Abstract
Reading List Systems are widely used in tertiary education as a pedagogical tool and for tracking use of copyrighted material. This paper explores the types of resources that are linked in reading lists, in particular the inclusion of electronic materials. A mixed-methods approach was employed in which we first performed a transaction log analysis on reading lists across a university, covering five years (2016 to 2020). We then used a questionnaire to gain feedback from academics about their experience with linking resources. Our results show a growing number of digital resources being used in reading lists, and indicate faculty-based differences in the types of resources linked. We also identify that many academics struggle with successfully linking resources, and do not perceive the process to be user friendly. The paper recommends a number of interventions to improve the reading list experience for academics.
Published Version
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