Position/Status
Research Associate
E-mail Address
vac36@cam.ac.uk
Phone
+ 44 (0)1223 767539
Qualifications
- 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)
Profile
Victoria works as a Research Associate on the EC Horizon 2020 DIalogue and Argumentation for cultural Literacy Learning in Schools (DIALLS) project, a collaboration with eight European partners working with schools to understand and develop how children make sense of Europe and its differing cultures. Victoria also works 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 microblogging tool (TalkWall) to develop 21st century skills in schools.
Victoria has also worked as a Research Associate for the Cambridge Educational Dialogue Research (CEDiR) Group.
Prior to joining the Faculty in 2016, Victoria worked as a secondary school geography teacher.
Research Topics
- Dialogue and technology
- Cultural literacy
- Geography and critical thinking
- Fieldwork and outdoor learning in schools
Current Research Project(s)
Principal and Recent Publications
Cook, V. & Warwick, P. (2021) Realising student voice through dialogic engagement with a microblogging tool. Education 3-13. DOI: 10.1080/03004279.2021.1955947
Rødnes, K. A., Rasmussen, I., Omland, M. & Cook, V. (2021) Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education, 98.
Cook, V., Major, L., Warwick, P. & Vrikki, M. (2020) Developing collaborative creativity through microblogging: a material-dialogic approach. Thinking Skills and Creativity, 37.
Warwick, P., Cook, V., Vrikki, M., Major, L. & Rasmussen, I. (2020) Realising 'dialogic intentions' when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction, 24, 100376.
Warwick, P. & Cook, V. (2019) Introduction to classroom dialogue. In N. Mercer, R. Wegerif & L. Major (Eds) The Routledge international handbook of research on dialogic education. London: Routledge, pp.120-123.
Cook, V. & Maine, F. (2019) Dialogic teaching: Using wordless texts to develop children’s cultural literacy learning. Impact, September 2019, 44-47.
Maine, F., Cook, V. & Lähdesmäki, T. (2019) Reconceptualizing cultural literacy as a dialogic practice. London Review of Education, 17 (3), 382-391.
Cook, V., Warwick, P., Boggis, S., Chadwick, D., Makepeace, S. & Davis, C. (2019) Developing collaboration, communication and critical thinking skills using a micro-blogging tool. Impact, January 2019, 57-59.
Cook, V., Warwick, P., Vrikki, M., Major, L. & Wegerif, R. (2019) Developing material-dialogic space in geography learning and teaching: Combining a dialogic pedagogy with a microblogging tool. Thinking Skills and Creativity, 31, 217-231.
Cook, V., Major, L., Hennessy, S. Ahmed, F. Calcagni, E. et al. (2018) Classroom dialogue, MESHGuides, available at http://www.meshguides.org/guides/node/1148
Major, L., Warwick, P., Rasmussen, I., Ludvigsen, S. & 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 L. Holt (Ed.) Geographies of children, youth and families: An international perspective (pp.279-291). London: Routledge.
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., 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. & 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.
Course Involvement
Secondary PGCE (Geography): Teaching Controversial Issues
