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500 into 4 won’t go – re-aligning “reading strategies” for the advent of reading list software

Talis Insight Europe 2016Jackie Chelin, Deputy Director of Library Services

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Problems (P) and solutions (S)• P: for many years students kept telling us they couldn’t find

the books on their reading lists in the library• P: academics saw it as a “library problem”• S: throw money at the problem (what money?)• S: buy more copies of the recommended texts (how many?)• S: adopt a sustainable strategy in collaboration with academics

and other university stakeholders

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S: Reading Strategies• Library collections to remain broad• “Core” “Further” readings (naming conventions established)• If core, all students had to be able to access the resources within

the required timeframe• Use short term loan service• Use the Library’s digitisation service• Use e-books• Ask students to buy their own copy

• Academics to consider how the students would develop the information skills to find the further readings

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RS Implementation Group• Chaired by a Dean • Included academics from each faculty, from Academic Services, Library and

Students’ Union• Amended module specifications to include a reading strategy statement:• How students would be expected to access their readings • How students would develop information skills

• Rolled out with all new programmes, then (retrospectively) first year UG and all PG programmes, then second and third year programmes

• Successful because:• The group was representative and authoritative• The proposition was beneficial to all stakeholders• Library staff eased the way with good practice examples

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S: Reading List Software?• Felt that software could not solve a cultural problem• It was not needed to automate a “formula” approach to

purchasing multiple copies (500 into 4 still doesn’t go)• Academic staff had endured a series of “initiatives”, including

online marking, and were becoming fatigued and cynical• But, now things have changed…..

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Developments• No more short loan collections (“Go digital” library policy)• Digitisation service improved• Second extract service; alternative formats for disabled students

(for core readings)• Many more e-books available (although access is now becoming

more restrictive again for some!)• SU “hidden costs” campaign • Library now responsible for wider academic skills support and

development

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Enhanced Reading List Project• Various streams

1. Awareness raising (guidelines for a good reading list)2. Reading list software (currently out to tender)3. Extend digital provision (different models, incl PDA/EBA)4. Copyright/licensing considerations (building on CLA licence)5. Alternative formats development (more effective workflow)6. Open Educational Resources (pilots with faculties)

• The project reports, overall, to UWE’s Learning, Teaching and Student Experience Committee

• Challenges include academic staff engagement (relevance/timing/workload)• Solutions rely on strong liaison work and librarians present at all relevant

faculty meetings to advocate and support

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Implementation (1)• Planning a similar approach to Reading Strategies • Defining principles of a good reading list - in collaboration with

academic staff• Working with Academic Services staff to:• Negotiate changes to module specifications - just include the link

to the reading list (available also to external advisors/examiners)• Changes to the programme specifications - identify where

academic skills will be developed throughout the three years (links with learning outcomes and assessment strategies)

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Principles of a good reading list• Involve partnerships between subject librarians and module

leaders at the module development stage• Enhance students’ experience by helping them manage their

academic reading and provide structure to their learning.• Underpin independent learning, as students develop from

dependent to autonomous learners by exposing them to a range of materials and information sources.

• Raise interest and engagement in the subject• Enable students to access the digital content they need

anywhere from any device.

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Guidelines for a good RL• Rationale – Make it clear by when and for what purpose you are expecting

students to read specific items or purchase texts. State the relative importance of reading list items and use any terminology consistently e.g. core, further etc.

• Presentation & Structure – Organise your reading lists clearly and make the type of resource easily identifiable; present lists in the referencing style to which you would expect the students themselves to conform.

• Accessibility - Link to digital content wherever possible to enable students to access their learning materials anywhere, from any device and in the most appropriate format.

• Updated and revised regularly – It should be clear to students that they are accessing the most recent version of a reading list.

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Implementation (2)• Discuss reading lists and software at faculty Learning and Teaching

Committees• Pilot the software with faculty champions from May 2016• Rollout the software to all modules from May 2017• Employ interns to help with checking and training• Relate the initiative to current UWE pre-occupations:• recruitment, engagement, retention and achievement• reducing hidden costs• Learning 2020 – one of the university’s key strategic programmes

• Taking on board advice from other institutions….!

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Many thanksAny questions/comments/suggestions?Jacqueline.Chelin@uwe.ac.uk

Fact or Fiction : the success of Reading lists at Teesside

UniversityCarol Dell-Price

Academic librarian (Research Support & Bus.Engagement )

L&IS : Strategic aims• Resources - proactively develop and mange content to enable the University’s Learning

Research and Enterprise activities• Learning Development and Support - Play a key role in the design development and

delivery of a unified approach to skills development delivery of a unified approach to skills development• Enabling Processes – Ensure our activities are underpinned by effective processes,

technology and structures, which demonstrate best practices, encourage synergies and develop a culture of lean thinking

• Staff – To further develop a professional and flexible tem with the skills, knowledge and expertise to contribute effectively to the learning., teaching research and enterprise activities of the University and to ensure L&IS continues to deliver excellence

Need for change• University drive for a better student experience • Reading lists are a core part of that student

experience • University Wide Working Group had already

identified need for a new reading list system

Working groups • Project Tender Group included senior staff from

schools and departments – (pre implementation ) • Advisory Group – members were senior staff across

the University • Project Management group consisted of L&IS and IT

staff –

Strategic Plan :Key elements• Rollout : successful launch in September 2014• Engagement : all staff and students to have seamless

access to up to date reading lists• Integration : the system worked with our VLE and

our module documentation for approval and review of programmes

Culture Change • Must be viewed as a University system

• Very different workflow for LRS team

• Academic staff were given the opportunity to publish and review from day one

Rollout :Preparing the ground• We converted approx. 1500 Reading Lists from our

old system• Tidied up level 4 ( first year UG ) lists• Organised and publicised group training sessions

Selling the BenefitsAcademics

Students

Library

University

SpProject Manager

School Conference

Academic Standards

Committee

Learning & Teaching

Committee

Subject Group

Meeting

Engagement :academic staff• Slot at school conferences/away days useful – swap

shop of ideas at one school• We offered 30 min group training sessions

throughout the first term of the launch• 1-2-1 training in staff offices most effective

Integration• Summon • VLE • Also linked RLO to module documentation being

submitted for programme approval and review in the University

Where are we now?• 51% academic staff now trained in RLO• 1118 published reading lists currently in the system• 60% of our budget has been spent by academic staff

using RLO

Lessons learnt• Rollout :we wouldn’t try to convert old reading list

data• Engagement : still viewed in some areas as a library

system• Integration : We would regularly review key

stakeholders in future developments

What’s Next

• Semesterisation

• Customer Account Planning

• Rollover

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