Example reading strategies statements
Reading Strategies Statements are required in all module specifications with a view to alerting students as to how they will access any essential readings required for their studies. The examples below provide an illustration of the kinds of wording that might be used.
However, each module leader will need to consider the exact wording they wish to use for their particular module, and then support this via the relevant reading lists, study packs, links to online materials and digitised articles & chapters they provide to their students.
With regard to the Access and Skills element, it recommended that someone on the programme team, at each level, takes responsibility to ensure that the information skills sessions are scheduled with Library staff, and that it is clear to students that they are expected to attend.
READING STRATEGY LEVEL I
Essential Reading
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given a study pack or be referred to texts that are available electronically, or in the Library. Module guides will also reflect the range of reading to be carried out.
Further Reading
Further reading is advisable for this module, and students will be encouraged to explore at least one of the titles held in the library on this topic. A current list of such titles will be given in the module guide and revised annually.
Access and Skills
Formal opportunities for students to develop their library and information skills are provided within the induction period and the GDP. Additional support is available through the Library Services web pages, including interactive tutorials on finding books and journals, evaluating information and referencing. Sign up workshops are also offered by the Library.
Indicative Reading List
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. CURRENT advice on additional reading will be available via the module guide or Blackboard pages.
READING STRATEGY LEVEL II
Essential Reading
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given a study pack or be referred to texts that are available electronically, or in the Library. Module guides will also reflect the range of reading to be carried out.
Further Reading
All students are encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases and Internet resources. Many resources can be accessed remotely. Guidance to some key authors and journal titles available through the Library will be given in the Module Guide and updated annually. Assignment reference lists are expected to reflect the range of reading carried out.
Access and Skills
Students are expected to be able to identify and retrieve appropriate reading. This module offers an opportunity to further develop information skills introduced at Level 1. Students will be given the opportunity to attend the GDP sessions on selection of appropriate databases and search skills. Additional support is available through the Library Services web pages, including interactive tutorials on finding books and journals, evaluating information and referencing. Sign up workshops are also offered by the Library.
Indicative Reading List
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. CURRENT advice on additional reading will be available via the module guide or Blackboard pages.
READING STRATEGY LEVEL III
Essential Reading
It is essential that students read one of the many texts on research methods available through the Library. Module guides will also reflect the range of reading to be carried out.
Further Reading
Students are expected to identify all other reading relevant to their chosen research topic for themselves. They will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Many resources can be accessed remotely.
Access and Skills
The development of literature searching skills is supported by a Library seminar provided within the first semester and by the Graduate Development Programme at level three. These level three skills will build upon skills gained by the student whilst studying at levels one and two. Additional support is available through the Library Services web pages, including interactive tutorials on finding books and journals, evaluating information and referencing. Sign up workshops are also offered by the Library.
Indicative Reading List
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via the module guide.
READING STRATEGY LEVEL M
Essential Reading
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be required to purchase a set text, be given a print study pack or be referred to texts that are available electronically or in the Library. Module guides will also reflect the range of reading to be carried out.
Further Reading
Further reading will be required to supplement the set text and other printed readings. Students are expected to identify all other reading relevant to their chosen topic for themselves. They will be required to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Many resources can be accessed remotely. The purpose of this further reading is to ensure students are familiar with current research, classic works and material specific to their interests from the academic literature.
Access and Skills
The development of literature searching skills is supported by a Library seminar provided within the first semester. Students will be presented with further opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively. Additional support is available through the Library Services web pages, including interactive tutorials on finding books and journals, evaluating information and referencing. Sign up workshops are also offered by the Library.
Indicative Reading List
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via the module guide.
Common Mistakes in Reading Strategies Statements
The following are examples of reading strategies statements that could be improved to increase clarity for students.
“Students are encouraged to buy at least one text for this module; a list of recommended titles is provided in the module handbook and a copy of each is provided in the Library’s short loan collection”
- We advise that you avoid precise locations, as the Library may move items between areas of the collection depending on demand or policy decisions.
“The essential text for students studying this module is: Author, Title of the book, Publisher, nth ed, YYYY.”
- This sentence does not make it clear whether the student is expected to purchase their own copy. In addition, the book this statement recommended had an RRP of £105, which is possibly a little too much for most students. Module leaders should aim to present their references in the referencing style used by their Faculty, to lead by example and help students learn how to understand references.
Page last updated 8 November 2011