Reading lists at Hull, 2020-2025: Reading priority tags - definitions

There are 3 reading priority tags (previously known as 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 realise module and programme learning outcomes or competencies.

The following criteria also apply to Essential Readings: 

1. Sh​ould be selected to progress the University's aim of decolonising the curricula
2. Must be available via the University Library in both digital and print formats to ensure fair and equal access for ALL students
3. 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:

1. Should be selected to progress the University's aim of decolonising the curricula
2. Should be available via the University Library in both digital and print formats to ensure fair and equal access for ALL students
3. 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:

1. Should be selected to progress the University's aim of decolonising the curricula
2. Must include some open Access, Open Educational Resources, or Creative Commons resources
3. May be available via the Library, but access cannot be guaranteed

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