digital literacies, early childhood, mixed methods research

Social Media, Television & Children

Screenshot (41)
Read the full report at

Researchers from The School of Education at The University of Sheffield have recently published a report on 0-16 year olds’ use of social media and television, in collaboration with BBC Children’s and Dubit.

You can read the full report, as well as detailed guidance for parents, teachers and the media industry on the project website.

The research included an online survey of 3154 UK families who had children aged 0-16. Case studies were also undertaken with 6 families.

Digital Literacies in Early Childhood

I’m delighted to say that my joint publication with Professor Jackie Marsh, ‘Digital Literacies in Early Childhood’ has been published in the Oxford Research Encyclopedia of Education.


The Oxford Research Encyclopedias

As anyone involved in teaching (or, indeed, researching) in HE is well aware, the proliferation of information readily accessible online presents a serious challenge to quality research. The Oxford Research Encyclopedias draw on expert authors to provide readers with a reliable understanding of an unfamiliar topic. Each article is peer-reviewed in line with the rigorous quality standards associated with Oxford publications, but currently freely available online. Tim Allen, Acquisitions Editor for Oxford University Press, Education discusses the Oxford Research Encyclopedia of Education HERE.

Digital Literacies in Early Childhood

The study of digital literacies in early childhood (0–8 years) is an emergent and fast-growing area of scholarship. Young children’s communicative practices are today more complex and diverse in scope than ever before, encompassing both “traditional” reading and writing and a growing range of “new” communicative competencies across multiple digital media contexts. Continue reading “Digital Literacies in Early Childhood”

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.

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

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


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

Screen Shot 2016-08-11 at 9.33.29 pm
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

Screen Shot 2016-08-11 at 9.10.39 pm
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”

Blog at

Up ↑