Swansea University uses a system called iFind Reading which links in with Canvas to make it easy for students to find resources on their Reading Lists. It also displays in the module catalogue and module maintenance.
The library guide below takes you through creating a reading list.
Align your list to course design
Do not feel constrained by the template in iFind Reading. Organise your list in the way that works for your module.
Constructive alignment (Biggs and Tang, 2011) is a pedagogical theory that states learning activities on a module should be designed to contribute to learning outcomes. Alignment of resources to courses has shown to improve student confidence as it directs students to appropriate and timely resources (Brown, 2014).
You could break down the list by learning outcomes, weeks, or assessment tasks. For example, if your module is divided into themes or units, structure the list around these sections to ensure students know what to read and when.
Consider tagging weekly readings. Use tags to indicate weekly readings, making it easy for students to identify relevant resources at different stages of the course. This approach aligns their reading with the syllabus.
More Than Books
Traditionally reading lists have focused on books, but you can add anything to your list. Content of a reading list is important to students. A range of content formats, including web resources, audio-visual material, journal titles, and grey literature, can all be hyperlinked in the reading list and enrich academic study (Taylor, 2019).
Journals and articles: Recommending important journals or specific articles can help encourage your students to read beyond their textbook and start including peer-reviewed academic research in their assessments.
Podcasts: Many subject experts create podcasts on specialized topics that could enhance student understanding.
Videos: Educational videos or documentaries can offer engaging explanations or visual demonstrations.
Blogs: Contemporary and expert blogs or online articles can provide up-to-date insights into rapidly changing fields or topics.
Constantly evolve
Academic content is continually being updated as new research, theories, and discoveries emerge. Therefore, it is crucial that reading lists evolve alongside these changes to remain relevant and provide students with the most current information. As new editions of textbooks, articles, and other scholarly materials become available, consider regularly reviewing and updating your list to include these newer resources.
Research by McGuinn et al. (2017) at the University of Huddersfield highlights the importance of currency in academic resources. The study found that students place significant value on the inclusion of up-to-date editions and materials in their reading lists. Incorporating the latest research or publications not only ensures that students are learning the most accurate and current content but also fosters critical engagement with evolving debates and trends within a field.
Annotate Your Lists
In numerous studies it has been proven that annotated reading lists are not only popular with students but help students develop confidence in finding, using and evaluating information (Croft, 2020). Taylor (2019) state that annotated lists introduce students to the topic, draw students to relevant topics, outline the expectations of a course and promote wider reading. An example would be an explanation as to why a resource has been chosen and guidance on how to engage with the resource (Taylor, 2019).
Annotated lists rather than “spoon-feeding”, leads to independent learners (McGuinn et al., 2018). You can annotate your reading list by going into the Notes for students' option on your added resource in iFind Reading.
Provide Guidance: For each item on your list, explain why it's important and how it fits into the module. Indicate whether a reading is foundational or advanced and clarify how it links to course objectives. For example, label an introductory textbook as essential for background knowledge, while reserving journal articles for students wanting to explore more complex theories.
Clarify Engagement: Be explicit about how you expect students to engage with each resource. Should they focus on a particular chapter or theme? Are there key questions or concepts to consider while reading? This annotation will help guide student focus.
Engage with students
Students can gain comprehensive insights into key concepts, theories, and debates within the discipline by exploring the resources selected for their reading lists. Engaging with a diverse range of sources fosters critical thinking and enhances understanding by exposing students to various perspectives and theories. Academics can monitor reading list usage statistics, both by item and by student, in the Analytics option in their iFind Reading lists to help be informed of students’ engagement with selected content for their course.
Engage with librarians
Well-structured and annotated reading lists are valuable tools for learning and will enhance pedagogical learning. They can form a foundation to enhance information literacy and student confidence in navigating and critically selecting resources (Brown, 2014). Librarians guide students through complex information landscapes, highlighting reputable sources, and teaching evaluative techniques. This structured support fosters independent research skills, enabling students to discern quality resources, thus promoting deeper engagement and critical thinking in their academic pursuits.
Brown, S. (2014). Learning, teaching and assessment in higher education. Bloomsbury.
Briggs, J.B., & Tang, C.S. (2012). Teaching for quality learning at university: what the student does (4th ed.). McGraw Hill.
Croft, D. (2020). Embedding constructive alignment of reading lists in course design. Journal of Librarianship and Information Science, 52(1), 67–74. https://doi.org/10.1177/0961000618804004
McGuinn, K., Stone, G., Sharman, A., & Davison, E. (2017). Student reading lists: evaluating the student experience at the University of Huddersfield. Electronic Library, 35(2), 322–332. https://doi.org/10.1108/EL-12-2015-0252
Microsoft Designer (2024). [Diverse University Students]. https://designer.microsoft.com
Siddall, G., & Rose, H. (2014). Reading lists – time for a reality check? An investigation into the use of reading lists as a pedagogical tool to support the development of information skills amongst Foundation Degree students. Library and Information Research, 38(118), 52–73. https://doi.org/10.29173/lirg605
Taylor, A. (2019). Engaging academic staff with reading lists: The Worcester story. Journal of Information Literacy, 13(2), 222-. https://doi.org/10.11645/13.2.2660