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Victoria Cook


Research Associate

E-mail Address


+ 44 (0)1223 767539


  • BA (Hons) Geography, University of Oxford
  • PGCE Secondary Geography, University of Cambridge
  • MA Human Geography, University of Leeds
  • PhD Geography, University of Leeds

Membership of Professional Bodies/Associations

European Association for Research on Learning and Instruction (EARLI)

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Victoria is the lead Research Associate on the EC Horizon 2020 project DIalogue and Argumentation for cultural Literacy Learning in Schools (DIALLS). In collaboration with eight European partners, DIALLS seeks to explore the cultural literacy learning of young people in Europe through their responses to visual texts. The project runs from May 2018-April 2021.

Victoria also works as a Research Associate on the DiDiAC project, investigating the use of digital technology to support classroom dialogue. Funded by the Research Council of Norway (2016-2020), and undertaken in collaboration with colleagues at the University of Oslo, DiDiAC utilises dialogic classroom strategies and a micro-blogging tool (TalkWall) to develop 21st century skills in schools. She is currently responsible for the development of Talkwall use in schools, running professional development sessions for primary and secondary teachers.

Victoria has also worked as a Research Associate for the Cambridge Educational Dialogue Research (CEDiR) Group, supporting the work of the group and overseeing recruitment for the current T-SEDA trials.

Prior to joining the Faculty in 2016, Victoria worked as a secondary school geography teacher.

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Research Topics

  • Dialogue and technology
  • Geography and critical thinking
  • Fieldwork and outdoor learning in schools

Current Research Project(s)

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Principal and Recent Publications

Major, L., Warwick, P., Rasmussen, I., Ludvigsen, S. and Cook, V. (2018) ‘Classroom dialogue and digital technologies: a scoping review’, Journal of Education and Information Technologies, 23 (5), 1995-2028.

Cook, V. (2015) From the archive: fieldwork past and present. Teaching Geography, 40, 125.

Cook, V. (2012) Conceptualising “risk”. Teaching Geography, 37, 54-56.

Cook, V. (2011) The origins and development of geography fieldwork in British schools. Geography, 96, 69-74.

Cook, V. (2011) “The teachers seemed a bit obsessive with health and safety”: fieldwork risk and the social construction of childhood in Geographies of children, youth and families: an international perspective. London, Routledge, 279-291.

Cook, V. & Hemming, P. (2011) Embodied dimensions and dynamics of education spaces. Social and Cultural Geography, 12, 1-8.

Cook, V. (2008) The field as a “pedagogical resource”? A critical analysis of students' affective engagement with the field environment. Environmental Education Research, 14, 507-517.

Cook, V. (2008) Year 9 students' perceptions of geography fieldwork. Teaching Geography, 33, 72-74.

Dickinson, J., Andrucki, M. J., Rawlins, E., Hale, D. & Cook, V. (2008) Introduction: geographies of everyday citizenship. ACME, 7, 100-112.

Cook, V. (2007) Review of Childhood and Society: An Introduction to the Sociology of Childhood, Wyness (2006). Children's Geographies, 5, 190-192.

Cook, V., Phillips, D. & Holden, J. (2006) Geography fieldwork in a “risk society”. Area, 38, 413-420. Reprinted in Area (40) VIRTUAL ISSUE: Methods in Geography: New Perspectives, February 2008.

Recent Conference Presentations

Cook, V. and Vrikki, M. (2018) Realising 'dialogic intention' through the use of a microblogging tool in secondary classrooms. Presented at EARLI SIG 20 - 26 conference, Jerusalem, Israel.