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 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.

Publications

List by: Type | Date

Jump to: 2019 | 2018 | 2017 | 2016 | 2015 | 2014
Number of items: 13.

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 Fri Jul 3 07:02:28 2020 BST.
Number of items: 13.

Articles

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

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 Fri Jul 3 07:02:28 2020 BST.

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. 

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.
  • LIU JULIAN
    An Exploration of Pedagogy Implication for Oracy Demands in Higher Education and ESL (English as a Second Language) Students

Teaching

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

  • Education in Practice 2 (MEduc Year 2)
  • Language and Literacy: MEduc Year 3, 4 and PDGE Primary and Secondary
  • Children's Literature elective (MEduc Year 3)
  • Culture, Arts and the Humanities elective (MEduc Year4)
  • Professional Enquiry (PDGE) 
  • Modern Educational Thinking (MSc online, course leader)
  • Research Application (MSc online, course leader)
  • Texts for Children (Erasmus IMCLMC)

I also teach on the following Master's courses:

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

I have been a School Experience Placement tutor for MEduc Year 3 and 4 students.