This document provides an overview of a library staff development session on supporting students through the use of reading lists. The session aims to explain how reading lists can help with collection management and add value for both students and staff. Benefits of accessible reading lists are outlined, such as ensuring recommended materials are available in the library or online. The document also discusses how reading lists can support students with disabilities by providing alternative formats and links to resources. Statistics on disability are presented to argue that more should be done to meet the needs of print impaired students through reading lists.

1. One size fits all?
Looking at Reading Lists in the wider
context.

2. •.
Staff Development
LIBRARY STAFF
Session Title:
LIBRARY UPDATE SESSION:
SUPPORTING OUR STUDENTS: THE VALUE OF READING LISTS
(based on students FAQ)
Presenters:
Linda Jones + Graduate Intern
Who the session is aimed at:
All Library staff
Maximum number of participants:
15
A quick overview of the Reading List Leading Change Project
What the student and lecturer see in n Aspire reading list
How reading lists can help the library in Collection Management
How the library can add value to reading lists.
Use of a few scenarios to look at reading lists and their impact.

3. What are the benefits for staff and students?
Ensure recommend
reading is available in the
UL or accessible online
Accessibility of the information; including
previews on Google Books or linking
directly to an e-resource, where available
Annotations help to provide clarity for the
student. What is essential reading, what
chapter should I read?
Seamless links within Moodle to sections
of the list for different weeks or seminars
Integration of video, text and other resources,
including library databases or e-books collections to
encourage students to research independently
An available list enables us to acquire alternative
formats for visually impaired students
Dyslexic students have easy links to the resource and
where available, e-books and journals can be used
with specialist software
Academic Staff & Web
Developers

4. Creating an
Exemplar List

5. Subject Pages

6. Link to Levels of Information Literacy
Promoting embedding
individual guides

7. Additional Support
HESA Disability statistics 2011-12
9%
No
known
disability
Known
to have a
disability
91%

8. Disability by Type
A specific learning difficulty
Another disability, impairment or medical condition
A long-standing illness or health condition
Mental health condition
Two or more conditions
A physical impairment or mobility issues
Deaf or a serious hearing impairment
Social communication/Autistic spectrum disorder
Blind or a serious visual impairment
3%
2% 2%
4%
8%
9%
48%
11%
13%

9. Hitting the Mark?
In the mythical land of average…
• ~ 15,000 students in a university
• ~ 675 students are ‘Print impaired’
• Assume 3 core texts per learner.
2025 requests/yr
actual median value = between 5 and 15

10. Are we hitting the mark?
or scratching the surface?

11. References
•
•
•
•
•
•
Library maths http://www.slideshare.net/LindaJones4/library-maths
Bombshell books
Big crocs, little crocs illstration from Holaday98’s flickrstream
Scratch from doc(q)man ’s flickrstream
Smack in the middle from Ogimogi’s flickrstream
Extracts from UoP website and training courtesy of colleagues
Greta Friggens and Anne Worden
• Statistics on disability HESA
http://www.hesa.ac.uk/index.php/content/view/1973/239
• Alternative Format statistics CLAUD Research on alternative
formats across presented at E-books and Accessibility Ugly
Duckling or Adolescent Swan? Feb 2013
http://www.jisctechdis.ac.uk/techdis/events/detail/2013/ebook13022013
Thoroughly recommend the presentations from this event.