Dr Jennifer Farrar

  • Senior Lecturer (Pedagogy, Praxis & Faith)

telephone: 0141 330 3434
email: Jennifer.Farrar@glasgow.ac.uk

room 691, St Andrews Building, 11 Eldon Street

Import to contacts

ORCID iDhttps://orcid.org/0000-0002-7128-6355

Biography

I am a specialist in children’s literature and literacies with a background in secondary English teaching. My ESRC funded doctoral research from the University of Glasgow (2017) was an exploration of intergenerational readers’ responses to the disruptive effects of metafiction in picturebooks, with a particular focus on their critically literate potential. I also have an MEd in Children's Literature and Literacies from the University of Glasgow and an undergraduate degree (MA Hons) in English Literature. 

Before coming to initial teacher education, I worked as a secondary English teacher, with experience of state schools in both London and Edinburgh. Prior to that, I worked as an education journalist in London.  

I am currently researching student teachers’ knowledge and use of children’s literature, and am also working on ways to raise Scottish teacher and policy makers’ awareness and understandings of critical literacy and its potential in the classroom and beyond. 

Research interests

My research interests include: critical literacy, children's literature, non-fiction, metafiction, family literacies and home-school relationships, pedagogies for literacy teaching, picturebooks and initial teacher education. 

I welcome enquiries from students and colleagues with research interests in these fields.

Publications

List by: Type | Date

Jump to: 2025 | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014
Number of items: 38.

2025

McKinney, Stephen J. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2025) Education and human rights in Afghanistan. Open House, 324,

2024

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Arizpe, Evelyn ORCID logoORCID: https://orcid.org/0000-0002-0021-0994 and Lees, Rachel ORCID logoORCID: https://orcid.org/0009-0009-7499-3731 (2024) Thinking and learning through images: a review of research related to visual literacy, children’s reading and children’s literature. Education 3-13, (doi: 10.1080/03004279.2024.2357892) (Early Online Publication)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Simpson, Alyson (2024) Pre-service teacher knowledge of children's literature and attitudes to Reading for Pleasure: an international comparative study. Literacy, 58(2), pp. 216-227. (doi: 10.1111/lit.12360)

McKinney, Stephen J. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2024) Role models for the future? The evolving dialogue on minority ethnic teachers in 21st century Scotland. In: Race, Richard (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education. Open University, pp. 273-288. ISBN 9780335250578

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2024) Scottish poetry in the Scottish secondary classroom: seeing beyond the set texts. In: Farrell, Maureen and Davis, Robert A. (eds.) The International Companion to Scottish Children's Literature. Series: International companions to Scottish literature (9). Scottish Literature International, an imprint of the Association for Scottish Literature, pp. 206-223. ISBN 9781908980410

2023

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.325720).

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Creu dealltwriaeth ymarferol o’r Cwricwlwm i Gymru. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350189).

McKinney, S. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, J. ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) The Impact of Armed Conflict on Children, Poverty and Education Symposium. Scottish Educational Research Association (SERA) Conference, Edinburgh, UK, 22-24 Nov 2023.

Govender, Navan and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) Introduction to critical literacies & social media. English in Education, 57(4), pp. 252-261. (doi: 10.1080/04250494.2023.2268401)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) Forging Hope Creatively: Supporting Possibility Thinking with Contemporary Children’s Literature. Sheffield Literacies and Language Conference: Forging Hopeful Literacies, Sheffield, UK, 16-17 June 2023.

McKinney, Stephen J. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) The impact of armed conflict on school education. Educazione Interculturale, 21(1), pp. 1-10. (doi: 10.6092/issn.2420-8175/16970)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Stone, Kelly (2023) Early language and literacy development. In: Carroll, M. and Wingrave, M. (eds.) Childhood Practice: A Reflective and Evidence-based Approach. SAGE: London, pp. 123-134. ISBN 9781529777772; 9781529777765 (pbk)

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.298263).

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Cwricwlwm i Gymru: Esblygu dealltwriaeth o gynnydd mewn dysgu. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350193).

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Eichorn, Jan, Britton, Alan, Anderson, Sarah K. ORCID logoORCID: https://orcid.org/0000-0001-9084-7413 and McKinney, Stephen ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 (2023) Developing Politically Literate Young Citizens in Scottish Education: Barriers and Opportunities. Project Report. University of Glasgow, UK.

2022

Dickson, Beth ORCID logoORCID: https://orcid.org/0000-0003-4734-038X, Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Mclaren, Evelyn ORCID logoORCID: https://orcid.org/0000-0003-2975-9523 and Smith, Clare ORCID logoORCID: https://orcid.org/0000-0003-2677-9991 (2022) Voices Across the Decade: A Review of One School-University Partnership. Scottish Educational Research Association Annual Conference (SERA 2022), Ayr, UK, 23-25 Nov 2022.

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and McColl, Maggie (2022) ‘Meet my mentor’ – the student teacher’s view. In: Eady, Sandra, Essex, Jane, Livingston, Kay and McColl, Margaret (eds.) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge, pp. 49-60. ISBN 9780367405984 (doi: 10.4324/9780429356957-6)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2022) Mediating with metafiction: rethinking what counts about reading with parents, using picturebooks. In: Hagen, Anne Marie (ed.) Mediation and Children's Reading: Relationships, Intervention, and Organization from the Eighteenth Century to the Present. Series: Studies in Text and Print Culture. Lehigh University Press. ISBN 9781611463262

2021

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Proudfoot, Kevin ORCID logoORCID: https://orcid.org/0000-0001-6497-016X (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Stone, Kelly and Hazzard, Donna (2021) Critical literacies work in the United Kingdom. In: Pandya, Jessica Zacher, Mora, Raúl Alberto, Alford, Jennifer Helen, Golden, Noah Asher and de Roock, Roberto Santiago (eds.) The Handbook of Critical Literacies. Routledge: London, pp. 237-244. ISBN 9780367902605 (doi: 10.4324/9781003023425-27)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (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. (doi: 10.7203/JLE.4.21060)

Stone, Kelly and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2021) Advancing an LGBTI-inclusive curriculum in Scotland through critical literacy. Improving Schools, 24(2), pp. 99-111. (doi: 10.1177/1365480220943322)

Gormally, Sinead ORCID logoORCID: https://orcid.org/0000-0003-3151-1025, Boath, Lauren ORCID logoORCID: https://orcid.org/0000-0003-4942-8430, Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Martin, Helen and Nicholson, Joyce ORCID logoORCID: https://orcid.org/0000-0002-2921-2045 (2021) Disrupting Boundaries to Build Bridges. Crossing Boundaries and Building Bridges: ICSEI Virtual Congress 2021, 8-9, 17-18 Mar 2021.

Farrar, J. ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Arizpe, E. ORCID logoORCID: https://orcid.org/0000-0002-0021-0994 and McAdam, J.E. ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 (2021) Challenging picturebooks and literacy studies. In: Ommundsen, Åse Marie, Haaland, Gunnar and Kümmerling-Meibauer, Bettina (eds.) Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning. Routledge: London. ISBN 9780367856250

2020

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2020) Encounters with metafiction: playing with ideas of what counts when it comes to reading. In: Deszcz-Tryhubczak, Justyna and Kalla, Irena Barbara (eds.) Rulers of Literary Playgrounds: Politics of Intergenerational Play in Children’s Literature. Routledge: London, pp. 179-190. ISBN 9780367501433

2019

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Stone, Kelly (2019) Silenced by the gaps? The status of critical literacy in Scotland’s curriculum for excellence. English Teaching: Practice and Critique, 18(3), pp. 335-350. (doi: 10.1108/ETPC-03-2019-0041)

2018

Stone, Kelly and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2018) "I read it so it must be true"... Teaching Scotland, 72, pp. 28-30.

McAdam, Julie ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2018) Childhood and diversity. In: Carroll, Mike and McCulloch, Margaret (eds.) Understanding Teaching and Learning in Primary Education [second edition]. SAGE: London. ISBN 9781526421173

2017

Arizpe, Evelyn ORCID logoORCID: https://orcid.org/0000-0002-0021-0994, Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and McAdam, Julie ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 (2017) Picturebooks and literacy studies. In: Kümmerling-Meibauer, Bettina (ed.) The Routledge Companion to Picturebooks. Series: Routledge literature companions. Routledge: Abingdon, Oxon ; New York, pp. 371-380. ISBN 9781138853188

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2017) A review of Seeing Things: A Kid’s Guide to Looking at Photographs, by Meyerowitz. Notes, 2, [Book Review]

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2017) Playful Texts and the Emergent Reader: Developing Metalinguistic Awareness by Anne Plummer. Children's Literature, 45(1), pp. 255-260. (doi: 10.1353/chl.2017.0013)[Book Review]

2016

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2016) New case studies of children responding to picturebooks: case 3. In: Arizpe, Evelyn and Syles, Morag (eds.) Children Reading Picturebooks: Interpreting Visual Texts. Routledge: London, pp. 159-168. ISBN 9781138014077

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2016) “That poor Bear!” Readers’ responses (and resistance) to metafiction in No Bears. In: Scherer, Gabriela and Volz, Steffen (eds.) Im Bildungsfokus: Bilderbuchrezeptionsforschung. Series: KOLA: Koblenz-Landauer Studien zu Geistes-, Kultur- und Bildungswissenschaften (15). Wissenschaftlicher Verlag Trier: Trier, pp. 187-204. ISBN 9783868216547

2015

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2015) Review of: Eric Toshalis (2015) Make Me! Understanding and Engaging Student Resistance in School, Cambridge, MA: Harvard Education Press. [Website]

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2015) Draw out imagination with a picturebook. Times Educational Supplement,

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2015) Exploring creativity through a picturebook. Teaching Scotland, 59, pp. 52-53.

2014

McAdam, J. E. ORCID logoORCID: https://orcid.org/0000-0002-5402-6711, Arizpe, E. ORCID logoORCID: https://orcid.org/0000-0002-0021-0994, Devlin, A.M. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465, Farrell, M. ORCID logoORCID: https://orcid.org/0000-0002-9238-3576 and Farrar, J. (2014) Journeys from Images to Words. Project Report. Esmée Fairbairn Foundation.

McAdam, Julie E. ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2014) Narratives of change: creating a community of inquiry using drama. Netla: Veftimarit um Uppeldi og Menntun,

This list was generated on Sun Jun 15 09:59:34 2025 BST.
Jump to: Articles | Book Sections | Book Reviews | Research Reports or Papers | Conference or Workshop Item | Website
Number of items: 38.

Articles

McKinney, Stephen J. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2025) Education and human rights in Afghanistan. Open House, 324,

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Arizpe, Evelyn ORCID logoORCID: https://orcid.org/0000-0002-0021-0994 and Lees, Rachel ORCID logoORCID: https://orcid.org/0009-0009-7499-3731 (2024) Thinking and learning through images: a review of research related to visual literacy, children’s reading and children’s literature. Education 3-13, (doi: 10.1080/03004279.2024.2357892) (Early Online Publication)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Simpson, Alyson (2024) Pre-service teacher knowledge of children's literature and attitudes to Reading for Pleasure: an international comparative study. Literacy, 58(2), pp. 216-227. (doi: 10.1111/lit.12360)

Govender, Navan and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) Introduction to critical literacies & social media. English in Education, 57(4), pp. 252-261. (doi: 10.1080/04250494.2023.2268401)

McKinney, Stephen J. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) The impact of armed conflict on school education. Educazione Interculturale, 21(1), pp. 1-10. (doi: 10.6092/issn.2420-8175/16970)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Proudfoot, Kevin ORCID logoORCID: https://orcid.org/0000-0001-6497-016X (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (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. (doi: 10.7203/JLE.4.21060)

Stone, Kelly and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2021) Advancing an LGBTI-inclusive curriculum in Scotland through critical literacy. Improving Schools, 24(2), pp. 99-111. (doi: 10.1177/1365480220943322)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Stone, Kelly (2019) Silenced by the gaps? The status of critical literacy in Scotland’s curriculum for excellence. English Teaching: Practice and Critique, 18(3), pp. 335-350. (doi: 10.1108/ETPC-03-2019-0041)

Stone, Kelly and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2018) "I read it so it must be true"... Teaching Scotland, 72, pp. 28-30.

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2015) Draw out imagination with a picturebook. Times Educational Supplement,

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2015) Exploring creativity through a picturebook. Teaching Scotland, 59, pp. 52-53.

McAdam, Julie E. ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2014) Narratives of change: creating a community of inquiry using drama. Netla: Veftimarit um Uppeldi og Menntun,

Book Sections

McKinney, Stephen J. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2024) Role models for the future? The evolving dialogue on minority ethnic teachers in 21st century Scotland. In: Race, Richard (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education. Open University, pp. 273-288. ISBN 9780335250578

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2024) Scottish poetry in the Scottish secondary classroom: seeing beyond the set texts. In: Farrell, Maureen and Davis, Robert A. (eds.) The International Companion to Scottish Children's Literature. Series: International companions to Scottish literature (9). Scottish Literature International, an imprint of the Association for Scottish Literature, pp. 206-223. ISBN 9781908980410

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and Stone, Kelly (2023) Early language and literacy development. In: Carroll, M. and Wingrave, M. (eds.) Childhood Practice: A Reflective and Evidence-based Approach. SAGE: London, pp. 123-134. ISBN 9781529777772; 9781529777765 (pbk)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and McColl, Maggie (2022) ‘Meet my mentor’ – the student teacher’s view. In: Eady, Sandra, Essex, Jane, Livingston, Kay and McColl, Margaret (eds.) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge, pp. 49-60. ISBN 9780367405984 (doi: 10.4324/9780429356957-6)

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2022) Mediating with metafiction: rethinking what counts about reading with parents, using picturebooks. In: Hagen, Anne Marie (ed.) Mediation and Children's Reading: Relationships, Intervention, and Organization from the Eighteenth Century to the Present. Series: Studies in Text and Print Culture. Lehigh University Press. ISBN 9781611463262

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Stone, Kelly and Hazzard, Donna (2021) Critical literacies work in the United Kingdom. In: Pandya, Jessica Zacher, Mora, Raúl Alberto, Alford, Jennifer Helen, Golden, Noah Asher and de Roock, Roberto Santiago (eds.) The Handbook of Critical Literacies. Routledge: London, pp. 237-244. ISBN 9780367902605 (doi: 10.4324/9781003023425-27)

Farrar, J. ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Arizpe, E. ORCID logoORCID: https://orcid.org/0000-0002-0021-0994 and McAdam, J.E. ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 (2021) Challenging picturebooks and literacy studies. In: Ommundsen, Åse Marie, Haaland, Gunnar and Kümmerling-Meibauer, Bettina (eds.) Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning. Routledge: London. ISBN 9780367856250

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2020) Encounters with metafiction: playing with ideas of what counts when it comes to reading. In: Deszcz-Tryhubczak, Justyna and Kalla, Irena Barbara (eds.) Rulers of Literary Playgrounds: Politics of Intergenerational Play in Children’s Literature. Routledge: London, pp. 179-190. ISBN 9780367501433

McAdam, Julie ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 and Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2018) Childhood and diversity. In: Carroll, Mike and McCulloch, Margaret (eds.) Understanding Teaching and Learning in Primary Education [second edition]. SAGE: London. ISBN 9781526421173

Arizpe, Evelyn ORCID logoORCID: https://orcid.org/0000-0002-0021-0994, Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 and McAdam, Julie ORCID logoORCID: https://orcid.org/0000-0002-5402-6711 (2017) Picturebooks and literacy studies. In: Kümmerling-Meibauer, Bettina (ed.) The Routledge Companion to Picturebooks. Series: Routledge literature companions. Routledge: Abingdon, Oxon ; New York, pp. 371-380. ISBN 9781138853188

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2016) New case studies of children responding to picturebooks: case 3. In: Arizpe, Evelyn and Syles, Morag (eds.) Children Reading Picturebooks: Interpreting Visual Texts. Routledge: London, pp. 159-168. ISBN 9781138014077

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2016) “That poor Bear!” Readers’ responses (and resistance) to metafiction in No Bears. In: Scherer, Gabriela and Volz, Steffen (eds.) Im Bildungsfokus: Bilderbuchrezeptionsforschung. Series: KOLA: Koblenz-Landauer Studien zu Geistes-, Kultur- und Bildungswissenschaften (15). Wissenschaftlicher Verlag Trier: Trier, pp. 187-204. ISBN 9783868216547

Book Reviews

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2017) A review of Seeing Things: A Kid’s Guide to Looking at Photographs, by Meyerowitz. Notes, 2, [Book Review]

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2017) Playful Texts and the Emergent Reader: Developing Metalinguistic Awareness by Anne Plummer. Children's Literature, 45(1), pp. 255-260. (doi: 10.1353/chl.2017.0013)[Book Review]

Research Reports or Papers

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.325720).

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Creu dealltwriaeth ymarferol o’r Cwricwlwm i Gymru. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350189).

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.298263).

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Cwricwlwm i Gymru: Esblygu dealltwriaeth o gynnydd mewn dysgu. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350193).

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Eichorn, Jan, Britton, Alan, Anderson, Sarah K. ORCID logoORCID: https://orcid.org/0000-0001-9084-7413 and McKinney, Stephen ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 (2023) Developing Politically Literate Young Citizens in Scottish Education: Barriers and Opportunities. Project Report. University of Glasgow, UK.

McAdam, J. E. ORCID logoORCID: https://orcid.org/0000-0002-5402-6711, Arizpe, E. ORCID logoORCID: https://orcid.org/0000-0002-0021-0994, Devlin, A.M. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465, Farrell, M. ORCID logoORCID: https://orcid.org/0000-0002-9238-3576 and Farrar, J. (2014) Journeys from Images to Words. Project Report. Esmée Fairbairn Foundation.

Conference or Workshop Item

McKinney, S. ORCID logoORCID: https://orcid.org/0000-0002-8249-6067 and Farrar, J. ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) The Impact of Armed Conflict on Children, Poverty and Education Symposium. Scottish Educational Research Association (SERA) Conference, Edinburgh, UK, 22-24 Nov 2023.

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2023) Forging Hope Creatively: Supporting Possibility Thinking with Contemporary Children’s Literature. Sheffield Literacies and Language Conference: Forging Hopeful Literacies, Sheffield, UK, 16-17 June 2023.

Dickson, Beth ORCID logoORCID: https://orcid.org/0000-0003-4734-038X, Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Mclaren, Evelyn ORCID logoORCID: https://orcid.org/0000-0003-2975-9523 and Smith, Clare ORCID logoORCID: https://orcid.org/0000-0003-2677-9991 (2022) Voices Across the Decade: A Review of One School-University Partnership. Scottish Educational Research Association Annual Conference (SERA 2022), Ayr, UK, 23-25 Nov 2022.

Gormally, Sinead ORCID logoORCID: https://orcid.org/0000-0003-3151-1025, Boath, Lauren ORCID logoORCID: https://orcid.org/0000-0003-4942-8430, Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355, Martin, Helen and Nicholson, Joyce ORCID logoORCID: https://orcid.org/0000-0002-2921-2045 (2021) Disrupting Boundaries to Build Bridges. Crossing Boundaries and Building Bridges: ICSEI Virtual Congress 2021, 8-9, 17-18 Mar 2021.

Website

Farrar, Jennifer ORCID logoORCID: https://orcid.org/0000-0002-7128-6355 (2015) Review of: Eric Toshalis (2015) Make Me! Understanding and Engaging Student Resistance in School, Cambridge, MA: Harvard Education Press. [Website]

This list was generated on Sun Jun 15 09:59:34 2025 BST.

Grants

2019-: Developing Politically Literate Young Citizens in Scottish Education: Barriers and Opportunities, funded by the Gordon Cook Foundation (£40,000).

Supervision

Under supervision: 

Natalie Naihuei Hsie: Young Adult Literature and Intercultural Encountering

Dorothy Munro: An analysis of the impact of cross-curricular incorporation of metaphor awareness as a tool for enhanced literacy in the English classroom and other secondary school subjects.

Fuling Deng: Teaching and Learning with Picturebooks: Developing multimodal litreacy with a commuity of primary school teachers in China.

 

I have also supervised a wide range of MEd and MSc dissertations in Educational Studies and Children's Literature, both MEd and Erasmus Mundus CLMC. 

  • Van Dinter, Emma
    Summative Multimodal Assessments: Developing Practitioners' Understanding and Access to Multimodal Assessments for Utilisation in the BGE English Classroom

Julian Lui: An Exploration of Pedagogy Implication for Oracy Demands in Higher Education and ESL (English as a Second Language) Students. (Completed 2021) 

Dobrochna Futro: Translanguaging art: Multilingual practices of contemporary artists and their implications for language pedagogy. (Completed 2023)

Herdiana Hakim: The Power and Potential of Multicultural Literature in A Diverse Archipelago: Multiculturalism in Indonesian Children’s Books, Children’s Responses, and Teachers’ Perspectives

Teaching

I am currently the School of Education's Director for Initial Teacher Education and Undergraduate. For four years, I led the the PGDE Primary and Secondary programme. I was also the Programme Leader for the MSc Education (online) for three years. I teach across a wide range of undergraduate and post-graduate courses in the School of Education, including: 

  • Language and Literacy: MEduc Year 1, 2, 3, 4, 5 and PDGE Primary and Secondary
  • Children's Literature elective (MEduc Year 3)
  • Culture, Arts and the Humanities elective (MEduc Year4)
  • Texts for Children and Young People  (CLL and Erasmus IMCLMC)

I have been a School Experience Placement tutor for MEduc Year 3 and 4 and PGDE students. I am fully GTCS registered. I supervise a wide range of M-level and doctoral students.

Professional activities & recognition

Prizes, awards & distinctions

  • 2013: Winner, William Boyd Prize for Education (University of Glasgow)
  • 2018: Winner, Estelle Brisard Prize for Early Career Researcher (Scottish Educational Research Association)
  • 2019: Highly commended (BERA Doctoral Thesis Prize)
  • 2021: Winner, Outstanding Contribution to Teaching (University of Glasgow Student Teaching Awards)
  • 2021: Winner, College of Social Sciences Team award, Children's Literature and Literacies (University of Glasgow Teaching Excellence Awards)

Editorial boards

  • 2021: Literacy, UKLA
  • 2021: Literacy Research: Theory, Method, and Practice
  • 2023: The Reading Teacher

Professional & learned societies

  • 2007: , General Teaching Council for Scotland
  • 2019: SIG co-convener, Member of UKLA National Committee, United Kingdom Literacy Association

Selected international presentations

  • 2021: "Researching Reading for Pleasure Practices in Initial Teacher Education: An International Comparative Study" (University of Geneva (online))
  • 2020: “I prefer to read books at my level”: An enquiry into student teachers’ perspectives of Children’s Literature Fostering Dialogue: Teaching Children’s Literature at University, University of Padua, Italy. (University of Padua (online))
  • 2020: Reading between the lines: What's critical about literacy in the CfE? University of Strathclyde Seminar Series, Glasgow (University of Strathclyde)
  • 2019: ‘Student teachers’ knowledge of Children’s Literature: some preliminary findings’, UKLA Primary English in Initial Teacher Education Special Interest Group (Open University, London)
  • 2019: ‘Repositioning Readers Through Metafiction: Disrupting notions of ‘what counts’ as reading in the early years’, AHRC-funded Children’s Literature Colloquium (University of Newcastle)
  • 2018: ‘Playing about with picturebooks – and power: Towards a decolonization of reading relationships between adults and young children, A Child’s World Conference, (University of Aberystwyth)
  • 2018: Conversations about critical literacy: what it is, what it looks like, what it could be’, UKLA In-ternational Conference (UKLA, Cardiff)
  • 2018: Tools for multicultural reading: the potential of children’s literature in culturally diverse class-rooms, British Council funded Workshop on Multicultural Education (Mahidol University, Thailand)
  • 2016: Challenging picturebooks; challenging assumptions’, SERA Conference (SERA, University of Dundee)
  • 2016: ‘Parents mediating picturebooks: An exploration of “what counts” when reading words and pictures’, Mediating Children’s Reading’, The RSE Susan Manning workshop, The Institute for Advanced Studies in the Humanities. (University of Edinburgh)
  • 2015: ‘But is it critical literacy?’ Exploring ‘what counts’ in pupils’ and parents’ responses to metafiction in picturebooks'. (The University of Koblenz Landau and The University of Heidelberg, Germany)
  • 2015: ‘Disrupting ‘what counts’ as reading: the power and potential of picturebooks’, The Child and the Book Conference. (The University of Aviero, Portugal)
  • 2014: ‘Narratives of Change: Creating a Community of Inquiry Using Drama’, Diverse Teachers for Diverse Learners Conference. (University of Strathclyde)

Additional information

Thesis

Blog

Podcasts & webinars

External Examining

External Examiner, PDGE Secondary, University of Edinburgh, 2020 - present.
External Examiner, MA Outdoor Education, University of Worcester, 2020 - present.

 


Jennifer Farrar