Watch this webinar, presenting the results of research exploring student perspectives on reading lists.
Based on the findings, the researchers recommend the following:
- Reading lists should be introduced to students on every module at the start af term, with guidance for students on how to utilize the resources included
- Structure is critical, based around themes or chronology. This should, where possible, be consistent across degree programmes
- Resources should be tagged based on priority. Additional/further reading is encouraged beyond 'essential reading
- Resources should be annotated with guidance on how to utilise resources for independent study or what to explore
- Having sections specifically relating to assessment activity/guidance/instruction is particularly welcomed
- Careful consideration should be given to the length/duration of reading list.
- Academics should review resources regularly. Out of date resources are seen to devalue the whole reading list experience
- Resources on reading lists should present a diversity of perspectives. opinions, and authors, helping students to draw critical understanding across subject matter
- Academics need to consider the 'load ' of essential reading for students. When selecting resources for essential reading, the time dedication required should be considered
- Academics should carefully consider the use of their own published works on reading lists, and the negative connotations that can come from this if not properly introduced or embedded.