Academic Reading

Reading is vital for all written assignments for all disciplines at university. Reading at university usually starts with the reading list. This is the list given to you by your tutor which contains suggested or compulsory reading for each module. 

Reading lists vary. Some tutors will clearly indicate the key texts and how they tie in with the topics covered by lectures or seminars. They might differentiate between ‘seminar reading’ which is compulsory and ‘further reading’ which is more flexible. They might also give you a reading timetable for the term. Other tutors will only give an alphabetical list, without any information about which might be key texts or which ones should be read first. Different sources include but not limited to:

Textbooks are useful to provide an overview of the subject. Use the index and contents page to get an overview of the topics covered. Textbooks will signpost the main points with headings and sub-headings.

Journal articles are generally online and are accessed via the Library Search and databases, as well as academic search engines (Google scholar, Pub Med etc.). They are accessed via the search terms used and the search can be narrowed to focus on a specific time frame or aspect. Journal articles are current and provide an insight into current thinking or research. Journals usually follow the same format. The abstract at the beginning of the article will indicate what aspects to focus on. 

Edited books or chapter in an edited collection: You may need to find out how the editor has decided to present information in the different chapters in the book. There will be a pattern. You may need to check the introduction to the book for some hints about content and purpose. 

Government report or document are generally available online. You will usually be guided by headings and sub-headings. You may need to skim the full document searching for key relevant information. 

Some texts are easier to read and are more accessible. These texts are an ideal first choice. 

• Scan through the titles on your list and have a look at the content.
• When you look inside, you might find that one of them seems much more accessible than the others or you like the style. 
• Once you have a broad understanding, you can move onto more difficult texts. 

Focus on titles that look like recent overviews of the subject. These will give you the big picture and might lead the way to your next choice of text.

On your reading list, you are likely to have a selection of resources from books and online journals to government reports. Books may be single or multiple authored or they might be an edited collection of chapters on a subject. You should be able to identify what kind of text it is by its reference.

Find out more about understanding references on reading lists (LibGuide).

Listen to your tutors: Your tutors may give you hints in lectures and seminars about which texts they consider to be important. They will also inform you of the key scholars or names in your subject area.

When looking at your reading list, consider the value of primary or secondary texts.

• A primary source is an original text (e.g. original research, a novel, play, historical or legal document).  

• A secondary source gives an overview or interpretation of a primary source or sources (e.g. a core textbook in Psychology, or a critique of a Shakespeare play, or a text examining a historical document in History or Classics).   

Use the Library guides: The Understanding References on Reading Lists guide will help you interpret your reading list and find the resources you need. The Evaluating Information Sources Guide can help you assess the quality and reliability of a source. You can contact your liaison librarian who can help with more in-depth enquiries relating to finding items on your reading lists.

Look out for a digital resource list: Nearly all modules on ELE should have a digital resource list with links to e-books, online journals and chapter scans. This list often includes links to essential and/or weekly reading. This can be a great time saver as it immediately links through to reading list items without you having to search for them. When you are in your ELE module, look out for the Access your Library tile or a link to access the reading list in each week's tile. If a list is available for your module, you will see it there. 

Be pragmatic about your reading list: Sometimes you must be pragmatic about what to read from your reading list and be guided by availability. Where possible the Library will make e-book versions available of texts to improve access to material.

If you are struggling to access the print or electronic version of a book, let the library know so that additional copies can be ordered, if appropriate. You can contact your liaison librarian for help.

Academic reading lists can feel overwhelming, but with effective strategies, they become powerful tools for focused learning and success.

1. Understand the purpose: Before opening any book or article, ask: Why do I need this source? Is it for lecture preparation, essay writing, or background context? knowing why you're reading helps you know what to read.

 2. Break your reading list into priorities: organize your reading materials into three tiers:

- Core reading which is essential for understanding and assessment

- Recommended which is useful for deeper insight

- Supplementary sources are useful extras if there is enough time.

Use color codes, symbols, or folders to visually separate and track progress.

3. Scan and preview: try not to read every text word-for-word! Instead, check titles, headings, abstracts, and summaries, as well as look for keywords, main arguments, and relevance to your course. This helps you avoid spending time on less useful material.

4. Evaluate relevance: ask these quick questions about each source: does it relate to your current topic or question? Is the author credible and well-cited? are the publication date and context up to date? Choose sources that offer depth, clarity, and authority.

5. Be strategic with time: set time limits for each reading session and use methods such as skimming, scanning, or intensive reading based on the goal.

You can create a simple table or tracker noting source title, purpose, key takeaways, questions raised.