1. School of Biological Sciences University of Leicester
Student's Online Attention and Reading lists: navigating the river of student attention (0015)
Alan Cann
School of Biological Sciences
University of Leicester
Find me here:   bit.ly/AJCann
Abstract:
In the School of Biological Sciences, all the available evidence suggests that very few students engage with the curated reading lists given to them in the blizzard of information they are faced with at the start of Year 1. After their training in secondary education and the strategies they have adopted to be successful at A level, all the evidence suggests that these students fail to engage with non-assessed extension tasks when they transition to HE. A generation ago the sources of information available to students were comparatively few. Academic staff curated and channeled information to students through lectures and reading lists of carefully selected books. In some disciplines, literature has remained the focus of study, but in others, science in particular, the burgeoning sources of online information have out-competed traditional sources. As the ubiquity of online interactions has increased with services such as Facebook and Twitter, important information becomes submerged in the chatter. Non-assessed reading to broaden knowledge does not compete effectively with just-in-time Internet sources.

2. The Problem
All students are given a printed reading list in the first week of term. But: Survey Says:
Since the beginning or recorded time (the 1960s) we have given students entering SBS a printed reading list in 1st week of term.
But: Survey Says: graphs see -
Students Say:
“I was not made aware that it existed until the end of my first year. I think if would be good to make this list known to freshers when they first arrive at university.
I was not aware of the existence of a reading list.
Unless the school reading list happens to have journals specific to each module and assessment I personally do not see the use in it.
I can only vaguely remember receiving this list. I remember having read some books on the list, by coincidence.
I have never been provided with a reading list and wasn't even aware of where to find it.
It contains pointless books & are a waste of time.
I was told not to worry about it.
Is it actually essential? I was given a reading list when I started my first year back in Didn't read anything from it. Also, didn't need to.”

3. Students Say:
I was not made aware that it existed until the end of my first year. I think if would be good to make this list known to freshers when they first arrive at university.
I was not aware of the existence of a reading list.
Unless the School reading list happens to have journals specific to each module and assessment I personally do not see the use in it.
I can only vaguely remember receiving this list. I remember having read some books on the list, by coincidence.
I have never been provided with a reading list and wasn't even aware of where to find it.
It contains pointless books & are a waste of time.
I was told not to worry about it.
Is it actually essential? I was given a reading list when I started my first year back in Didn't read anything from it. Also, didn't need to.
Since the beginning or recorded time (the 1960s) we have given students entering SBS a printed reading list in 1st week of term.
But: Survey Says: graphs see -
Students Say:
“I was not made aware that it existed until the end of my first year. I think if would be good to make this list known to freshers when they first arrive at university.
I was not aware of the existence of a reading list.
Unless the school reading list happens to have journals specific to each module and assessment I personally do not see the use in it.
I can only vaguely remember receiving this list. I remember having read some books on the list, by coincidence.
I have never been provided with a reading list and wasn't even aware of where to find it.
It contains pointless books & are a waste of time.
I was told not to worry about it.
Is it actually essential? I was given a reading list when I started my first year back in Didn't read anything from it. Also, didn't need to.”

4. The Solution? Two pronged approach: SciReadr.com
Face to face book group meetings in a social setting (beer or coffee)
Two pronged approach:
Website:
Face to face book group meetings in a social setting (beer or coffee).

5. Did it work? Book group meetings difficult to organize ("too busy").
Nope. Book group meetings difficult to organize ("too busy"). Only 1 so far, 1 student attended.
Website figures flat (graph), no discussion online - or on the Facebook page.
Book group meetings difficult to organize ("too busy").
Only one so far, 1 student attended.

6. The Cult of the Individual
Some students still read books, but they don't feel the need to aggregate into social groups to share their feelings. Instead, the literate may express themselves as individuals. Facebook is the new de facto social but it breaks larger units. The losers are clubs and societies, and institutions. Disintermediation breaks the social rationale for these groupings. Students study as individuals, socialize with their Facebook friends. They have no need for societies. Social networks are not the cause, merely a reflection of change. Where are we going with these technologies? Is it futile to work against them, should we cultivate the zeitgeist? What does this mean for education? How do we influence student behavior, give them the reading habit if they don't arrive in H.E. with it?
Some students still read books, but they don't feel the need to aggregate into social groups to share their feelings. Instead, the literate may express themselves as individuals. Facebook is the new de facto social but it breaks larger units. The losers are clubs and societies, and institutions. Disintermediation breaks the social rationale for these groupings. Students study as individuals, socialize with their Facebook friends. They have no need for societies. Social networks are not the cause, merely a reflection of change. Where are we going with these technologies? Is it futile to work against them, should we cultivate the zeitgeist? What does this mean for education? How do we influence student behavior, give them the reading habit if they don't arrive in H.E. with it?

7. Is assessment the only way?
Where do we go from here?
Is assessment the only way?
Is assessment the only way?

8. The Great Book Vote
Go to and pick one of the books listed.
Read the book you have chosen.
Write a review of the book you have read and add it as to the appropriate page on SciReadr.
Marks will be awarded for:
Quality of writing (including spelling, grammar)
Clarity of expression
Detailed knowledge of the book you have reviewed (demonstrated by the content of your review, specific quotations to support your argument)
Persuasiveness - does your review persuade other people to vote for your chosen book (or not, if you thought it wasn't very good)?
The Great Book Vote
1. Go to and pick one of the books listed there.
2. Read the book you have chosen.
3. Write a review of the book you have read and add it as to the appropriate page on SciReadr.com.
Marks will be awarded for:
Quality of writing (including spelling, grammar etc)
Clarity of expression
Detailed knowledge of the book you have reviewed (demonstrated by the content of your review, specific quotations to support your argument, etc)
Persuasiveness - does your review persuade other people to vote for your chosen book (or not, if you thought it wasn't very good)?

9. That’s all folks.