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fionalouisescott

mixed methods researcher, early childhood, television & related media

Module redesign: rebooting MA qual methods teaching

I was recently approached by Learning and Teaching Services (LeTS) at my University (The University of Sheffield). LeTS were updating their online toolkit for teaching staff, and were looking for case studies to provide examples of ‘best practice’ within Learning and Teaching. Having come come across my work redesigning the EDU6357 module in The School of Education in my FHEA application, they requested a case study in some sort of creative format. It gave me a great opportunity to reflect and to experiment with a new format for disseminating information, too!

EDU cccc

The case study infographic can be found above. The full LeTS toolkit, featuring examples of best practice at The University of Sheffield, is forthcoming.

A Secondment to Fab Lab Berlin

I am contributing to the MakEY research blog. My latest post shares my reflections from my first secondment with Fab Lab, Berlin.

Marie Skłodowska-Curie Fellowship with MakeEY

From Feb 19th, I will be taking some time out from my PhD to undertake a Marie Skłodowska-Curie Fellowship. For the next eight months, I will be on secondment with the MakeEY project as a representative of The University of Sheffield. More detailed information about ‘Makerspaces in the early years’ is now available on the project’s website.

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Arriving in Germany for my first secondment with FabLab Berlin

Continue reading “Marie Skłodowska-Curie Fellowship with MakeEY”

Themed issue of MERJ: Media Learning & Engagement in Early Childhood

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Announcing a themed issue of MERJ: Media Learning & Engagement in Early Childhood

I’m excited to be guest editing a new themed issue of the Media Education Research Journal (MERJ), alongside Becky Parry, Cary Bazalgette, Ashley Woodfall and Michelle Cannon.

In both dominant research paradigms and public discourse young children’s engagements with media continue to be seen narrowly in terms of the risks or benefits that may be involved. Meanwhile very young children are increasingly engaging with media at home in ways that influence their talk, their play, their developing identities and indeed their orientation to literacy. A growing new body of research also suggests that digital meaning making offers very young children distinct opportunities to explore, experiment and negotiate with assets and resources in an enticingly liminal space. In this ‘elastic’ space, children feel empowered by the extent of their control and are not limited or obstructed by the written form (Potter, 2012; Cannon, 2016).  Continue reading “Themed issue of MERJ: Media Learning & Engagement in Early Childhood”

Parents@TUOS coffee morning

 

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Talking to parents at the Parents@TUOS coffee morning

The Parents@TUOS network exists to support people at The University of Sheffield (TUOS) who have families, are about to start a family, or are thinking about having children in the future. Amongst other activities, the network hosts quarterly coffee mornings for parents interested in hearing more about topics currently being researched at TUOS that might be of interest to them.

At the end of last month, I was invited to talk about my research as part of this series. The network asked Dr. Sabine Little and myself to present on the theme: “Making Technology Work for My Family”.

Continue reading “Parents@TUOS coffee morning”

GTA, FHEA? Becoming a Fellow of the Higher Education Academy as a casual worker

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One for the certificate binder…

At the end of last month, I was delighted to hear that my application to become a Fellow of the Higher Education Academy (HEA) had been approved. The HEA awards fellowships to individuals with a proven, sustained track record in HE teaching. Increasingly, employers across the education sector are looking for HEA accreditation as a measure of teaching development and success. Continue reading “GTA, FHEA? Becoming a Fellow of the Higher Education Academy as a casual worker”

The C Word – children, TV and social class

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Slides + audio from CMC 2016

The sociologist, Ulrich Beck, famously described social class as a ‘zombie category’, suggesting that thinking in terms of social class was blinding academic researchers to the real experiences and ambiguities of modern life. And yet, inequalities in the UK not only persist, but are in fact growing. The UK ‘suffers from high levels of relative poverty and the poor in Britain are substantially poorer than the worst off in more equal industrialised societies’ (Diamond & Giddens, 2005, p. 102). Continue reading “The C Word – children, TV and social class”

CMC / CSCY 2016: A Tale of Two Conferences

 

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The ‘Challenge Anneka’ approach to conferencing

For an early childhood and television researcher based in Sheffield, July brings with it the promise of two very different (but equally enticing) children’s conferences.

The Children’s Media Conference (CMC) is a national conference for the children’s media industry, taking place every year in Sheffield. Meanwhile, the University of Sheffield’s Centre for the Study of Childhood and Youth (CSCY), hosts a biennial academic conference in July, also in Sheffield. This year, for the first time, the two were scheduled slap-bang, one on top of the other.

Continue reading “CMC / CSCY 2016: A Tale of Two Conferences”

Preschool child development and TV: revisiting CMC 2015

I am a contributor to the Children’s Media Foundation research blog. My latest post thinks about traditional approaches to child development in the context of research about TV.

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