Getting students involved in the work of diversifying reading lists is a way of recognising their valuable knowledge and experiences. Valuing student contributions in this way encourage active participation and can help create a sense of ownership and responsibility for their education. When students have a role in selecting reading materials, they take greater ownership of their learning process. This autonomy fosters intrinsic motivation and encourages them to pursue their intellectual interests.
Encouraging students to identify additional reading resources is a way of helping them to develop research and critical thinking skills. This practice enhances their ability to locate, evaluate, and select relevant information from a vast array of sources. Students must learn to differentiate between credible and non-credible sources. This involves assessing the reliability, validity, and bias of various texts, which is a fundamental research skill. Students learn to analyse information deeply, appreciate multiple perspectives, and engage thoughtfully with complex issues. This holistic approach to learning prepares them for academic success and thoughtful, informed participation in the world beyond the classroom.
One of the easiest things that can be done to get students involved in diversifying reading lists is to encourage them to engage with your current list. Invite student feedback on the resources that you have on your reading list. Explain to your students the work that you are doing and the kind of feedback that would be helpful to you. This could be done by including a statement in the reading list, module handbook or mentioning it in a lecture or seminar.
The next step could be to allow students to suggest additional readings. The resources recommended by students could be incorporated into your existing reading list or shared as a supplementary list. Students might some additional support to do this. Consider inviting the library to provide a workshop on using research databases, evaluating sources, and citation practices.
Work on diversifying reading lists can be incorporated into and expanded upon in teaching. Here are some examples of activities or assessments that could be used in modules.
Critical Discussions: Facilitated discussions about the readings can help students articulate their thoughts and engage with differing viewpoints, further enhancing their critical thinking skills.
Research Projects: Assign projects where students identify and present on lesser-known works by diverse authors.
Research Journals: Encourage students to keep research journals where they document their search strategies, findings, and reflections on the research process.
Annotated Bibliographies: Have students compile annotated bibliographies on specific themes related to diversity.
Comparative Analysis: Have students compare and contrast different texts to understand how context, background, and perspective influence interpretation.
Reflective Writing: Assign reflective essays where students analyse how diverse readings have influenced their understanding of the subject.
Invited Speakers: Bring in guest lecturers from various backgrounds to discuss different aspects of the reading materials.
Panel Discussions: Organise panels with experts who can provide different perspectives on the course readings and topics.