At the highest level, you will need to consider whether or not there is a single ‘vision’ guiding the use of resources across the programme, for example:
- Is the primary means of accessing resources going to be through course readers?
- Will there be required purchases? And if so, how many will be appropriate across the whole student life-cycle?
- Is there a systematic progression across different forms of literature (eg. from primarily books at level 4 to primarily journal articles at level 6)?
- Will the course use a common method of communicating reading guidance to students or will that vary according to personal style?
Think, too, about how to build in the systematic development of the skills required to find, read, understand and recast the relevant reading material.
The Course's approach to reading
Is there a single ‘vision’ guiding the whole programme? If so:
- Is there a course-level approach to communicating reading guidance to students?
- How much independence of approach is granted to an individual module within the course?
- Are there particular needs that students on this course might have that might affect the range of resources that are appropriate for them to use? For example, are they located away from Birmingham? Are they learning online?
Students' skills and experience of finding and using resources
Have students been given the opportunity to develop the relevant skills to successfully find and use the reading material across the course as a whole? If so, where and when?
- In a specific module? Has there conscious reinforcement through other modules?
- Embedded systematically across a range of modules, but developing specific skills in individual modules?
