In 2025, Leeds Beckett University launched a research project to find out what students really want from their reading lists. The findings shaped practical improvements to list quality, promoted good practice across the institution and revealed a clear link between well-curated lists and student wellbeing.
About Leeds Beckett University
Leeds Beckett University is a large, multi-campus institution serving a diverse student body across a wide range of disciplines. The university uses Talis Aspire as its online reading list system, providing students with a central place to access the resources they need for each module.
The library team plays an active role in supporting reading list quality, working closely with academic staff to ensure lists are up to date and accessible.
We wanted to provide academics with evidence that using the reading list really benefits the students.
Jacqui Hunt, Learning Resources Librarian, Leeds Beckett University
Understanding what students want from their reading lists
In early 2025, two members of the library team joined forces to lead a research project: Jacqui Hunt, Learning Resources Librarian and Catherine Parkin, Academic Librarian. Together, they set out to explore how students engage with their reading lists and what would make them more effective.
They needed evidence to understand what students valued most, how they were using their lists and what would help them get more from the system. The project also aimed to explore the connection between list quality and the broader student experience, including wellbeing.
Research through surveys, focus groups and UX testing
The project ran in three phases, starting in March 2025. The team began by surveying library staff to identify key themes. From there, they surveyed 200 students across every school and level, using a mix of targeted outreach through academics, flyers and QR codes shared in study skills seminars.
In-person focus groups, one-to-one interviews and UX testing sessions followed, allowing the team to dig deeper into how students navigated and experienced their lists. The team allowed four to six weeks to collect data at each stage and ensured everything followed proper research protocols, including consent forms, anonymity and incentives for participants.
What students want from an effective reading list
The research painted a clear picture of what students value: 80% of those surveyed were checking their reading lists monthly or more frequently, with many noting that they used them most at the start of the semester and in the run-up to assessments.
Students wanted lists that reflect how their course is taught, whether weekly or by topic, with clear headings that help them track where they are and what comes next. Importance levels matter too, particularly on longer lists, so students can prioritise their reading. Consistency across courses came through strongly as well; where it was missing, students said it eroded their trust and led to disengagement.
Beyond structure, students wanted guidance: notes on what to read, how resources connect to assignments and discussion prompts alongside set texts. A range of resource types, from journal articles to multimedia, also helped support different learning styles.
Our students didn’t see it as just the only thing they had to read. They saw it as a springboard into helping them find more resources as well.
Jacqui Hunt, Learning Resources Librarian, Leeds Beckett University
The link between reading lists and student wellbeing
One of the most significant findings was the connection between well-curated reading lists and student wellbeing. Students described a thoughtfully organised list as calm, expert guidance that reduces feelings of overwhelm and decision fatigue by providing a trusted starting point where everything is in one place.
When students can clearly see what they need to read and how to prioritise it, they feel more in control of their workload. This, in turn, supports confidence and encourages them to explore beyond set texts and develop their own research skills.
Turning insight into action
Armed with this evidence, the team moved quickly to put the findings into practice. One early change was renaming the system on the university’s student portal to ‘Online Reading List’, making it immediately clear what the link was for and where it would lead.
The team created a model reading list built within Talis itself, serving as both a training resource and a demonstration of good practice. It brings together contact information, step-by-step instructions for common tasks and video demonstrations in clear sections, modelling the very qualities students said they valued most.
Student quotes and insights were shared with academic staff through a dedicated Libguide, giving them direct access to what their students were saying. To reach students directly, the team launched a promotional campaign spanning blogs, podcasts, posters and freshers’ events.
We felt that is so key to change staff feelings towards lists. If they can see it less as an admin task and more as a tool to connect effectively with students.”.
Catherine Parkin, Academic Librarian, Leeds Beckett University
Overall, reading list page views increased by 15% year on year, while the number of list review requests from academic staff rose by 5% on the previous year. The model reading list guidance page attracted over 220 views, with the supporting Libguide receiving a similar number of visits.
A foundation for stronger reading list engagement
The project has given Leeds Beckett a strong evidence base to build on. The team plans to expand their promotional activity with a staff-facing blog, a social media campaign and further podcasts focusing on specific Talis features. They are also continuing to develop and embed training resources and exploring the possibility of re-surveying students and staff to measure shifts in attitudes and engagement since the project began
Webinar: Findings from a Research Project on Student & Academic Engagement
Watch the full presentation to hear how Leeds Beckett University used student insight to strengthen reading list engagement and support student wellbeing.
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