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

Siddall, G. and 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 Science Research. 38(118), pp. 52-73. 0740-8188.

Siddall_Gillian_LLS_2014_Reading_lists_time_for_a_reality_check_An_investigation_into_the_use_of_reading_l ... (337kB)

Item Type:	Article
Abstract:	This article presents the results of an action research project exploring the use and value of reading lists for Foundation Degree students. The focus of the research was to look at the potential of reading lists to act as a pedagogical tool to support information skills development. The research methodology included focus groups with students, interviews with academic staff and reading list analysis. It was found that reading lists were being used by students to identify and find resources for their academic studies. Qualitative data from students and staff illustrate how reading lists are being used and the gaps between student and staff expectations of them. The article provides recommendations on how reading lists can be utilised to help students to develop their information skills.
Uncontrolled Keywords:	Reading Lists, information skills development, information literacy, foundation degree students, higher education
Creators:	Siddall, Gillian and Rose, Hannah
Date:	23 November 2014
Date Type:	Publication
Page Range:	pp. 52-73
Journal or Publication Title:	Library and Information Science Research
Volume:	38
Number:	118
Number of Pages:	22
Language:	English
DOI:	https://doi.org/10.29173/lirg605
ISSN:	0740-8188
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	https://lirgjournal.org.uk/index.php/lir... https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/12231

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