Download - Developing Information and Digital Literacies with Online Reading Lists - Kerry Webb | Talis Insight Europe 2016

Video Delivery Partner

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT2

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTCopyright University of Reading

DEVELOPING INFORMATION AND DIGITAL LITERACIES WITH ONLINE READING LISTS

Strategies for engaging the academic community

Kerry WebbArts & Humanities Liaison Team Manager / Course Support Co-ordinator

Library


READING AT READING (THE INEVITABLE STATISTICS)• 17,000 students • UK and overseas campuses – • Reading, Henley-on-Thames, Johannesburg and Iskandar• The Library -

• Holds over 1 million items in stock• Is open 24/7 in term time (Main Library, Whiteknights only)• Employs 140 staff, across the Main Library, Special Collections

Service and Study Advice teams• Has a team of 17 subject Liaison Librarians, responsible for co-

ordinating the acquisition of reading list materials


DRIVERS FOR CHANGE• Reading Lists annual survey: limited success in obtaining lists for the

Library• Copyright compliance and the need to streamline our existing

processes• Aligning ourselves with University-wide T&L strategies• Creating more efficient and effective workflows internally• Spending our resources budgets in a more targeted manner• Remaining competitive amongst our peers


POTENTIAL BARRIERS• Lack of academic engagement

• online reading lists are ‘spoon feeding’ students • time needed for training on the system• existing poor submission of reading lists to the Library• existing limited use of the Library’s scanning service• project overload• resistance to making reading lists ‘public’


STRATEGIES EMPLOYED• Promoting specific advantages at:

• Student level• Staff level (Library and academic staff)• University-wide

• Emphasising the pedagogical advantages that online reading lists can offer

• Encouraging early engagement with the system

• Engaging influential champions


PRACTICAL STEPS TAKEN• Aligning online reading list creation with information and digital

literacy skills• Delivering workshops to staff new to teaching• Using student survey data to promote good academic practice • Providing statistical information to School Directors of T&L to encourage

good practice• Exploring differing perspectives• Developing support materials for staff and students to encourage

further engagement


PRACTICAL STEPS: IN MORE DETAIL

Click icon to add picture


INFO LIT & SPREADING THE WORD• Aligning online reading list development with information and

digital literacy skills• Effective Reading Lists guidelines developed and promoted to all

Schools• Presentations delivered to relevant groups, including Boards of

Study and School e-Learning Co-ordinators• Providing specific examples of how Talis functionality can be

employed to encourage skills and attributes outlined in established info and digital lit models

• Promotion of an example reading list to illustrate this in practice ‘Using online reading lists to develop information and digital literacies’

https://reading.rl.talis.com/lists/A2C67020-D21D-974C-A0F0-661E036CAB9C.html




GETTING THEM EARLY• Delivering workshops to staff new to teaching as part of the

University’s compulsory HEA accredited Programme


SEEKING OPINION2nd Year undergraduates • Find the length of some lists

‘overwhelming’• Would like some guidance on the

difference between ‘core and essential’ ‘recommended’ and ‘suggested’ reading

• Find annotations / guidance on the relevance of cited texts helpful

I would benefit from guidance on how to use certain texts, perhaps sub headings

some guidance between… ‘core and essential would be useful’ / ‘recommended and suggested’

‘lots of secondary reading can make it difficult to know which are most important’


USING STUDENT SURVEY DATA• 3rd Year undergraduates • Appreciate a range of texts to

chose from• Are generally happy at interpreting

what is meant by ‘essential’ and ‘recommended’

• Concerned over currency of some cited editions

the extensive secondary list is useful

for essays/exams

lists are old or its not clear it’s a chapter in a book, and the book

title isn’t given

I feel divisions on lecture topics could also be useful

I would rather have a wide range of books to explore


LIES, DAMNED LIES…• Providing statistical information to School/Departmental

Directors of T & L • Reporting on:

• Average number of items per list, per year group• Number of lists published / in draft• Links to our Effective Reading Lists guidelines• Number of scans and how these were accessed• Links to guidance on placing a digitisation request and info on the

Library’s scanning service• Page views per list to illustrate student engagement


SEEING IT FROM BOTH SIDES• Exploring differing

perspectives• Student focus groups

and surveys • An open session for

academics on the pedagogic value of online reading lists


HELP AND SUPPORTSimultaneously developing online guides and screencasts for students and staff


REFLECTIONS AND NEXT STEPS• Improve academic engagement • Encourage students to engage with their Talis lists • Further develop our communications strategy• Promote dashboard functionality to academic staff • Measure impact• Celebrate success!


THANK YOU FOR ATTENDINGemail: [email protected]

Video Delivery Partner

Download - Developing Information and Digital Literacies with Online Reading Lists - Kerry Webb | Talis Insight Europe 2016

Top Related