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Scenario 1:A mixed cohort of students likely to include some dyslexics and significant number of international students. Research methods reading list specifying a group of key texts which include two “Bombshell Books” not available electronically listed as a specific edition but not the most current. List organised into weekly readings with individual a chapter from the one of these “Bombshell Books” listed for each week.What problems face the students?
Problems reading reading list Problems interpreting reading list Possibly stick to exact reading list very rigidly Problems locating physical stock Essential items unobtainable Difficulty seeing how list is used List will disadvantage dyslexics and non-English
speakers All students may have problems accessing books Some books may be impossible to photocopy Demand will outstrip supply for weekly readings
students will disengage with readings as impossible Some students will refuse to use anything but specific
edition even if content is similar apart from revisions Some students may receive some disability support but
others who have not declared their needs will struggle others may find language and referencing system unfamiliar
What can the lecturer do to improve the list?
Offer subject number guidance as to browsing Suggest alternative titles to essential texts Organise scanned readings in VLE Model using essential text as starting point for further
references Scaffold start of independent learning provide
guidance on finding alternatives Structure reading list Define reading list terms core, essential, background
use icons to identify different types of reading Investigate accessibility support Liaise with library Suggest keywords for searching Could insist students buy essential reading Use a greater variety of resources eg journals Look for current editions Facilitate links between library and other support units
which might be involved eg international office, disability support
Liaise early with library over possible demand Consider scans of chapters to provide scaffolding to
encourage completion of weekly readings (there are difficulties for dyslexics if these are not OCR and an older edition cannot be used without a pedagogic reason so may need advice/help from library)
How can the library help? Offer drop ins/tours for students
Brief enquiry desk staff Offer accessibility support Publicise accessible features of e-books to everyone Digitise chapters Change loan periods Ebooks Either obtain or notify department responsible
alternative format of titles for eligible students Change loan periods of books Some books may be difficult to obtain in alternative
format and impossible to scan Advise on additional/alternative titles and other
resources Advise on possible alternative sources Advise on copyright and scanning and provide good
quality scans Suggest alternative resources including web,
audiovisual and any e-editions which can be tracked Continue checking for new e-editions throughout life
of list Provide appropriate supporting materials explaining
use of reading lists and help available to all students Provide appropriate supporting materials explaining
use of e-resources and authentication and help available to all students including accessibility features of e-resources (important for those who have not disclosed)
Scenario 2:Scenario 2: First year distance learning course with proportion of students based outside the UK.
Reading list specifies 250+ books, book chapters and articles in alphabetical order by author. A significant number of books are not available electronically, some books are out of print and not in library stock. Journals used employ at least 4 different methods of authentication.What problems face the students?
Students will be confused about access Students will have no sense of priorities Readings may be random Students now likely to expect e-books Information overload Language problems may not be as easy to spot and
assist with remotely May need guidance on role of reading list and would
probably appreciate clear ranking of core, additional background reading with what each term implies
May be better equipped to deal with shorter items articles/chapters
Scans across borders present additional problems essential lecturer has consulted university copyright
Some e-resources may not be available outside UK May need to learn multiple login processes and
usernames and passwords Lecturer may not be aware of any accessibility
problems List may overwhelm students who will be isolated
with no others to compare notes with Not being able to access any single item will create
problems and may discourage student from using list at all
What can the lecturer do to improve the list? Week by week/thematic breakdown of titles Revise/prune list Include some easier/shorter preliminary readings to
help students acclimatise Consult library about stock availability Rank book s by relevancy Fewer titles but prompts to explore further eg
recommended key words/class marks Clearly identify few key/core titles Highlight possible local sources of OP material Include library access guides for journals Work in partnership with library Identify core texts to buy Structure list in sections Consider accessibility (and non-disclosure) across all
courses Make sure essential items are available to all Make sure list is structured showing importance of
items consider thematic sections if week by week structure is not appropriate
Choose more up to date resources
How can the library help? Digitise key chapters Copyright/licensing issues re international usage? Make lecturers aware of new materials which are
being published Monitor usage and work with lecturer to improve this
Offer to work with lecturer on OP problems (e-availability, second hand purchases, local specialist collections) offer alternatives with e-availability
Create guidance on accessing specific sources Induction to concentrate on authentication and e-
resources Differentiate e-access and print Explore digital course packs Exploit relevant e-licences to maximum Lobby all suppliers re access mechanisms –still too
many not Athens/Shibboleth compliant and those that are can still be confusing
Continue search for holy grail of single sign on Consider use of E-Zproxy links Digitise as much as legally possible Offer online digital literacy sessions Continually monitor authentication problems and look
to move to single sign on as much as possible Advise academic on improving list Periodically re-check for e-availability of specific
items.
Scenario 3Large cohort (200+) of first year students tackling a new and unfamiliar subject area. List consists of 5 print textbooks (with multiple copies of between 2 and 10 for individual titles) listed as texts which provide introduction to main themes and principles of the subject. Students
expected to utilise at least one subject specific database to complete research for assignment. What problems face the students?
Database:- lack of experience questionable relevance too few titles too large cohort Unfamiliar subject area New referencing scheme Unfamiliar database Insufficient books
What can the lecturer do to improve the list? Offer alternative titles Facilitate groupwork with different texts to different
groups Arrange induction for database especially keyword
searching Provide printed guides for database Suggest keywords for searches Add annotations and contextual information to the list Add library contact details to list Add details of referencing guidance to list Add any video training clips available to list Give indication as to priorities (essential, purchase,
recommended, additional) Link to some example databases Link to information literacy guidance Ensure maximum use of existing library e-resources
Obtain legitimate copyright cleared scans of chapters to ensure all students have access
Increase range of titles &/or numbers of copies Highlight any help offered by e-resources or reading
list which can help with referencing Link to a resource discovery tool to encourage
independent research
How can the library help? Drop ins/Lectures/Guidance on database Digitise chapters Change loan periods Ebooks
Scenario 4:Cohort of 80 students including mobility impaired student. Reading list consists of 14 print texts listed with their latest edition as sources. Most titles are available as one or two copies, although some are available in two or more editions as well. At least one listed edition not yet published. Stock scattered on all three floors of library.
What problems face the students? Students may expect all books to be in same place may
be especially difficult for mobility impaired student Unlikely to be enough copies Students will be confused about editions dissatisfied
with old when new NYP
Low student:book ratio 1in 40 students will access current edition at best
Location of stock across 3 floors
What can the lecturer do to improve the list?
Specify latest edition rather than specific edition except for edited book references to chapters
Remove NYP material from list until published/available in library
Give guidance on use of alternative editions/titles Check on advertise accessibility help
Check /add other editions to reading lists or annotate if any edition is acceptable
Choose digital resources as much as possible Annotate and structure lists Acknowledge if items are not yet published and
indicate when they are expected Give library guidance as to priorities across list and
liaise with appropriate library staff about levels of stock and expected demand
How can the library help? Library is responsible for availability/accessibility of
its services Can offer reasonable adjustments e.g. longer loan
terms (May impact on others), fetch and carry services (Particularly if multi-site), copying services according to legal/contractual obligations
Useful to hear from academics about anticipated usage across the reading list
Can initiate digital resource provision where possible In reviewing lists highlight availability of different
editionsScenario 5:
Background:: To obtain alternative formats of print books can take as much as 8 weeks and publishers require proof that items appear on a course reading list and is either purchased in print by student and/or library.
A visually impaired student on a first year course Library is not necessarily aware of the visual impairment until after an institutional assessment. Early reading lists may be more predominantly book based.
What problems face the students? Getting readings in time Liaise with library as soon as possible Needs acknowledgement of problems by both student
and institution and strategy to get best possible solutions keeping lecturer/library in loop
Students all have different needs and these will vary according to the nature and extent of their disability
Students want to be treated like everyone else Timing of provision causes real problems: long lead
ins forgetting alternative versions a major concern Some e-resources are less accessible than others
What can the lecturer do to improve the list? Be willing to modify reading list with
additional/alternative titles where necessary Liaise with library as soon as possible and whenever
necessary Consider e-resources Ensure student has necessary accessibility support
from relevant department
Lecturer can offer range of different resources on a list, structure the list and suit length to users
Try to include e-versions of books where possible Provide lists to student, library and support staff as
early as possible
How can the library help?
Consistent follow up with student and leturers where necessary
Make reading list accessible for all learning preferences
Investigate e-availability and accessibility options offered by different platforms
May be quite difficult to make OP books accessible advise lecturers on alternatives
Works best when senior management make submission of reading lists compulsory
Consult with student as to preferences/needs no one size fits all solution
Liaise with other support services to provide a joined up service
Provide equipment screen-readers etc Know how Aspire reading lists work with screen
readers Offer guidance on resources and lists If have access to support plans can help with provision
of specific resources at point of need eg coloured copying paper
Library needs to own a copy of relevant book to scan for student
Make sure prospective students can access lists pre-registration
Scenario 6:Background:: To obtain alternative formats of print books can take as much as 8 weeks and publishers require proof
that items appear on a course reading list and is either purchased in print by student and/or library
A visually impaired student undertaking independent research for a dissertation in any subject.
What problems face the students?
What can the lecturer do to improve the list?
How can the library help?
Fundamental principles:- Library needs to understand the range of services
available to disabled students and who is responsible for which.
Library should market ALL services available to students and departments as appropriate
Library can increase electronic resources available Library can provide good quality scans that are OCR if
this is their responsibility Some institutions have separate departments providing
the scans which can be in 100s There are copyright problems around scans unless they
are in a controlled environment with appropriate cover sheets and record keeping so responsibility needs to be clear
Problems with alternative formats for Dissertations without a formal reading list expecting independent research
Problems in very restricted access to alternative formats in some cases (On a single machine supervised by a member of staff)
Providing good quality OCR scans future proofs reading lists for accessibility
Co-ordinationFacultyDepartment levelLibrary LiaisonJob descriptionSynopsis with extra resourcesBiz quizCommunicationCredo referenceNon-linear approachesIndicative/directiveScanse-materials