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ReadingLists@Hull, 2020-2025: Policy overview

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This page outlines the reasons for, and governance of, the new policy, ReadingLists@Hull 2020-2025.

For information about how to create or manage your lists in ReadingLists@Hull, go to https://libguides.hull.ac.uk/readinglistsupport

ReadingLists@Hull 2020-2025

The University of Hull requires all resources on module reading lists to be available to students via the online service ReadingLists@Hull. Reading lists contribute to the successful achievement of module and programme learning outcomes or competencies, they are a central part of the programme’s creation and revision.

In June 2020, Learning Resources Funding Committee (LRFC) asked the University Leadership Team to approve a paper outlining actions needed to mitigate risks to the provision of resources, and the potentially negative effects on learning and teaching, in Trimester 1 2020-2021. LRFC also asked the Library and Teaching Excellence Academy to work together to review the levels of importance used in ReadingLists@Hull in light of the various challenges faced. The policy paper was approved by the Education Committee in July 2020.

The policy ReadingLists@Hull 2020-2025 responds to the challenges, works for the University's specific context, and aims to ensure the continued provision of high-quality learning experience for all students. It considers:

  •      The new Education Strategy’s intention “to integrate the University of Hull’s Vision into the student experience” and work to a fairer, brighter carbon-neutral future
  •      Covid-19 health and safety requirements restrict access to physical collections. This, plus the need for students with long-term health conditions to continue shielding or physically-distancing, increases the need for remote access to reading list resources. This is in tension with the need to ensure the digitally excluded are not further disadvantaged
  •      A fragmented and expensive eBook market where publishers capitalize on the trend for students to increasingly use digital resources. It is ever more difficult for libraries to make key eBook texts available to students equitably
  •      The introduction of competence-based HE. A small number of competence-based programmes commence in September 2020, with the whole portfolio (including those delivered by partners) due to be transformed by 2025. New texts and resources may be necessary to support these new programmes  
  •      Decolonization of the curricula, which includes the creation of diversified reading lists and will call for new texts and resources
  •      Resources must be available in formats conversant with assistive technologies
  •      The Learning Resources Funding Committee decision that the Library cannot provide access to eTextbooks (July 2019)

The University must work strategically to ensure fair and equal access to reading list resources, managing these conflicting challenges. This is crucial given the growing importance of access to reading list items to the student experience. The Office for Students 2019 annual review stated that “81 per cent of respondents identified learning resources, such as library and IT services, as very important” in demonstrating value for money. Question 19 of the NSS is a key indicator: “The library resources (e.g. books, online services and learning spaces) have supported my learning well”. In recent years, the University’s Q19 scores have been consistently high, and in 2019 it was the highest scoring question.

Levels of importance, July 2020

There are 3 levels of importance. They are defined below, and more information is given in the specifically named pages.

Essential Reading

Essential Readings form the basis for successful exploration and critical analysis of the subject matter and are critical in the development of students’ ability to understand, question and clearly communicate knowledge to a diverse audience and in so doing realize module and programme learning outcomes or competencies.

The following criteria also apply to Essential Readings: 

a) Sh​ould be selected to progress the University's aim of decolonizing the curricula

b) Must be available via the University Library in both digital and print formats to ensure fair and equal access for ALL students

c) The digital version must be available in an unrestricted format. (This guide gives more information).

Any text not fulfilling all of these criteria can be used as Recommended or Background reading.

Note: Considering the move to competence-based HE, where the ability to source select and assess the validity of information is integral to achieving programme competence, staff will be encouraged to include fewer Essential readings at levels 5 and 6. The time scales for programme transformation suggests modules with this competence will not be delivered until 2021-2022.

Recommended Reading

Recommended Readings are supplementary resources that expand on the topics and themes found in “Essential” items and allow students successfully to explore further and exercise critical thinking.

The following criteria also apply to Recommended Reading:

a)  Should be selected to progress the University's aim of decolonizing the curricula

b) Should be available via the University Library in both digital and print formats to ensure fair and equal access for ALL students

c) Must include some Open Access, Open Educational Resources, or Creative Commons resources. 

 

Background Reading

Background Readings are not critical to achieving module or programme learning outcomes or competencies.

The following criteria also apply to Background Reading:

a) Should be selected to progress the University's aim of decolonizing the curricula

b) Must include some open Access, Open Educational Resources, or Creative Commons resources

c) May be available via the Library, but access cannot be guaranteed

Where items are not be available in the Library, academic departments must provide guidance to the student on how to obtain access these resources independently