include Essential Reading, defined as texts which the students are expected to read. These should be e-books, e-journal articles or digitised chapters wherever possible to ensure access for the cohort.
  • Include Further Reading, defined as desirable for students to read and indicative of wider research.
  • Use the OASIS ordering system to place book orders with ILS and easily discover e-book alternatives and new titles on the market. OASIS training and support is available from Academic Liaison Librarians.
  • Order e-books wherever available and financially viable to ensure access.
  • Approach Academic Liaison Librarians to embed Information Literacy teaching in your module or to find ways to enhance information skills for your students.
  • Request Essential Reading book chapters or journal articles as digitised copies to be made available through Blackboard.

More information on the Strategy is available through your Institute’s Academic Liaison Librarian.