Provision of Learning Resources
Expectations for Collaborative Partner Provision of Learning Resources for Students
Access to appropriate learning resources is a core part of students’ learning journey. It is essential that students have access to a wide range of resources on which to prepare for their classes, write their assessments and to enrich themselves personally and professionally through self-directed and independent learning.
While Â鶹ӰԺ provides a wide range of resources online, we cannot guarantee the availability of specific e-books or access to specific online articles, journals or other resources. Partner institutions, in agreeing to work with Â鶹ӰԺ to deliver programmes, must support students’ learning by ensuring that an appropriate range and volume of resources are available for the duration of the delivery of a programme. Broadly, this means ensuring that an appropriate range of resources are made available, that the quantity of resources is proportionate to the size of the cohort, and that student access is appropriately supported by staff.
1. As a minimum Â鶹ӰԺ requires that students studying on its programmes must be able to access:
a. All essential and recommended books, articles, journals or wider learning resources (for example podcasts or AV resources) listed within the Module Descriptors for the programme.
b. All books, articles, journals or wider learning resources explicitly included in Teaching and Learning materials for a module.
c. (where relevant) All books, articles, journals or wider learning resources explicitly included on the week-by-week TALIS resource lists.
This represents a minimum expectation, and it is acknowledged that to succeed in many programmes students must be able to access a wide range of resources sufficient to permit independent learning and research. Partner organisations are encouraged to invest in a wide range of appropriate resources that will benefit both staff and students at their institution and may use their discretion to define the focus and range of this collection as appropriate to their context and ambitions.
These minimum requirements may be met through a combination of Â鶹ӰԺ online resources, and resources made available locally, at the partner institution. Partners are responsible for assessing the range of resources available to students and ensuring that these minimum requirements are met.
In some cases, partners may supplement their own resources by negotiating access arrangements with local public or university libraries. Again, it is essential that partners confirm whether these libraries hold up to date editions of relevant resources listed on module descriptors.
It is the intention of this statement to ensure access, not to determine how that access occurs. Resources made available at the partner organisation may be comprised of physical, hard copy resources as well as online access to third party sites and vendors, provided this is free to the student at point of access.
Where a partner encounters significant difficulties in locating or making a specific resource available, they should discuss this with the relevant Collaborative Academic Lead. In some, limited cases, staff in the Â鶹ӰԺ LRC may be able to offer practical support or advice (for example, by digitising sections of hardcopy materials at Â鶹ӰԺ LRC). However, this cannot be guaranteed, and partners should not rely on this to fulfil their obligations.
2. Sufficient copies or access licences must be made available:
a. A minimum of one copy or access licence must be available for all items named above.
b. The number of copies or licences must be proportionate to the size of the student cohort.
c. The number of copies or licences must be proportionate to the likely demand for the specific resource (for example, a core text for a module).
d. Partners should have procedures in place for students to request additional copies if the number of copies is proving insufficient.
3. Students must be supported to access resources. As a minimum we would expect:
a. Partner staff to ensure that students are encouraged and supported to complete the matriculation process at the start of their studies and in September each year.
b. At least one member of staff at the partner campus to be fully competent in accessing Â鶹ӰԺ’s electronic resources, and to be available to provide induction and ongoing advice and support to students and other staff to access these systems. (For larger institutions this may be a dedicated librarian or information management professional, for smaller partners this may be a named member of the academic team).
c. At least one member of staff at the partner campus to be fully competent in accessing local provided resources. This member of staff should also be available to support to access and make best use of these local resources.
