Within HE the production of reading lists is a traditional and taken-for-granted practice. However the reading list has the potential to become a more powerful tool than we often assume. This talk will explain how after a crisis in my own mental health I came to see the reading list as more than an inventory of resources. Through the medium of a commentary on recommended reading I found a way to speak to students about the cognitive and emotional challenges that arise in studying in HE. This approach is productive in supporting students with different needs: mature learners students with mental health challenges overseas students and students with varying levels of confidence and ability. Thus the reading list can be a key element in developing an inclusive approach to learning.
