Reading lists: a guide for academic staff

• Limit the number of core books - 10 max- the fewer, the better. Keep core items to a manageable load—students often assume they need to read everything.

• Optimise existing resources- when creating or updating your lists, start with materials already in our stock or available through open sources. Find resources on Library Search and e-resources A-Z.

• Link to free materials online rather than making copies - e.g. PDF reports on their original webpages rather than uploading them to Weblearn, to avoid copyright issues.

• Diversify content - ​​​​​​include not just books, but also articles, statistics, reports, images, videos and podcasts from academic databases and the web to enrich learning and support different preferences.

• Ensure inclusivity - ​​​include diverse voices and perspectives to promote belonging and critical thinking about authority on a subject. Refer to the Education for Social Justice Framework for guidance.

• Seek student input / co creation - discuss with students who have been the key authors/names within the field. Explore which narratives and voices are missing.

• Structure the list clearly - use thematic or weekly sections.  Consider starting each section with a sentence outlining the theme or purpose.

• Annotate your lists - use 'Student Notes' to specify required chapters/pages, explain why the reading matters and what to focus on.  This helps improve clarity and engagement.

• Keep lists manageable - avoid overwhelming students with long lists. Use a separate bibliography section for non-essential items and inform the library if they don’t need to be purchased. Be selective: focus on quality, relevance, and variety.

• Communicate with the library - use the 'library note' field to communicate specific details or requests about an item to the library.

• Review and publish lists each semester - check relevance, inclusivity, and clarity; mark core vs. additional items; and publish at least four weeks in advance to allow for book orders. Publish after edits and ensure visibility on WebLearn.

• Stick to Talis! Reading lists should be the only place where externally created / published learning resources are listed. The library will not be aware of the items placed on anywhere other than reading lists. 

A session looking at best practice when thinking about and creating reading lists.