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Abstract
Student reading is frequently seen as a major component of study in higher education, yet the amount actually undertaken frequently falls short of teacher expectations. The use of course readers to encourage and support student reading in geography courses is described and details of one institution's practice are provided as a guide to others of the benefits and pitfalls involved. The authors’ expectations of the value and limitations of readers are tested by means of a student evaluation exercise and some reflections are made on their likely future.