Dr Jennifer Farrar

  • Lecturer in Secondary English and Childrens Literature (Pedagogy, Praxis & Faith)

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

Room 631, St Andrews Building, 11 Eldon Street

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: 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014
Number of items: 21.

2022

Farrar, J. and McColl, M. (2022) ‘Meet my mentor’ – the student teacher’s view. In: Eady, S., Essex, J., Livingston, K. and McColl, M. (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, J. (2022) Mediating with metafiction: rethinking what counts about reading with parents, using picturebooks. In: Hagen, A. M. (ed.) Reading Mediation: Relationships, Intervention, and Organization from the Eighteenth Century to the Present. Series: Studies in text and print culture. Lehigh University Press. ISBN 9781611463262 (In Press)

2021

Farrar, J. and Proudfoot, K. (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

Farrar, J. , Stone, K. and Hazzard, D. (2021) Critical literacies work in the United Kingdom. In: Pandya, J. Z., Mora, R. A., Alford, J. H., Golden, N. A. and de Roock, R. S. (eds.) The Handbook of Critical Literacies. Routledge: London, pp. 237-244. ISBN 9780367902605 (doi: 10.4324/9781003023425-27)

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. (doi: 10.7203/JLE.4.21060)

Stone, K. and Farrar, J. (2021) Advancing an LGBTI-inclusive curriculum in Scotland through critical literacy. Improving Schools, 24(2), pp. 99-111. (doi: 10.1177/1365480220943322)

Farrar, J. , Arizpe, E. and McAdam, J.E. (2021) Challenging picturebooks and literacy studies. In: Ommundsen, Å. M., Haaland, G. and Kümmerling-Meibauer, B. (eds.) Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning. Routledge: London. ISBN 9780367856250

2020

Farrar, J. (2020) Encounters with metafiction: playing with ideas of what counts when it comes to reading. In: Deszcz-Tryhubczak, J. and Kalla, I. B. (eds.) Rulers of Literary Playgrounds: Politics of Intergenerational Play in Children’s Literature. Routledge: London, pp. 179-190. ISBN 9780367501433

2019

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

McAdam, J. and Farrar, J. (2018) Childhood and diversity. In: Carroll, M. and McCulloch, M. (eds.) Understanding Teaching and Learning in Primary Education [second edition]. SAGE: London. ISBN 9781526421173

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) A review of Seeing Things: A Kid’s Guide to Looking at Photographs, by Meyerowitz. Notes, 2, [Book Review]

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]

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 May 28 04:11:02 2022 BST.
Number of items: 21.

Articles

Farrar, J. and Proudfoot, K. (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

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. (doi: 10.7203/JLE.4.21060)

Stone, K. and Farrar, J. (2021) Advancing an LGBTI-inclusive curriculum in Scotland through critical literacy. Improving Schools, 24(2), pp. 99-111. (doi: 10.1177/1365480220943322)

Farrar, J. and Stone, K. (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, 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

Farrar, J. and McColl, M. (2022) ‘Meet my mentor’ – the student teacher’s view. In: Eady, S., Essex, J., Livingston, K. and McColl, M. (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, J. (2022) Mediating with metafiction: rethinking what counts about reading with parents, using picturebooks. In: Hagen, A. M. (ed.) Reading Mediation: Relationships, Intervention, and Organization from the Eighteenth Century to the Present. Series: Studies in text and print culture. Lehigh University Press. ISBN 9781611463262 (In Press)

Farrar, J. , Stone, K. and Hazzard, D. (2021) Critical literacies work in the United Kingdom. In: Pandya, J. Z., Mora, R. A., Alford, J. H., Golden, N. A. and de Roock, R. S. (eds.) The Handbook of Critical Literacies. Routledge: London, pp. 237-244. ISBN 9780367902605 (doi: 10.4324/9781003023425-27)

Farrar, J. , Arizpe, E. and McAdam, J.E. (2021) Challenging picturebooks and literacy studies. In: Ommundsen, Å. M., Haaland, G. and Kümmerling-Meibauer, B. (eds.) Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning. Routledge: London. ISBN 9780367856250

Farrar, J. (2020) Encounters with metafiction: playing with ideas of what counts when it comes to reading. In: Deszcz-Tryhubczak, J. and Kalla, I. B. (eds.) Rulers of Literary Playgrounds: Politics of Intergenerational Play in Children’s Literature. Routledge: London, pp. 179-190. ISBN 9780367501433

McAdam, J. and Farrar, J. (2018) Childhood and diversity. In: Carroll, M. and McCulloch, M. (eds.) Understanding Teaching and Learning in Primary Education [second edition]. SAGE: London. ISBN 9781526421173

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) A review of Seeing Things: A Kid’s Guide to Looking at Photographs, by Meyerowitz. Notes, 2, [Book Review]

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]

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 May 28 04:11:02 2022 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: 

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

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

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

  • Futro, Dobrochna
    Translanguaging art: Investigation into multilingual practices of contemporary artists and their implications for language pedagogy
  • Herdiana, .
    The power and potentials of multicultural literature in a diverse archipelago: multiculturalism in Indonesian children’s books, children’s responses, and teachers’ perspectives.

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

Teaching

I am the Programme Leader for the PGDE Primary and Secondary. I am also the Programme Leader for the MSc Education (online). I teach across a wide range of undergraduate and post-graduate courses in the School of Education, including: 

  • Language and Literacy: MEduc Year 3, 4, 5 and PDGE Primary and Secondary
  • Children's Literature elective (MEduc Year 3)
  • Culture, Arts and the Humanities elective (MEduc Year4)
  • Modern Educational Thinking (MSc online, course leader)
  • Research Application (MSc online, course leader)
  • Dissertation course (MSc online)
  • Texts for Children (Erasmus IMCLMC)

I also teach on the following Master's programmes:

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

I have been a School Experience Placement tutor for MEduc Year 3 and 4 students and am course leader for PGDE School Experience. I am GTCS registered. 

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

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.