Library Search: Teaching Support: Reading Lists & Digitisation

Reading Lists & Digitisation

Reading lists are essential learning and teaching tools, and one of the key ways students will come to access material held in the Library. The Library can help facilitate access to all kinds of material through stock purchase, online database subscriptions and digitisation This page provides some best practice guidance on creating reading lists, and how to make them available to your students.

The Library seek to make all reading lists available via KeyLinks reading list software. This helps students find and access their required reading for each unit via Canvas.

Contact your Subject Librarian to share your reading list, to make a digitisation request, to get help with KeyLinks, or if you have any questions.

Best Practice for Reading Lists

What is a reading list for?

Reading lists are often a student's first encounter with the resources that support their studies. There are no firm rules about what a reading list should look like, as this will depend on the course, subject area, and mode of delivery. These guidelines outline a general best practice in creating, structuring, and publishing reading lists in arts based courses.

Reading lists can make use of a range of materials, including print books, eBooks, individual book chapters, journal articles, magazine content, films, webpages, television programmes, and anything else you expect your students to read, watch, or listen to over the course of a unit.

Sources will vary based on unit content, assessment, and learning outcomes. For example, contextual studies units will usually require more books and text-based resources, while units that focus on the creative process may include more inspirational sources and making guides.

Some points to consider when selecting content for your reading lists:

► Curation

Suggested texts should link directly to the taught content or assessment of the unit, and support student learning outcomes. A few carefully selected texts are often more effective than a long list of ‘everything’ that relates to a subject area. A recent study showed that 52% of students would rather have a list that contained few but well defined sources, while only 22% preferred a very long list with lots of choices (Sage, 2019).

The reading list is a starting point and an indication of reading that students must/should engage with to better understand what is taught on the unit. Students should be expected to use their own research skills to conduct independent literature searches to find additional material.

► Diversity

Review your list to ensure a plurality of voices and identities are represented, as appropriate to the discipline. Recent critiques of university curricula in the UK have particularly highlighted the failure of reading lists to resemble the student body (Bird and Pitman, 2019). Research suggests that academic outcomes are improved where students see themselves reflected in positive ways in their course content (Adewumi, et al., 2022).

For support with this, see our guide on diversifying your reading lists.

► Accessibility

To ensure that lists are accessible for users with print disabilities (those with a difficulty or inability to read printed material due to a perceptual, physical, visual, developmental, cognitive, or learning disability) it helps if lists are not too long, key readings for each week or topic are clearly indicated, and key resources are available through the library (preferably in a digital format).

Digital resources are generally more accessible as text size can be increased, contrasts altered to make content more visible, and screen readers used so that text can be read aloud.

► Digital Availability

eBooks and digitised content are preferable wherever possible. If you require all students on a unit to complete certain reading, this is made much easier using digital content.

For books, check the Library Catalogue to see if an eBook is available, or contact your Subject Librarian for assistance.
Individual chapters of many print books can be digitised, in accordance with the CLA Licence (see below).
Films and documentaries can be linked from Library streaming services, such as Box of Broadcasts (UK-based users only) and Kanopy.
Some content not found in AUB subscriptions (e.g. journal articles) can be copyright-cleared for inclusion in course reading lists. Contact your Subject Librarian for support.

► Currency

Ensure all material on your reading list is up-to-date and reflects the latest academic practice in your field.

Consider the age of the books on the list, and how the content may have dated since they were published. Do the theories and ideas in the books still hold true? Some theoretical or philosophical texts are considered seminal, whereas textbooks on certain subjects will be updated frequently.
Is the book out of print and therefore difficult to get hold of? Consider how your students will access and read this kind of material.

Your Subject Librarian can help you identify alternatives and purchase new editions of books where available.

Students need to know how to approach their reading list. Are they expected to read everything on it, or dip in and out of the content as they choose?

Studies indicate a disconnect between staff and student expectations when it comes to reading lists; staff tend to view reading lists as a tool to give students an overview of the subject whereas students assume reading lists provide them with the texts they are expected to read (Siddall, 2016; Stokes and Martin, 2008). A clear structure can communicate your intentions and the purpose of the list to your students.

Some things you could do when structuring your list:

► Organise

Consider arranging your reading list into sections that correspond with learning activities and assessment of the unit. You can structure your list in many different ways, here are some suggestions:

Week-by-week
Where units are designed to address a different topic in each week and students need different reading as the unit progresses and their knowledge advances.
Topics/themes
Where students may engage with some topics outlined in the unit as a part of their assessment, but not necessarily everything covered in the unit. The list guides them to the material that is relevant to their area of interest. This might include research or investigative study units.
A single core text with background/supplementary reading
Where reading is mostly focussed around a particular text, with additional material provided that may help students better understand the primary text, such as in theory-led units.

► Annotate

Try not to leave students to guess why each resource has been chosen for your reading list, which part they should focus on, and what they are meant to gain from the reading.

Annotate your reading list with comments to direct students’ use of the texts, such as:

Drawing connection between selected texts and taught content or their assessment
How the reading should be approached (e.g. skim this, read in-depth, revisit this later, make notes, compare with, and so on)
Emphasising the chapters or sections that they should focus on.

► Prioritise

Studies indicate that students are more likely to engage with reading if there is perceived assessment benefit, rather than valuing the benefit to the wider learning process (Tomlinson, Simpson & Killingback, 2023). Long indicative lists, which work to sign-post large numbers of texts, typically see lower levels of student engagement.

Where long lists are preferable (e.g. course-level reading lists), indicating which texts are generally the most relevant can help students navigate these resources. Consider whether a basic rating of Essential, Recommended, or Optional for each item on the reading list would help students to prioritise their reading.

Students should know where to find their reading list and be certain that they are viewing the most up-to-date version.

The following things can help make your list available:

Reading lists should be made available via KeyLinks, the university’s online reading management system. The list will then automatically appear in Canvas within the relevant unit. Unlike PDF or Word documents, Keylinks lists are live and can be updated at any point (see advice on using KeyLinks below).
We recommend having one single, authoritative source for your unit reading list. Instead of providing multiple lists in different places, consider combining these into one list, using sections to structure it.

Keep your reading list up-to-date by checking it annually to make sure it continues to reflect how you are teaching your unit. These are the stages of the reviews process:

Check
We recommend that reading lists are reviewed annually, allowing plenty of time before the start of each unit. You do not need to go through the formal minor amendment process to update reading lists. Changes can be made at any point in the academic year.
Update
Does your reading list reflect the current debates on a topic? Check for new editions of books you recommend, or for new material published on the topic, and remove outdated content.
Share
Send your list to your Subject Librarian. They will check the availability of texts and order in copies of new books, where applicable. Please ensure you have provided the list to the Library with sufficient time for new material to be processed. Subject Librarians can also make suggestions for additional resources for you to consider using within the Unit.

The Library can support you in making material accessible digitally to support online-only courses. Please consider the following when creating reading lists for online courses:

► Scanning & Digitisation

The University holds a licence from the Copyright Licensing Agency (CLA) which allows us to digitise material for teaching and reading lists, subject to certain limitations. For details about limitations and exclusions, see Digitisation for Course Reading Lists, and contact your Subject Librarian for further support.

► Global Availability

The majority of digital Library resources are accessible to students no matter where they are in the world. However, some resources are only available to students located in the UK, such as Box of Broadcasts (BoB). To find out if the resource you need is accessible globally, check our list of Distance Learning Databases.

► eBook Licences

There are a variety of licence types available for eBooks - common ones are:

Single-user: Allows one user at a time to access the eBook.
Three-user: Permits three concurrent users to access the eBook.
Unlimited: Offers unrestricted access for unlimited users.

In many cases, a single- or three-user licence won’t accommodate the number of students enrolled on your module. Where possible, your Subject Librarian will therefore purchase unlimited access licences. When a title doesn’t have an unlimited access option, they will discuss the most appropriate alternative with you. It’s important to consider licences if directing students to existing AUB resources to ensure that you don't direct a large number of students to a single-user licence eBook.

KeyLinks

What is KeyLinks?
KeyLinks is a reading list management system which allows teaching staff to create, curate, organise and manage content in the course reading lists for students to access and use online. It accommodates a wide range of material in physical or online formats within reading lists. KeyLinks also integrates with our library systems, databases and the CLA’s Digital Content Store (used for our scanned extracts from print).

How can I access KeyLinks?
KeyLinks can be accessed online here.

What can be included in a KeyLinks reading list?
KeyLinks lists can link to all material that is usually found in course reading lists, including print and eBooks, digitised readings, journal articles, video content, weblinks and more. These lists can be structured and prioritised in any way deemed suitable. Online content (eBooks, digitised readings, journal articles, etc.) is directly linked to via KeyLinks, making it easy for students to access their readings electronically.

How will students access my KeyLinks reading list?
KeyLinks integrates with Canvas. The reading list for each unit will automatically appear in Canvas, where your students can access it. KeyLinks lists can also be linked to separately, if required.

Can I edit my reading list once it's been put in KeyLinks?
Yes. The Library encourages all teaching staff to update, maintain and edit their reading lists within the KeyLinks software. KeyLinks lists are live, and changes are made in real-time. For training on the software or if you have any questions, contact your Subject Librarian.

Why is there no reading list for my unit in Canvas/KeyLinks?
KeyLinks lists are created on request. If there is no list appearing in Canvas, it is likely because there is no KeyLinks list associated with the unit code. Reading lists can be set up in KeyLinks by your Subject Librarian and can be edited and managed by you. Contact your Subject Librarian for assistance.

Digitisation for Course Reading Lists

The University holds a licence from the Copyright Licensing Agency (CLA) which allows us to photocopy and digitise material for teaching and reading lists, subject to certain limitations.

To request a digitisation, contact your Subject Librarian with the details.

Scanning must be done by Library staff, who will check each request for copyright compliance. We will also ensure that scans meet accessibility standards, apply optical character recognition (OCR) and check that each scan works with screen reading software for students with disabilities.

The digital copies are then created and uploaded to the Digital Content Store (DCS). The DCS is a web-based solution, designed specifically for librarians, to simplify and speed up the entire digitisation process whilst being legally compliant and meet the reporting requirements of the licence. Access to digitised copies must be made through the KeyLinks reading list or the Canvas page for that specified unit, and only via the stable links provided by the Digital Content Store, to registered AUB students for the duration of their degree programme (or equivalent programme of study). Course organisers must not download scans from the Digital Content Store to make available to students - only links to the Digital Content Store should be provided.

Subject to strict limitations, digital copies can be made from:

An original book, journal or magazine owned by AUB Library.
A copyright-fee-paid copy of a chapter / article supplied by an organisation holding a document delivery licence with CLA (e.g. the British Library).
A publication in electronic form that has been bought by or is subscribed to by AUB Library (This is subject to the same extent limits as print material and has both geographic limits and copying conditions as well).
Free-to-view websites (that are not also free-to-copy) and online resources that AUB subscribes to.

Most material published in the UK (subject to exclusions) is covered by the licence. Material published in other countries is only covered if they have opted in to the scanning component of the licence.

Use the CLA Check Permissions tool to check if your item is included. Put the ISBN, ISSN or Title in the search box. From your search results, select 'Higher Education' from the drop down menu.

The terms of the CLA Licence outline the following restrictions on the proportion of a work that can be copied:

one chapter of a book.
one article from a journal.
one paper from one set of conference proceedings.
one scene from a play.
one poem/story(not exceeding 10 pages in length) from an anthology.
one case of one report of judicial proceedings.
or 10% of any of the above (whichever is the greater).

On occasion, a second extract (e.g. another chapter from the book or another 10%) may also be digitised at a cost. If you need a second extract, contact your Subject Librarian to request this. Second extracts may not always be available.

Copying of individual chapters from books for the purposes of staff reading groups may be done under the terms of the CLA Licence. All scanning must be done by the Library, and must abide by the limits set by the CLA Licence. Chapters may not be scanned and shared by other staff at AUB.

Contact your Subject Librarian for more information about this, or to request a digitisation.

Types of 'Excluded Material' which may not be copied under the licence are works within the following categories:

printed music (including the words)
maps, charts
newspapers
workbooks, workcards and assignment sheets
any work that the copyright owner has expressly stipulated may not be copied under a CLA Licence

While the licence may be used to create course packs and collections of readings, it is not intended to be used to create course packs comprising extracts that, as a collection, cover substantively the same material as a standard textbook – even if individual extracts are within the licence limits. For further advice on this, and examples of what should and shouldn't be done with course packs, see the CLA's Good Practice Guide.