Dr Jennifer Farrar

  • Lecturer in Secondary English and Childrens Literature (Education)

Biography

I am a specialist in children’s literature and literacies with a background in secondary English teaching. My recent ESRC-funded doctorate from the University of Glasgow (awarded 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. My doctoral thesis was Highly Commended by the judges of the British Educational Research Association's 2018 Doctoral Thesis Award and in 2017, I received the Scottish Educational Research Association's Estelle Brisard award for early career researchers. 

Most recently, I have been involved with research projects that have explored teachers’ engagement with themes of migration and diversity; the potential of visually mediated interviews as tools for learning, and I have supported several school and community-based projects involving picturebooks. 

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. I am also exploring the idea of 'reading across the transition' from primary to secondary schools with colleagues in a secondary school and its feeder primaries.


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.


Supervision

Under supervision: 

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

Dobrochna Futro: Translanguaging art: Multilingual practices of contemporary artists and their implications for language pedagogy

 

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


Teaching

I teach across a wide range of undergraduate and post-graduate courses in the School of Education, including: 

  • Education in Practice 2 (MEduc Year 2)
  • What if...? (MEduc Year 2, course convenor)
  • Language and Literacy: MEduc Year 3, 4 and PDGE Primary
  • Children's Literature elective (MEduc Year 3)
  • Culture, Arts and the Humanities elective (MEduc Year4)
  • Understanding Learning and Teaching (PDGE)
  • Professional Enquiry (PDGE) 

 

I also teach on the following Master's courses:

  • MEd Children's Literature and Literacies course 
  • MSc Museum Education

I am a School Experience Placement tutor for MEduc Year 3 students. 


Publications

List by: Type | Date

Jump to: 2018 | 2017 | 2016 | 2015 | 2014
Number of items: 11.

2018

Stone, K. and Farrar, J. (2018) "I read it so it must be true"... Teaching Scotland, 72, pp. 28-30.

2017

Arizpe, E. , Farrar, J. and McAdam, J. (2017) Picturebooks and literacy studies. In: Kümmerling-Meibauer, B. (ed.) The Routledge Companion to Picturebooks. Series: Routledge literature companions. Routledge: Abingdon, Oxon ; New York, pp. 371-380. ISBN 9781138853188

Farrar, J. (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]

Farrar, J. (2017) A review of Seeing Things: A Kid’s Guide to Looking at Photographs, by Meyerowitz. Notes, [Book Review] (Accepted for Publication)

2016

Farrar, J. (2016) New case studies of children responding to picturebooks: case 3. In: Arizpe, E. and Syles, M. (eds.) Children Reading Picturebooks: Interpreting Visual Texts. Routledge: London, pp. 159-168. ISBN 9781138014077

Farrar, J. (2016) “That poor Bear!” Readers’ responses (and resistance) to metafiction in No Bears. In: Scherer, G. and Volz, S. (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, J. (2015) Review of: Eric Toshalis (2015) Make Me! Understanding and Engaging Student Resistance in School, Cambridge, MA: Harvard Education Press. [Website]

Farrar, J. (2015) Draw out imagination with a picturebook. Times Educational Supplement,

Farrar, J. (2015) Exploring creativity through a picturebook. Teaching Scotland, 59, pp. 52-53.

2014

McAdam, J. E., Arizpe, E. , Devlin, A.M. , Farrell, M. and Farrar, J. (2014) Journeys from Images to Words. Project Report. Esmée Fairbairn Foundation.

McAdam, J. E. and Farrar, J. (2014) Narratives of change: creating a community of inquiry using drama. Netla: Veftimarit um Uppeldi og Menntun,

This list was generated on Sat Dec 15 20:18:49 2018 GMT.
Number of items: 11.

Articles

Stone, K. and Farrar, J. (2018) "I read it so it must be true"... Teaching Scotland, 72, pp. 28-30.

Farrar, J. (2015) Draw out imagination with a picturebook. Times Educational Supplement,

Farrar, J. (2015) Exploring creativity through a picturebook. Teaching Scotland, 59, pp. 52-53.

McAdam, J. E. and Farrar, J. (2014) Narratives of change: creating a community of inquiry using drama. Netla: Veftimarit um Uppeldi og Menntun,

Book Sections

Arizpe, E. , Farrar, J. and McAdam, J. (2017) Picturebooks and literacy studies. In: Kümmerling-Meibauer, B. (ed.) The Routledge Companion to Picturebooks. Series: Routledge literature companions. Routledge: Abingdon, Oxon ; New York, pp. 371-380. ISBN 9781138853188

Farrar, J. (2016) New case studies of children responding to picturebooks: case 3. In: Arizpe, E. and Syles, M. (eds.) Children Reading Picturebooks: Interpreting Visual Texts. Routledge: London, pp. 159-168. ISBN 9781138014077

Farrar, J. (2016) “That poor Bear!” Readers’ responses (and resistance) to metafiction in No Bears. In: Scherer, G. and Volz, S. (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, J. (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]

Farrar, J. (2017) A review of Seeing Things: A Kid’s Guide to Looking at Photographs, by Meyerowitz. Notes, [Book Review] (Accepted for Publication)

Research Reports or Papers

McAdam, J. E., Arizpe, E. , Devlin, A.M. , Farrell, M. and Farrar, J. (2014) Journeys from Images to Words. Project Report. Esmée Fairbairn Foundation.

Website

Farrar, J. (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 Sat Dec 15 20:18:49 2018 GMT.