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