Making reading lists work Alison Randall and Sandra Celada Guest speakers: Ralph Denny, Steven Howlett, Magnus Lehn L&T Conference 20 th April 2016

Aims  Share best practice about how the Reading List Strategy has been implemented at Roehampton and how this is benefitting students and staff.  Introduce the key principles of the new Reading & Resource List Framework  Stimulate discussion about the pedagogical benefits of reading lists.

Reading list strategy: LTQC’s strategic aims Where appropriate reading lists for all taught modules will made available online via Roehampton Resource Lists (Talis Aspire) by All Resource Lists will be linked directly to the relevant module within Moodle, to provide an integrated online learning experience for students. They will be regarded as the definitive source for reading list information for module handbooks and prospective students. Academic colleagues will be aware of how to create and update reading lists via Roehampton Resource Lists.

Reading list strategy: Key principles Clear guidance for students: Directing reading (of different levels of importance) for individual seminars and workshops Directing reading for assessments and assignments Raising awareness of quality information sources to support further and independent study Informs the purchase of library stock: Works in accordance with the Collection Development PolicyCollection Development Policy Makes use of existing stock and digital resources Utilises copyright cleared Digitisation Services, where appropriate

Reading and Resource List Framework: Guidelines for presentation of reading lists 1.Lists should provide a clear week-to-week guide for students about what they should read and why. This weekly reading should be directly related to the work they are doing on a module during any one week.

Reading and Resource List Framework: Guidelines for presentation of reading lists Weekly reading should be provided in advance of the class and divided into: Essential reading: 2-3 items that it would be reasonable to expect a student to read during their independent study time for a module during the week. Further reading: 2-3 items to support students to take their study of a subject further, e.g. by offering readings at a more advanced level. Further independent study including assessment: suggestions and links to further reading to support students in developing independent study skills. These may be organised by topic, but should not include long bibliographies.

Reading and Resource List Framework: Guidelines for presentation of reading lists 2.When preparing reading lists, priority should be given to readings that are available in digital form. This should include the use of eBooks, online journals and databases and use of digitised materials for essential texts through the University Library Digitisation Service. 3.Online Reading lists are accessible and visible to students through the relevant Moodle module site.

Reading and Resource List Framework: Protocols for updating Reading lists The module convener has responsibility for ensuring that reading list are reviewed and updated at least once a year. Any changes and addition to the reading list has to be communicated to the library in good time 2016/17 Deadlines Autumn Term reading lists: Monday 1 August 2016 Spring Term reading lists: Monday 14 November 2016

Making reading lists work in the Business School The use of reading lists so far in the school has been uneven This will change – not least taking into account NSS for the BS and library (and the inter- relation between the two) Our re-validation is a chance to introduce new processes We already have a moodle template which isa start

Making reading lists work in the Business School As of the new academic year, the way we present our module layout to students will change. It will be clear exactly what reading students are expected to do week by week This will be presented in a Learning, Teaching Assessment Feedback plan. Which looks like this….

Making reading lists work in the Business School Going forward All module material including LTAFP ready before summer Following strategy of ‘a reasonable’ amount to read Further help for staff to prepare reading lists & to link LTAFP to moodle (and through LTFAP?) Understanding this does not preclude independent reading.