The following information is provided by the Library. For further information and to discuss support for your particular context, please contact your Subject Librarian.
Curriculum Transformation and the Library
Consider the impact on the Library of new or revised courses and units and involve your Subject Librarian in your discussions. From a library perspective, Curriculum Transformation may impact on one or more of the following: your Subject Librarian’s budget for collection development (print and online books, journals, databases, etc.), support by the Document Delivery Service (which provide extracts for Moodle or individual research), on- and off-campus study space (suitability and sufficiency), and a Subject Librarian’s workload (materials development and in-person availability for information skills training).
Information literacy training
Talk to your Subject Librarian about embedding information literacy training at the most appropriate point(s) in the course: information literacy “is the ability to think critically and make balanced judgements about any information we find and use.” Subject Librarians can help and support staff and students with the following:
- Effectively using specialist library resources for literature, data, statistics and software.
- Critically evaluating sources and retrieved information. For example, its relevance, authority or balance /bias.
- Correctly referencing sources selected for coursework.
- Avoiding plagiarism.
- Understanding copyright in the context of UK higher education.
Allow time at the start of the course for a library induction if your students are not already provided with a department-wide library induction. New students are generally not aware of the resources and services offered by an unfamiliar university library and may lack the techniques and understanding needed to successfully navigate them independently. It is equally important to provide a library induction or refresher session for visiting students, or for students returning from placement (services and resources can change significantly during time spent away). Your Subject Librarian may be able to create a bespoke induction for your students.
Reading lists and resource provision
Consult your Subject Librarian about library resource requirements for courses and units as soon as possible. Subject Librarians can advise on current collection strengths as well as the likely availability and cost of additional provision. For example, if new modes of assessment include open book exams, your Subject Librarian may suggest alternatives to exam textbooks, such as lecture notes, or digitised extracts provided by the Library.
Ensure there is a reading list for each unit, even if it is a short list or one that is shared with others and supply the Library with this information at least eight weeks before the unit starts. The Library recommends the adoption of the Library Lists reading list software to introduce real-time information about readings, provide a consistent student experience and guarantee the resilience of links to readings whether the student is on- or off-campus. You can either create a Library List yourself by referring to our Library Lists guide, or you can ask us to create the Library List by emailing your reading list.
Ask the Library to provide electronic copies of journal articles or book chapters for your reading list. The Library Scanning Service can provide you with electronic copies of recommended book and journal extracts to ensure copyright compliance, accessibility for students with disabilities, and the payment of author royalties (via the Authors' Licensing and Collecting Society).
Adopt one style of referencing for all department courses and units: using different styles between units or over time causes confusion among students and difficulties for the Library in providing consistent support. Subject Librarians can help by teaching students referencing principles and particular styles, and in providing individual advice and support materials. The Library maintains referencing style guides, including one for the most generally used, Harvard (Bath).
Consider the study space and equipment requirements for the independent learning your students will be expected to undertake. For example, are group work or shared IT facilities required, and is there suitable and sufficient provision? Ensure the availability of appropriate teaching facilities for the Library’s information literacy training, which may benefit from taking place in a GTA computer room.