New publications on literacies and research into student teacher’s knowledge of children’s literature
Published: 1 October 2021
Dr. Jennifer Farrar has had published an article and led on two joint authored chapters in recent weeks. Jennifer also jointly presented a paper at the recent ECER-2021 online conference with Professor Alyson Simpson, University of Sydney.
Dr. Jennifer Farrar has had published an article and led on two joint authored chapters in recent weeks. Jennifer also jointly presented a paper at the recent ECER-2021 online conference with Professor Alyson Simpson, University of Sydney.
Farrar, J. (2021). “I don’t really have a reason to read children’s literature”: Enquiring into Primary Student Teachers’ Knowledge of Children’s Literature. Journal of Literary Education, (4), pp. 217-236. https://ojs.uv.es/index.php/JLE.
This paper reports on the first tranche of findings from a research project Jennifer carried out with undergraduate student teachers at the University of Glasgow.
Farrar, J., Stone, K. and Hazzard, D. (2021). “Critical Literacies Work in the United Kingdom” in J.Z. Pandya, R.A. Mora, J.H. Alford, N.A. Golden, R.S. de Roock (Eds). The Handbook of Critical Literacies (1st Ed). London: Routledge.
This chapter presents an overview of critical literacies work in Scotland, England, Northern Ireland and Wales and draws out possibilities for future work across national boundaries in this important field.
Farrar, J., Arizpe, A. and McAdam, J. E. (2021). “Challenging Picturebooks and Literacy Studies,” in A.M. Ommundsen, G. Haaland and B. Kummerling-Meibauer (Eds), Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning. (1st Ed.) London: Routledge.
This chapter explores how research using challenging picture books in educational settings has developed in relation to current and emerging trajectories in literacy studies.
Farrar, J and Simpson, A. (2021) "Researching Reading for Pleasure Practices in Initial Teacher Education: An International Comparative Study". ECER, University of Geneva (online).
This paper reports on the initial findings of a comparative study that explored student teachers’ knowledge of and attitudes towards children’s literature in the classroom.
First published: 1 October 2021