We present four studies indicating that the size and design of the typeface in textual material for children aged 7-9 may impair speed of reading and comprehension, and measurement of reading attainment. The first study compared the speed with which sample sentences were comprehended. The sentences were printed in Arial font with an x-height of 4.2 or 5.0 mm. The sentences were verified 9% more quickly when presented in the larger typeface. The second study compared reading age on the Salford Sentence Reading Test when the typeface remained at the initial size (xheight 3.3 mm) throughout the test, and when it decreased in size as usual. The average reading age measured with the larger font was 4 months older. The final studies compared the font Sassoon Primary with the font Verdana and showed that Verdana was read and searched more quickly.

This case study outlines the role of students as partners in the co-creation of workshops for the University of Manchester Library’s award-winning ‘My Learning Essentials’ (MLE) skills programme. It focuses on a new workshop – developed, piloted and delivered in 2017 and called ’Academic Writing for Exams’ – and situates it within the context of the wider MLE programme. The process of developing new workshops is outlined, to illustrate how student members of staff (the Library Student Team) contribute to the creation of new learning resources. The study reveals the extent of the Library’s partnership with students, in relation to researching the topic area, producing high-quality slides and materials and participating in the quality-assurance processes for all new and refreshed resources. The aim is to share best practice and explore how a student/staff working partnership can be mutually beneficial and lead to the design of excellent, inclusive and relevant academic skills support. The study includes valuation data from the live workshop and reflects on the partnership and the process, with a view to developing current practice for the future.

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.

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