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| Date post: | 10-Feb-2017 |
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Intended outcomes• Will have considered ideas about
academic staff and student perspectives about the purpose of reading lists
• Will have explored and discussed recent research on reading lists and pedagogy
• Will have given feedback about a proposed research study into UEL students’ experience and views of reading lists
David Clover [email protected]
jvoves https://flic.kr/p/649bTn
Introductory comments• Reading lists discussed a lot in library
literature, but usually in technical and operational ways
• Within learning and teaching relatively few studies
• Function and design of reading lists have largely been taken as relatively unproblematic
David Clover [email protected]
Lets start with the ugly!• Reading lists copied
from when we studied (some years ago and at a different institution)
• Out of date• Resources not
available• Poorly organised or
not organised at all• Too long• At wrong level
brieanddylan https://flic.kr/p/5qsgk4
Exercise 1• Individually using post-its, using one
post-it note for each idea answer the following question…
What do you think is the purpose of reading lists? (5-10 minutes)
• In groups gather and arrange your ideas into themes
David Clover [email protected]
Exercise 2• Individually using post-its, using one
post-it note for each idea answer the following question…
What do you think students think is the purpose of reading lists? (5-10 minutes)
• In groups gather and arrange your ideas into themes
David Clover [email protected]
Raul Pachero-Vega https://flic.kr/p/e6FDSr
Some definitions“Documents created and maintained to
direct use of resources, used to obtain resources, and to make decisions about provision of access to resources” (Jones)
“Skeleton of a semester’s body of thought” (Davis)
“At worst… a measure of academic virility (“mine is bigger and better than yours!”)” (Bevan)
“A legacy from the days of ‘horses for courses’ when an elite and ‘time rich’ student group could be set reading lists and left to read steadily through them” (Piscioneri and Hlavac)
“A medium or interface between tutor and student, rather than a straighforward resource or device” (Stokes and Martin)
Reading lists and pedagogy: Some ideas, questions and issues
• How important is the reading list?• Visibility – can and do students find?• Issues about content and quality• Currency and up to-date-ness• Length• Structure(or lack thereof)• Availability or resources and ease of
accessDavid Clover [email protected]
Davis: The flexible, investigatory reading list
• The flexible list, starting with an initial core (a month’s reading) and then responding to students’ existing knowledge, interests and suggestions
• Moving from a fixed, industrial mode of teaching to a “knowledge surfing of networks”
• Assumes only applicable if not teaching specific body of knowledge, and assumes “new world of ebooks, online publications, and next day deliveries”
David Clover [email protected]
Annotation • Why this item has been chosen?• How it fits into overall learning
experience?• Level of reading skill required?• Alternative texts for those with
differing reading abilities?• Depth of coverage and style of
writing?David Clover [email protected]
Piscioneri and Hlavac: The minimalist reading model
• Builds on ideas about annotation• Annotated extracts from full texts linked wherever
possible to glossaries, e-dictionaries and translation services
• Helps students learn how to read texts actively and introduces new and sometimes expert vocabulary and themes
• But, not intended to replace conventional reading list models
• Suggested as a complement to pre-lecture reading lists, and not for reading lists that support assessable research essay tasks
David Clover [email protected]
Siddall and Rose: Scaffolding• Notes concerns about spoonfeeding
versus the development of information skills
• Advocates clear annotation and signposting to range of resources for different levels and abilities, “progressively withdrawn” as students advance through a course of study
David Clover [email protected]
University of the West of England: Reading Strategies
• Reading Strategies include a reading strategy statement and a reading list, which tell the student:– What they should read and how to access it– Whether they should explore further readings
for themselves– The support available to develop their study
skills so they can find the resources they need• Includes sample statements for each level
and checklistsDavid Clover [email protected]
Decolonising the curriculum• Why is my curriculum so white?• And male?• To what extent do reading lists
contain alternate and divergent views and perspectives?
David Clover [email protected]
A research proposal• Build on work carried out at
University of Wolverhampton and Loughborough University, to investigate staff and student perspectives on reading lists
• Survey and interview approach (looking at specific programmes)
David Clover [email protected]
References and further reading
• Barnett, Lee et al (2012), “Academic reading at Loughborough University: exploring decision making, choices and influences”, Loughborough University Library
• Bevan, Nick (2012), “Preliminary to reading”, Times Higher Education, February 23, 2012
• Brewerton, Gary (2014), “Implications of student and lecturer qualitative views on reading lists: a case study at Loughborough University, UK”, New Review of Academic Librarianship, 20, 78-90
David Clover [email protected]
• Davis, Lennard J. (2012), “Against reading lists”, Chronicle of Higher Education, July 16, 2012
• Franklin, Ginny (2012), “Staff survey on academic reading”, Loughborough University Library
• Jones, Huw (2009) “Reading lists in Cambridge: a standard system?” http://www.dspace.cam.ac.uk/handle/1810/221924
• Piscioneri, Matthew and Jim Hlavac (2012), “The minimalist reading model: rethinking reading lists in arts and education subjects”, Arts & Humanities in Higher Education, 12(4), 424-445
David Clover [email protected]
• Siddall, Gillian and Hannah Rose (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), 52-73
• Stokes, Peter and Lindsey Martin (2008), “Reading lists: a study of tutor and students perceptions, expectations and realities”, Studies in Higher Education, 33(2) 113-125
• Thompson, Lisa, Claire Mahon and Linda Thomas (2004) “Reading lists – how do you eat yours?” Teaching and Learning Projects 2003/2004, University of Wolverhampton Centre for Learning and Teaching http://hdl.handle.net/2436/3693
David Clover [email protected]
