Implications of Student and Lecturer Qualitative Views on Reading Lists: A Case Study at Loughborough University, UK

Abstract

This case study explores student and lecturer views of reading lists at Loughborough University. Taking the qualitative data from two surveys previously undertaken at the institution, it uses the grounded theory approach to identify key issues regarding the purpose, importance, visibility, content, currency, and length of reading lists, as well as the availability of material on the lists. It highlights student concerns about the currency of some reading lists and discusses the need for greater advocacy of the lists to lecturers. It concludes with the need to develop a formal reading strategy for the institution.

KEYWORDS:

• reading lists
• resource lists
• academic reading
• reading strategies
• student feedback
• qualitative data
• higher education

ACKNOWLEDGMENTS

An earlier version of his article was presented at the 2013 Meeting the Reading List Challenge showcase, Loughborough. I would like to thank a number of colleagues for their assistance in undertaking this study: to Jason Copper and Jon Knight for their sterling work in developing our RLMS; to all those involved in undertaking the surveys of academic reading here at Loughborough, in particular Graham Walton and Ginny Franklin; and to Sue Manuel for encouraging me to write it all up. I would also like to thank the reviewers and editor for their constructive feedback. Thanks all.

© Gary Brewerton