Presented is a Storify that chronicles a university based 'Book Group in Social Work Education'. Book Group has evolved into a national project. It is a teaching strategy that can be embedded into modules, study groups and as a single programme teaching and learning event. It has the potential to be developed and implemented in a CPD context; mapped alongside the incremental nature of The College of Social Work 'Professional Capabilities Framework' and the Health Care Professionals Council 'Standards of Proficiency' outline. It provides a platform to develop 'Communities of Learning' and 'Communities of Practice' and is therefore a creative and flexible medium through which learning can be propelled, reviewed and secured.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. In this case study the lecturer is developing student appreciation of research/consultancy in the discipline by bringing data/findings from staff research/consultancy into the curriculum.

This case study forms one of six submitted to SWAP to illustrate ways in which academics use social policy research in teaching. In this case study the lecturer develops students' appreciation of research/consultancy in the discipline by using teaching and learning processes which simulate research processes. She also uses assignments which involve elements of research processes and gives students first hand experience of research based consultancy.

In 2005 SWAP funded eight projects in social policy and social work education designed to promote the use of effective learning, teaching and assessment activities; to encourage the development and sharing of innovative approaches and to raise awareness of the importance of evaluating the effectiveness of educational methods. The following is the final report The Impact of Work Based Learning on Students’ Understanding of Citizenship and their Role in the Community.

Vanessa Cookson talks about her experience of good social policy lectures as an undergraduate student, while Zoe Irving offers ideas for engaging lecturers perspective.