Abstract
Purpose The purpose of this paper is to reflect on the results of continuing professional development sessions delivered to academics on the importance of a properly annotated reading list to the student experience. Design/methodology/approach As part of the session, the academics were asked to take part in a “pop quiz” providing their interpretation of commonly used reading list labels. Findings There was quite a broad interpretation of the labels, with several eliciting strongly positive or negative reactions. The similarity of meanings between some reading list labels made them redundant for helping students to prioritise their reading. Originality/value This case study could be used to provide sessions on reading lists at other institutions, and the results from the quiz can be used to simplify reading list labels.
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