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Projects and Publications

copies of alice in wonderland

Members of the research and teaching team are all distinguished scholars who have taught the subject over many years to undergraduate, postgraduate, advanced diploma, masters and doctoral students. Between them, they have published many highly-regarded books, chapters, articles and literary guides, and many have influential roles on the national and international stage. See below for doctoral and staff publications and please also visit staff profiles linked from our People section.

Maria Nikolajeva is the Chair of the Research Group and an internationally recognised children’s literature scholar. She has lectured extensively in five continents, is on the editorial boards of several international professional journals and has contributed innumerable books, essays and articles to the field. In 2005 she received the International Brothers Grimm Award for a lifetime achievement in children's literature research.

Zoe Jaques is deputy lead of the children's literature group, where she has lectured since 2014. She is the author of Children's Literature and the Posthuman (Routledge, 2015) and Lewis Carroll's Alice: A Publishing History (Ashgate, 2013). These books reflect her diverse interests in children's literature and its intersections with educationalist discourse, particularly animal studies, posthumanism, the history of the book, and illustrative traditions. She is the general editor of The Cambridge History of Children's Literature in English in three volumes, to be published in 2022. Her research has been supported through fellowships at Harvard University, the University of Texas at Austin, the University of Florida, and Kent State University.

Frances Foster is a Classicist who works on the ways in which the literature, culture and mythology of the ancient world is employed in children’s and YA literature. She has given numerous conference papers on a wide range of receptions of Greek, Roman and Egyptian material in children’s literature, and some of this work is now appearing in print. She has particular interests in the presentation of ancient hero culture for young audiences, and on the recurrence of the themes surrounding the land and shades of the dead.

Melanie Keene is Fellow and Graduate Tutor at Homerton College. She works on the history of science for children over the past two hundred and fifty years, on topics including what she has termed 'familiar science', fairy tales, board games, and scientific instruments. She is currently researching science in juvenile periodicals, elementary medical education and children’s bodies, and Noah’s Ark in Victorian culture.

Fiona Maine is a lecturer in literacy education at the Faculty. Her work explores children's responses as they engage together with multi-modal narratives including short film, video games and picturebooks.  She publishes widely in peer-reviewed journals and is the author of Dialogic Readers: children talking and thinking together about visual texts. She is on the editorial board of Children's Literature in Education and reviews regularly for Literacy. Whilst her primary research group affiliation is with CEDiR, her research around reader responses positions her work also within the CLRC.

Joe Sutliff Sanders is the editor of three books on children's literature, author of two, and founding member of the editorial board of the journal Research on Diversity in Youth Literature. A winner of research grants from both the National Endowment for the Humanities and the Fulbright Commission, he has published extensively on a broad scope of topics within children's literature, including nonfiction, comic books, digital literature, and girls' fiction.

Doctoral students and research topics

Jen Aggleton - Reading illustrated novels: exploring the medium
through participatory case study.

Michelle Anya Anjirbag - Representation and diversity in post-Renaissance Disney film adaptations of wonder tale narratives.

Ross Buckingham - Ecocritical analyses of young readers' responses to the representation of environmental issues in children's literature.

Phoebe Chen - Ecocriticism and science fiction.

Nard Choi - Exploring Tanzanian students' literary experiences in school library spaces.

Katy Day - Cognitive approaches to feminist fantasy.

Meghanne Flynn - Supernatural romance in adolescent literature.

Aline Frederico - Digital picturebooks.

Clare Freeman - Young readers' engagement with fiction.

Sarah Hardstaff - Hidden Economies in the Novels of Mildred Taylor and Cynthia Voigt.

Nicol Hilton - Maturation in Patrick Ness's Young Adult literature.

Madeleine Hunter - Adaptations of children's texts in the context of convergence culture.

Chris Hussey - Representations of London in children's literature.

Lisa Kazianka - Depictions of masculinities in contemporary Arthurian narratives for children.

Madison McLeod - London as a posthuman location in contemporary Young Adult fantasy fiction.

Maggie Meimaridi - Talking animals in children's literature.

Catherine Olver - The five senses and the mastery of nature in YA fantasy.

Siddharth Pandey - Craftsmanship and materiality in fantasy fiction.

Anna Purkiss - Young readers' responses to representations of disability in contemporary children's literature.

Emma Reay - The poetics and aesthetic power of children's video games.

Anna Savoie- Adolescent empathy responses to minority young adult literature.

Angela Schill - Deaf characters in children's fiction.

Richard Shakeshaft - The role of technology in young adult fiction.

Tyler Shores - Attention span, distraction, and reading novels on tablets.

Vera Veldhuizen - Cognitive narratological approaches to empathy, ethics and justice developments through children's war literature.

Julia Wang - Multiverses in adolescent fantasy using spatiality.

Amy Webster - Publishers' selection, abridgement and re-illustration of books in series of children's classics.

Maya Zakrzewska-Pim - Adaptations of Charles Dickens for children.

Publications

Selected publications, including books, chapter, research and conference papers, and public academic presentations from members of the Children's Literature Research Centre from the past five years:

Publications

Aggleton, J. (2018). Where are the children in children’s collections? An exploration of ethical principles and practical concerns surrounding children’s participation in collection development. New Review of Children’s Literature and Librarianship, 24(1), pp.1-17. DOI: 10.1080/13614541.2018.1429122

Aggleton, J. (2017), [Report]. Collecting and preserving digital comics. London: The British Library.

Aggleton, J. (2017). "What is the use of a book without pictures?": an exploration of the impact of illustrations on reading experience in A Monster Calls. Children's Literature in Education, 48(3), 230-244. http://link.springer.com/article/10.1007%2Fs10583-016-9279-1 (open access).

Aggleton, J. (2016), [Review]. The Rainbow’s Heart by Richard Latimer. Africa in Words https://africainwords.com/2016/12/08/a-review-of-the-rainbows-heart/

Day, Katy. (2017) "Disruption—Not Always a Bad Thing: A Look at Scripts in Tamora Pierce's First Test." In Dafna Lemish and Maya Götz (Eds.) Beyond the Stereotypes? Images of Boys and  Girls, and their Consequences. Gothenburg: Nordicom.

Foster, F. (2018). Servius on Virgil’s Underworld in Late Antiquity. In J. Harrison (ed), Imagining the Afterlife in the Ancient World. London: Routledge, 173-189.

Foster, F. (2018). Attitudes to Ancient Greek in Three Schools: A Case Study. The Language Learning Journal, 46·2, 159-172. DOI: 10.1080/09571736.2014.1002415.

Foster, F. (2017). Teaching Language through Virgil in Late Antiquity. The Classical Quarterly, 67·1, 270-283.

Da Vela, B. and Foster, F. (2016). Servius, Donatus and Language Teaching. In A. Garcea, M.-K. Lhommé and D. Vallat; (eds), Fragments d’Érudition: Servius et le Savoir Antique. Hildesheim: Olms, 143-153.

Foster, F. (2016). Teaching Virgil’s Greek in Late Antiquity. Beiträge zur Geschichte der Sprachwissenschaft, 26·1, 69-81.

Foster, F. (2015) Visiting the ancient land of the dead in Le Guin and Riordan. Foundation: The International Review of Science Fiction, 44(112), 33-43.

Foster, F. (2014). Lands of the dead: Homer's Hades and Le Guin's Dry Land. Foundation: The International Review of Science Fiction (Special Issue: Fantastika in the Greek and Roman Worlds), 43(118), 32–44.

Foster, F. (2014). Reconstructing Virgil in the Classroom in Late Antiquity. History of Education, 43·3, 285–303.

Foster, F. (2013). Virgilising Rome in Late Antiquity: Claudian and Servius. New Voices in Classical Reception Studies, 8, 65-78.

Frederico, A. (2017). Book review: Digital literature for children: texts, readers and educational practices, Nordic Journal of ChildLit Aesthetics, Volume 8, http://dx.doi.org/10.1080/20004508.2017.1285551

Frederico, A. (2016). The future of the reader or the reader of the future: Digital interactive books for children and multiliteracies. Caderno de Letras da UFF, 26(52), 121-139. Available in https://goo.gl/7LfGSo

Frederico, A. (2016). The visual construction of metafiction in Ziraldo's The Panel Boy. Forum for World Literature Studies, 8(3), 352-370. Available in http://www.fwls.org/plus/view.php?aid=293

Grzegorczyk, B. (2018). ‘A Trojan Horse of a Different Colour: Counter-Terrorism and Islamophobia in Alan Gibbons’s An Act of Love and Anna Perera’s Guantanamo Boy.’ Critical Studies on Terrorism, 11(1), 26-44.

Grzegorczyk, B. (2015). Discourses of Postcolonialism in Contemporary British Children’s Literature. New York: Routledge.

Grzegorczyk, B. (2013). ‘The Specter of Authenticity: Discourses of (Post)Colonialism in the African novels of Nancy Farmer.’ Academic Journal of Modern Philology, 2, 19-25.

Hardstaff, S. (2018). Whose war? Symbolic economies in conversations about conflict in Mildred Taylor's /The Road to Memphis/ and Cynthia Voigt's /The Runner/. The ALAN Review, 45(3), 64-71.

Hardstaff, S. (2018). "With Special Obligations": Constructions of Young Adulthood and Caregiving in The Road to Memphis and Seventeen Against the Dealer. In J. Ahlbeck, P. Lappalainen, K. Launis, and K. Tuohela (Eds.), Childhood, Literature and Science: Fragile Subjects. London: Routledge.

Hardstaff, S. (2016). From the gingerbread house to the cornucopia: gastronomic utopia as social critique in Homecoming and The Hunger Games. The Looking Glass : New Perspectives on Children's Literature, 19(1). https://www.lib.latrobe.edu.au/ojs/index.php/tlg/article/view/760

Hardstaff, S. (2016). Run, run as fast as you can: "The boy with the bread" in The Hunger Games. Forum for World Literature Studies, 8(3), 371-384. http://www.scopus.com/inward/record.url?eid=2-s2.0-84997840885&partnerID=MN8TOARS

Hardstaff, S. (2015). "Papa said that one day I would understand": examining child agency and character development in Roll of Thunder, Hear my Cry using critical corpus linguistics. Children's Literature in Education, 46(3), 226-241.

Hardstaff, S. (2014). Maybe he's on the toy train: empathising and systemising in an encounter with David Macaulay's Black and White. Literacy, 48(2), 80-85.

Hardstaff, S. (2014). Poachers and scavengers: reconceptualising food in children's literature. In B. Carrington & J. Harding (Eds.), Feast or famine? Food and children's literature (pp. 182-193). Newcastle: Cambridge Scholars Press.

Horrell, G.A. (2013). Roots: poetry of oppression, resistance and liberation. In B. Bryan & M. Styles (Eds.), Teaching Caribbean poetry (pp. 44-52). London: Routledge.

Hussey, C. (2017). Tickets Please! – Trains, stations and travel in the works of China Miéville. Fantastika Journal Special Edition, Volume 1, Issue 2, Autumn 2017, 64-77.

Iordanaki, L. (2013). Magic mirror on the wall, which is the scariest of them all?. In V. Patsiou & G. Kalogirou (Eds.), The power of literature: teaching approaches (in Greek) (pp. 299-326). Athens: Gutenberg.

Iakovidou, D, Iordanaki, L., & Kalogirou, G. (2013). Illustrating Grimm's Snow White: Snow White and the seven (or even more) illustrative versions. Keimena: digital journal of children literature, 16(2), 1-46.

Jaques, Z. (2015). Children's literature and the posthuman: animal, environment, cyborg. NY: Routledge.

Jaques, Z. (2014). Tiny dots of cold green: pastoral nostalgia and the state of nature in Tove Jansson's The Moomins and the Great Flood. The Lion and the Unicorn, 38(2), 200-216.

Jaques, Z. (2014). This huntress who delights in arrows: the female archer in children's fiction. In L. Campbell (Ed.), A quest of her own: the female hero in modern fantasy (pp. 150-171). Jefferson, NC: McFarland & Company.

Jaques, Z., & Giddens, E. (2013). Lewis Carroll’s Alice: a publishing history. Aldershot: Ashgate.

Jaques, Z. (2013). There and back again: the gendered journey of Tolkien’s hobbits. In. P. Hunt (Ed.), J. R. R. Tolkien (pp. 88-105). London: Palgrave.

Jaques, Z. (2013). Arboreal myths: dryadic transformations, children’s literature, and fantastic trees. In I. Gildenhard & A. Zissos (Eds.), Transformative change in Western thought: a history of metamorphosis from Homer to Hollywood (pp. 163-182). Oxford: Legenda.

Keene, M. (2017) "Dinosaurs Don’t Die": the Crystal Palace monsters in children’s literature, 1854-2001, in Kate Nichols and Sarah Victoria Turner (eds.), After 1851: The material and visual cultures of the Crystal Palace at Sydenham. Manchester University Press.

Keene, M. (2015) Science in Wonderland: the scientific fairy tales of Victorian Britain. Oxford University Press.

Keene, M. (2014) Familiar science in nineteenth-century Britain, History of Science 52, 53-71.

Maine, F. (2017). The bothersome crow people and the silent princess: Exploring the orientations of children as they play a digital narrative game. Literacy, 51(3), pp138-146.

Maine, F. (2017). Collaborative and dialogic meaning-making: How children engage and immerse in the storyworld of a mobile game. In C. Burnett, G. Merchant, A. Simpson & M. Walsh (Eds.) The Case of the iPad: Mobile Literacies in Education. Singapore: Springer, pp211-225.

Maine, F. (2015). Dialogic Readers: Children talking and thinking together about visual texts, London: Routledge.

Maine, F. (2015). Teaching comprehension through reading and responding to film. Leicester: UKLA.

Maine F. & Shields R. (2015). Developing reading comprehension with moving image narratives, Cambridge Journal of Education. 45 (4), pp519-535.

Maine, F. (2013). How children talk together to make meaning from texts: A dialogic perspective on reading comprehension, Literacy, 47 (3), pp150-156. DOI: 10.1111/lit.12010

Beauvais, C. & Nikolakeva, M. (Eds.) (2017) The Edinburgh companion to children's literature. Edinburgh University Press.

Nikolajeva, M. (2014). Reading for learning: cognitive approaches to children's literature. Amsterdam: John Benjamins.

Nikolajeva, M. (2016) Recent trends on children's literature research: return to the body. International Research in Children's Literature, 9(2).

Nikolajeva, M. (2016) Navigating fiction: cognitive-affective engagement with place in children's literature. BREAC: A Digital Journal of Irish Studies.

Al-Yaqout, G. & Nikolajeva, M. (2015) Re-conceptualising picturebook theory in the digital age. Nordic Journal of ChildLit Aesthetics, 6.

Nikolajeva, M. (2014) Memory of the present: empathy and identity in young adult fiction. Narrative Works, 4(2).

Nikolajeva, M. (2014) "The penguin looked sad": picturebooks, empathy and theory of mind. In B. Kummerling-Meibauer (Ed.), Picturebooks: representation and narration. New York: Routledge.

Nikolajeva, M. (2013) "Did you feel as if you hated people?": emotional literacy through fiction. New Review of Children's Literature and Librarianship, 19(2).

Nikolajeva, M. (2013) Picturebooks and emotional literacy. The Reading Teacher, 67(4).

Pandey, S. (2016). Framing Simla: the queen of hill stations and the politics of iconography.Visual Histories of South Asia. Delhi: Primus Books (Ratna Sagar). Forthcoming. 

Pandey, S. (2015). Between knowing and unknowing: understanding the fluid force of magic in the Harry Potter Series. In J.P. Pazdziora & M. Snell (Eds.), Ravenclaw reader: seeking the artistry and meaning of JK Rowling's Hogwarts saga (pp. 51-74). Oklahoma: Unlocking Press.

Pandey, S. (2014). Simla or Shimla: the Indian political re-appropriation of Little England. In D. Maudlin & M. Vellinga (Eds.), Consuming architecture: on the occupation, appropriation and interpretation of buildings (pp. 133-153). Oxford: Routledge.

Pullinger, D. (2018) 'The words of poems are who you were': contradictions and continuities in Signs of Childness. Children's Literature in Education, Special Issue.

Pullinger, D. (2017). From Tongue to Text: A New Reading of Children's Poetry. London: Bloomsbury Academic.

Pullinger, D. (2017). Nursery Rhymes: poetry, language and the body, in The Aesthetics of Children's Poetry: A Study of Children's Verse in English. Eds. K.Wakeley-Mulroney and L. Joy. London: Rutledge.

Pullinger, D. (2017). Learning a(Verse), Times Educational Supplement. 11 August. 

Pullinger, D. & Whitley, D. (2016). Beyond Measure: The Value of a Memorised Poem. Changing English. Special Issue on 'The Uses of Poetry'. 23(4)

Pullinger, D. (2015). Infinity and beyond: the poetic list in children's poetry. Children's Literature in Education, 46(3), 207-225.

Pullinger, D. (2014). Poetry recitation: tradition, terms and conditions. Writing in Education, 63, 67-72.

Pullinger, D., & Whitley, D. (2013). Sounding sense: the place, problems and potential of performance in poetry. Changing English, 20(2), 160–173.

Sanders, J. (2018). A Literature of Questions: Nonfiction for the Critical Child. Minneapolis: University of Minnesota Press. 

Sanders, J. (Ed.) (2016). The Comics of Hergé: When the Lines Are Not So Clear. Jackson, Mississippi: University Press of Mississippi. 

Abate, M., & Sanders, J. (Eds) (2016). Good Grief! Children and Comics. Columbus, Ohio: Billy Ireland Cartoon Library and Museum (online only).  

Sanders, J. (2015). Almost Astronauts and the Pursuit of Reliability in Children's Nonfiction. Children's Literature in Education, 46(4), 1-16.

Sanders, J. (2013). Chaperoning Words: Meaning-Making in Comics and Picture Books. Children's Literature, 41, 57-90.

Shakeshaft, R. (2016). The Case for a Posthuman Trialism. In Planka, S (Ed.), Critical Perspectives on artificial humans in children's literature. Würzburg: Königshausen & Neumann.

Shakeshaft, R. (2014). Supermen, cyborgs, avatars and geeks: technology and the human in contemporary young adult fiction. In C. Butler & K. Reynolds (Eds.), Modern children's literature: an introduction (2nd edition.), (pp. 234-250). London: Palgrave Macmillan.

Shi, X. (2014). [Review of the book Children's literature in china from the perspective of mass culture, by Enli Chen]. International Research in Children's Literature, 7(2), 223-225. doi: http://dx.doi.org/10.3366/ircl.2014.0138 

Shores, T. (2017). “Building Blocks of Thought: LEGO and the Philosophy of Play.” LEGO and Philosophy. Eds. William Irwin, Sondra Bacharach and Roy T. Cook. Malden, MA: John Wiley and Sons.

Webster, A. (2018). Tea, Table Manners and... A Tiger: Exploring how children’s literature transforms the traditional English tea time. FEAST special edition ‘Consuming Children’ 1.

Whitley, D. (2014). The effects and affects of animation. In A. W. von Mossner (Ed.), Moving environments: affect, emotion, ecology, and film (pp. 143-159). Waterloo, Canada: Wilfrid Laurier University Press.

Whitley, D. (2014). The wild and the cute: Disney animation and environmental awareness. In A. N. Howe & W. Yarborough (Eds.), Kidding around: the child in film and media (pp. 211-223). New York: Bloomsbury.

Whitley, D. (2014). Discovering sense through sound. Writing in Education, 63, 73-80.

Whitley, D. (2013). Learning with Disney: children's animation and the politics of innocence. Journal of Educational Media, Memory and Society, 5(2), 75-91.

Whitley, D. (2013). Ted Hughes: poetry, education and memory. Ted Hughes Society Journal, 3, 37-42.

Whitley, D. (2013). Ted Hughes and farming. In M. Wormald, N. Roberts & T. Gifford (Eds.), Ted Hughes: from Cambridge to collected (pp. 96-111). London: Palgrave.

Whitley, D. (2013). Poetry, place and environment: the scope of Caribbean poetry. In B. Bryan & M. Styles (Eds.), Teaching Caribbean poetry (pp. 5-17). London: Routledge.

Whitley, D. (2013). Confidence and resilience in poetry teaching. In S. Dymoke, A. Lambirth & A. Wilson (Eds.), Making poetry matter: international research on poetry pedagogy (pp. 42-49). London: Bloomsbury.

Pollard, V., & Whitley, D. (2013). Understanding and teaching Walcott. In B. Bryan & M. Styles (Eds.), Teaching Caribbean poetry (pp. 52-63). London: Routledge.

Presentations

Aggleton, J. (2017). Reading illustrated novels: an exploration of the medium through participatory case study. Intermediality and Multimodality Graduate Symposium, Faculty of Education, University of Cambridge, UK.

Aggleton, J. (2017, May). It looks cool: interacting with the illustrated novel as a material object. The Children’s Book as Material Object symposium, University of Cambridge, UK.

Aggleton, J. (2017, April). “Crossing boundaries: words and images in illustrated novels.” Betwixt and Between: boundaries and peripheries in children’s culture. ISSCL annual conference, Dublin City University, Republic of Ireland.

Aggleton, J. (2017, March). The impact of illustrations upon children’s experiences of reading novels. The Child and The Book, University of Valencia, Spain.

Aggleton, J. (2016, December). Illustrating the Nutcracker: picture placement and reader response. Hoffman’s Legacy Symposium, Anglia Ruskin University, Cambridge, UK.

Aggleton, J. (2016, October). Spaces within the book: researching children’s experiences of reading illustrated novels. Real Readers Reading Seminar Series, Faculty of Education, University of Cambridge, Cambridge, UK.

Aggleton, J. (2016, March). "Teachings that do not speak of pain have no meaning": disability and critical engagement in Fullmetal Alchemist: Brotherhood. Paper presented at the 37th International Conference of the International Association of the Fantastic in the Arts (IAFA), Orlando, Florida, USA. 

Aggleton, J. (2015, July). “Is this the real life, or is this just fantasy?" Constructing fantastic locations in A Monster Calls. Presented at Locating Fantastika Conference, University of Lancaster, Lancaster, UK.

Anjirbag, M. (2018, May). Moving from Coloniality to Representational Diversity in Animated Film. Presented at Reading YA Fiction, University of Birmingham, UK.

Anjirbag, M. (2018, April). Intertextuality and Intergenerational Dialogues in the Re-iteration of Disney Classic Films. Presented at the International Symposium on Intergenerational Solidarity in Children's Literature and Culture, Faculty of Education, University of Cambridge, UK.

Anjirbag, M. (March 2016). Reshaping Societal Ideals through Liminality in Original Fairy Tales. Presented at Northeast Modern Language Association (NeMLA) annual conference, Hartford, Connecticut, USA.

Choi, N. (2017, August). Exploring Tanzanian students' experiences of engaging with English-language texts in school libraries: insights from a multiple case study. Presented at the 10th Pan-African Reading for All (PARFA) conference, Abuja, Nigeria. 

Choi, N. (2017, August). Possibilities of representation and subjectivity in Sade Adeniran’s Imagine This: pushing the boundaries of interpretive frameworks and research in African children’s literature. Presented at the 4th International Board of Books for Young People (IBBY) Africa Regional Conference, Kampala, Uganda.  

Day, K. (2015, March). "Why Fantasy is Important." Presented at the 36th International Conference of the International Association of the Fantastic in the Arts (IAFA), Orlando, Florida, USA.

Day, K. (2015, March). "The subversive idea that girls are people too": script disruption as a positive cognitive tool. Presented at The Child and The Book, Aveiro, Portugal.

Day, K. (2015, August). "The subversive idea that girls are people too": script disruption as a positive cognitive tool." Presented at the International Society for Children's Literature (IRSCL) Biennial Congress, Worcester, UK. 

Day, K. (2016, April). American feminist movements and their impact on American fantasy fiction. Presented at the American Children's Literature Symposium, Homerton College, University of Cambridge, UK. 

Day, K. (2016, March). When is a fairytale not a fairytale?: retelling Cinderella as fantasy in Ella Enchanted. Presented at the 37th International Conference of the International Association of the Fantastic in the Arts (IAFA), Orlando, Florida, USA. 

Day, K. (2016, March). Girls who kick butt: Feminist fantasy novels' potential impact on cognition in adolescents. Presented at Second Cambridge Symposium on Cognitive Approaches to Children's Literature, Cambridge, UK.

Flynn, M. (2016, April). Meeting monsters: America's Gothic rhetoric and young adult supernatural romance. Presented at the American Children's Literature Symposium, Homerton College, University of Cambridge, UK.

Flynn, M. (2016, March). The other (wo)man: the use of doubling in young adult supernatural romance. Presented at the Popular Culture Association National Conference, Seattle, Washington, USA. 

Flynn, M. (2016, March). Wonder-ful monsters: adaptation and transformation in young adult supernatural romance. Presented at the 37th International Conference of the International Association of the Fantastic in the Arts (IAFA), Orlando, Florida, USA. 

Flynn, M. (2015, June). The choice to die in young adult supernatural romance. Presented at the 42nd annual Children's Literature Association (CHLA) conference, Richmond, VA, USA.

Flynn, M. (2015, April). The power of death in young adult supernatural romance. Presented at Pippi to Ripley: Women and Gender in Fantasy, Science Fiction and Comics conference, Ithaca, NY, USA.

Flynn, M. (2014, September). Supernatural identity in young adult supernatural romance: a quest for equality. Presented at the Fourth Global Interdisciplinary Conference on Gender and Love. Oxford, UK.

Foster, F. (July 2018). Rick Riordan's Demigods: Twenty-first century heroes? Presented at the Eleventh Celtic Conference in Classics, St Andrews, UK.

Foster, F. (July 2018). Teaching 'correct Latin' in late antique Rome. Presented at Bi-/Multilingualism and the History of Language Learning and Teaching, Reading, UK.

Foster, F. (2017, July). Demigod, god or monster? Rick Riordan's Hercules. Presented at Celebrating Hercules in the Modern World, Leeds, UK.

Foster, F. (2017, May). Two narratives of Katabasis and the quest for being remembered. Presented at 'A Quest for Remembrance': The Descent into the Classical Underworld, Warwick, UK.

Foster, F. (2017, March). Rethinking Identity: Rutilius Namatianus’ De reditu suo. Presented at Voices in Late Latin Poetry, LMH, Oxford, UK.

Foster, F. (2016, June). The Dark Side of the Underworld: Hades Speaks! Presented at Imagining the Afterlife in the Ancient World, Birmingham and Newman, UK.

Foster, F. (2016, May). Servius and Antiquarianism in the Classroom. Presented at Finding the Present in the Distant Past: The Cultural Meaning of Antiquarianism in Late Antiquity, Gent, Belgium.

Foster, F. (2016, April). Claudian, Servius and the Literary Presentation of the Succession of Power in Late Antiquity. Presented at the Classical Association Conference, Edinburgh, UK.

Foster, F. (2016, February). Another Late Antiquity. Presented at Historical Fictions Research Network, ARU, Cambridge, UK.

Foster, F. (2015, May). The Persona of Servius. Presented at Characterisation in Memory Construction, ICS, London, UK.

Foster, F. (2015, March). Drinking blood and talking ghosts. Presented at The Once and Future Antiquity: Classical Traditions in Science Fiction and Fantasy, Tacoma, Washington, USA.

Foster, F. (2014, September). The role of the fantastic ancient world in the work of Diana Wynne Jones. Presented at A Fantastic Legacy: Diana Wynne Jones, Newcastle, UK.

Foster, F. (2013, June). Lands of the dead: Hades and the Dry Land in Earthsea. Presented at Swords, Sorcery, Sandals and Space: The Fantastika and the Classical World, Liverpool, UK.

Frederico, A. (2017, September). Agency and Embodiment in children's transactions with story apps. Presented at the meeting of The Digital Literacy and multimodal Practices of Young Children (DigilitEY), European Cooperation in Science and Technology Action, Bologna, Italy.

Frederico, A. (2017, April). The dynamics of meaning-making when preschoolers read story apps: a multimodal social semiotics perspective. Presented at the Visual and Multimodal Research Forum, Knowledge Lab, UCL Institute of Education, UK.

Frederico, A. (2016, November). Swipe to turn the "page": Metafiction in the story app "The Monster at The End of This Book." Presented at the International Conference on Digital Media and Textuality, Universität Bremen, Germany.

Frederico, A. (2016, October). Picturebooks from codex to app: Understanding transmediation by looking at both texts and readers. Presented at Transmediations: Communication Across Media Borders, Linnaeus University, Växjö, Sweden.

Frederico, A. (2016, June). Children reading story apps: responses to different digital narrative features. Presented at UKLA Symposium TAP & READ: literacy development through e-books and apps. Faculty of Education, University of Cambridge, UK.

Frederico, A. (2016, May). Play and playfulness in story apps: Preschoolers reading Nosy Crow's Little Red Riding Hood. Presented at The Child and The Book, Wroclaw University, Poland.

Frederico, A. (2016, March). Preschoolers reading picture book apps: Methods for capturing multimodal responses. Presented at the Real Readers Reading Seminar Series, Faculty of Education, University of Cambridge, UK. 

Frederico, A. (2015, August). Picturebook apps: the child's movement in and out of the narrative. Presented at IRSCL 22nd Biennial Congress, University of Worcester, UK. 

Frederico, A. (2015, May). A multimodal methodology for the study of multimodal texts: children making meaning from picturebooks apps. Presented at the Kaleidoscope Student Research conference, University of Cambridge, UK.

Frederico, A. (2015, March). Changes in the picture book aesthetics: Reader performance in picture book apps. Presented at The Child and The Book, University of Aveiro, Portugal. 

Frederico, A. (2015, March). Multimodal social semiotics theory and methods in the analysis of picture book apps. Presented at the Digital Picturebook Symposium, University of Cambridge, Cambridge, UK.

Meyers, E., Frederico, A., & Zaminpaima, E. (2014, April). The future of children's texts: evaluating book apps as multimodal reading experiences. Presented at American Educational Research Association conference, Philadelphia, USA.

Frederico, A. (2014, May). Playfulness in codex and app picturebooks: the case of What Does My Teddy Bear Do All Day? Presented at UBC Biennial Children’s Literature Research Conference, Vancouver, British Columbia, USA.

Frederico, A., & Nugent, C. (2013, November). Meaningful animation in children's print and electronic picturebooks. Presented at Illustration and Animation Conference, IPCA, Porto, Portugal.

Frederico, A. (2013, March). The construction of meaning in three fairy tale enhanced electronic picturebooks. Presented at The Child and The Book conference, University of Padua, Padova, Italy.

Hardstaff, S. (2018, June). “Maybe one day”: anticipation in the children’s social justice novel. Historical Fictions Research Network Conference, Stoke-on-Trent, UK.

Hardstaff, S. (2017, June). “I expect you’d best just forget about teaching altogether”: teaching as resource and resistance in Mildred Taylor’s Logan family novels. Presented at ChLA: Imagined Futures, University of South Florida, Tampa, Florida, USA.

Hardstaff, S. (2017, May). The symbolic economy of childness in Cynthia Voigt’s Tillerman novels. Presented at Any Signs of Childness?, University of York, UK.

Hardstaff, S. (2016, December). From Candytown to the Capitol: gastronomic utopia in The Nutcracker and other tales. Presented at 200 Years of The Nutcracker, Anglia Ruskin University, Cambridge, UK.

Hardstaff, S. (2016, September). “I expect you’d best just forget about teaching altogether”: teaching and politics in Roll of Thunder, Hear My Cry. Presented at Celebrating the 40th Anniversary of Mildred Taylor’s Roll of Thunder, Hear My Cry, University of Cambridge, UK.

Hardstaff, S. (2016, May). Knackered: the political symbolism of the working horse in children’s literature. Presented at Horse Tales, University of Cambridge, UK.

Hardstaff, S. (2016, April). Whose war? Symbolic economies in conversations about conflict. Presented at Focus on American Children's Literature, University of Cambridge, UK.

Hardstaff, S. (2015, September). “Everybody minding their own business”: Alice and the abstraction of production. Presented at Alice Through the Ages, University of Cambridge, UK. 

Hardstaff, S. (2015, August). Representations of access to medical care in children’s literature. Presented at Fragile Subjects, University of Turku, Finland.

Hardstaff, S. (2013, November). Poachers and scavengers: reconceptualising food in children’s literature. Presented at IBBY/NCRCL: Feast and Famine in Children’s Literature, University of Roehampton, UK.

Hilton, Nicol. (April, 2018). Intergenerational maturation and Patrick Ness. Presented at the International Symposium on Intergenerational Solidarity in Children's Literature and Culture, Faculty of Education, University of Cambridge, UK.

Hunter, M. (2017, August). Bric[k]olage: adaptation and child's play in The Lego Movie (2014). Presented at IRSCL Possible and Impossible Children: Intersections of Children's Literature and Childhood Studies conference, Toronto, Canada.

Hussey, C. (2017, September). “More than a city and a city": exploring the intersections and interactions of place in China Miéville's Un Lun Dun (2007) and The City & The City (2009). Paper presented at Organic Systems: Environments, Bodies and Culture in Science Fiction Conference, Birkbeck College, University of London, UK.

Hussey, C. (2017, June). The global on your doorstep: exploring place-identity in relation to real and literary London. Paper presented at Kaleidoscope – Spread the world: Steps towards an international community of educational research, Faculty of Education, University of Cambridge, UK.

Hussey, C. (2016, September). Methodology in the madness: putting the children back in ‘children’s literature’. Paper presented at the Discovering the Child's Voice symposium, University of Cambridge, UK.

Hussey, C. (2016, July). Tickets Please! – Trains, stations and travel in the works of China Miéville. Paper presented at the Global Fantastika Conference, University of Lancaster, UK.

Hussey, C. (2016, May). London Calling: exploring place-identity in relation to real and literary London. Paper presented at Kaleidoscope – Mind the gap: Bridging theory and practice in educational research, Faculty of Education, University of Cambridge, UK.

Hussey, C. (2015, September). “Somewhere very else”: exploring knowing and relationships with real and fantastic place through China Miéville’s Un Lun Dun. Paper presented at the ASLE-UKI ‘Green Knowledge’ Conference, University of Cambridge, UK.

Hussey, C. (2015, July). “And to stretch from UnLondon to London is a very long way indeed”: exploring relationships with real and fantastic Place in China Miéville’s Un Lun Dun. Paper presented at the Locating Fantastika Conference, University of Lancaster, UK.

Hussey, C. (2015, June). A tale of two cities: exploring relationships with real and literary London. Paper presented at the University of Worcester Postgraduate Conference, University of Worcester, UK.

Hussey, C. (2015, June). "From UnLondon to Parisn't" – exploring relationships with real, literary and fantastic place in China Miéville's Un Lun Dun. Paper presented at the Current Research in Speculative Fiction 2015 Conference, University of Liverpool, UK.

Hussey, C. (2015, June). Between Two Cities: exploring place-identity in relation to real and literary London. Paper presented at the Bristol Graduate School of Education Doctoral Conference: research in education across boundaries, University of Bristol, UK.

Hussey, C. (2015, May). A tale of two cities: exploring place-identity in relation to real and literary London. Paper presented at Kaleidoscope – Many Paths, Same Goal – Multimodality in Educational Research, Faculty of Education, University of Cambridge, UK.

Hussey, C. (2015, April). Knowing place, knowing you: exploring place-identity in relation to real and literary London. Paper presented at the Place Hacking Sociology: BSA Regional Postgraduate Day Event, University of Liverpool, UK.

Hussey, C. (2015, March). “Ideas seep both ways, you know”: exploring place-related identity with reference to portrayals of London in Children’s Literature. Paper presented at the STORIES Conference, Faculty of Education, University of Oxford, UK.

Hussey, C. (2015, January). A tale of two cities: exploring place-related identity with reference to portrayals of London in Children’s Literature. Paper presented at the Humanities & Creative Arts Research Student Conference, University of Worcester, UK.

Hussey, C. (2014, September). “A different nowhere in particular”: Theorising a Sense of Place in Children’s Literature. Paper presented at The End of Place as We Know It Conference, University of Strathclyde, Glasgow, UK.

Iordanaki, L. (2014, April). Travelling through literary time and space: narrative and illustrative leaps in postmodern picturebooks. Presented at The Child and the Book conference, Athens, Greece.

Iordanaki, L. (2014, July). Enhancing visual literacy through wordless picturebooks: a case study in Greece. Presented at the 50th UK Literacy Association (UKLA) conference, Brighton, UK.

Jaques, Z. (2014, March). Beastly empires: negotiating posthuman rule in Swift's Gulliver's Travels and Carroll's Alice books. Presented at the International Association for the Fantastic in the Arts conference, Orlando, Florida, USA.

Jaques, Z. (2013, November). The case of Gulliver and Alice, or the impossibility of children's literature and the posthuman. Presented at the PLACE Open Research conference, Faculty of Education, University of Cambridge, UK.

Jaques, Z. (2013, March). Adapting Alice's Adventures in Wonderland for children. Presented at International Association for the Fantastic in the Arts conference, Orlando, Florida, USA.

Kamal, S. S. (2014, June). Mapping pride and pain: geopolitical visions in Rabindranath Tagore's children's poems. Presented at Poetry: Place and Sites: Reading, Writing and Theorising Children’s Poetry conference, The Cambridge/Homerton Research and Teaching Centre for Children’s Literature, University of Cambridge, UK.

Kamal, S. S. (2013, May). Synthesising East with West: Tagore for children. Presented at the Kaleidoscope Student Research conference, Faculty of Education, University of Cambridge, UK.

Kamal, S. S. (2013, March). An appraisal of Rabindranath Tagore's ideas of childhood and education. Presented at Churchill College Annual Conference, University of Cambridge, UK.

Keene, M. (December, 2017) Mary Anning and the history of palaeontology for children, presented at Popularising Palaeontology workshop, King's College London, UK.

Keene, M. (July, 2017) “How I Made a Kaleidoscope": homemade scientific instruments and juvenile periodicals in late nineteenth-century Britain, presented at the annual meeting of the British Society for the History of Science, York, UK.

Keene, M. (April, 2017) Even the parodies: Sayers, satire, and the history of children's literature and science, presented as part of a roundtable discussion on Children’s Literature and Science at the annual meeting of the British Society for Literature and Science, Bristol, UK.

Keene, M. (July, 2016) Noah’s ark-æology and nineteenth-century children, keynote speaker at Packaging the Past for Children, c. 1750-1914, Durham, UK.

Keene, M. (May, 2016) "Quadruped. Graminivorous.": equine facts in Victorian children’s literature, presented at Pony Tales: Writing the equine conference, Cambridge, UK.

Keene, M. (April, 2016) Begin with the girls: narratives of science and education in juvenile periodicals, ca. 1860-1910, Departmental Seminar, Centre for the History of Science, Technology, and Medicine, Manchester, UK.

Keene, M. (November, 2015) The elephant in the room: presence, practice, and pachyderms in Victorian education, presented at History of Science Society Annual Conference, San Francisco, CA, USA.

Keene, M. (July, 2015) "Heads, shoulders, knees, and toes": embodied anatomy for children in the nineteenth century, presented at the annual meeting of the British Society for the History of Science, Swansea.

Pandey, S. (2016, April). Mountains, memories, materialities: understanding the present of Shimla's otherness. Paper presented at the 30th international conference of the British Association of South Asian Studies (BASAS), Fitzwilliam College, University of Cambridge, UK. 

Pandey, S. (2016, April). An aesthetic of the other: locating fantastical wonder in the materiality of making. Presented at the 37th international conference of the International Association of the Fantastic in the Arts (IAFA), Orlando, Florida, USA. 

Pandey, S. (2015, September). "Stuff and Nonsense": Wonderland's materiality and the aesthetic of transformation. Presented at the international conference Alice through the Ages: The 150th anniversary of Alice's Adventures in Wonderland, Homerton College, University of Cambridge, UK. 

Pandey, S. (2013, March). Of Simla and Shimla: the becoming of 'Little England' in an Indian Landscape. Presented at Uncanny Landscapes conference, The Centre for Creative Collaboration, University of London, UK.

Pandey, S. (2013, March). Framing Simla: the politics of iconography in the visualisation of British India’s summer capital’. Presented at Visual Anthropology in South Asia conference, University of Cambridge, UK.

Pullinger, D. (2017, October). Falling down and chopping off: the threatening world of nursery rhymes. Presented at Children’s Book History Society, London, UK.  

Pullinger, D. (2017, May). “The words of poems are who you were”: Signs of Childness in children’s poetry. Presented at Any Signs of Childness? Peter Hollindale’s Signs of Childness in Children’s Books (1997), Twenty Years On, University of York, UK.

Pullinger, D. & Kirkham, L. (2017, May). Touching text: materiality in mind and matter. Presented at The Children’s Book as Material Object, University of Cambridge, UK. 

Pullinger, D. (2017, March). The Distances of Love. Presented at the Cambridge Symposium on Cognitive Approaches to Children’s Literature, University of Cambridge, UK.

Purkiss, A. (2018, April). Inclusive approaches to researching disability in children's literature. Presented at the International Symposium on Intergenerational Solidarity in Children's Literature and Culture, Faculty of Education, University of Cambridge, UK.

Purkiss, A. (2018, July). 'But what must your world be like?’: Models of disability and opportunities for empathy in She Is Not Invisible. Presented at Cognitive Futures in the Arts and Humanities, University of Kent, UK.

Purkiss, A. (2017, March). '[T]o see the world the way Thomas sees it': sighted children responding to a visually impaired experience in The Black Book of Colours. Presented at the 3rd Cambridge Symposium on Cognitive Approaches to Children's Literature, University of Cambridge, UK.

Sardella-Ayres, D. (2014, June). Racial anxieties and tomboyism in The Little Colonel: rewriting and re-whiting my old Kentucky home. Presented at the Children's Literature Association conference, University of South Carolina, USA.

Shi, X. (2015, March). Crossover in picturebooks: not just breaking age boundaries. Presented at the Child and the Book Conference, Aveiro, Portugal.

Shi, X. (2016, March). What is crossover picturebook: a case study of the adult reader's and the child reader's engagement with the possible world construction in How to Live Forever. Presented at the Second Cambridge Symposium on Cognitive Approaches to Children's Literature. University of Cambridge, UK.

Shores, T. (2017, September). Reading On-Screen and Reading in Print: Does the Medium Really Matter?. Presented at Books and Screens and the Reading Brain Conference. Vilnius University, Lithuania.

Shores, T. (2017, June). Reading While Distracted: E-Books, Print Books, And The Multitasking Reader. Presented at SHARP 2017: Technologies of the Book Conference. University of Victoria, BC, Canada.

Shores, T. (2017, June). How To Be A Digital Academic. Presented at Kaleidoscope Student Research conference, Faculty of Education, University of Cambridge, UK.

Shores, T. (2017, May). Reading Tintin and Digital Comics: Between Page and Screen. The Children’s Book as Material Object Symposium, University of Cambridge, UK.

Tandoi, E. (2014, July). Once upon a chronotope: Bakhtin and children's literature. Presented at Bakhtin as Praxis: Academic Production, Artistic Practice, Political Activism conference, Stockholm, Sweden.

Tandoi, E. (2014, July). Reading critically and creatively in the 21st Century: what opportunities do hybrid novels offer in the primary classroom? Presented at Fifty Years of Literacy: Continuity and Change conference, University of Sussex, Brighton.

Tandoi, E. (2014, March). Reading hybrid novels in the primary classroom. Presented at Be Merry and Wise: Children’s Literature from Chapbooks to the Digital Age conference, ISSCL, NUI Maynooth, Republic of Ireland.

Tandoi, E. (2013, September). Picturebooks, novels and hybrid novels. Paper presented at Text, Image, Ideology: Picturebooks as Meeting Places conference, Stockholm University, Sweden.

Tandoi, E. (2013, March). The challenges of teaching literacy in the twenty-first century: how can hybrid novels, such as David Almond's My Name is Mina, help children to become critical and creative readers? Presented at The Child and The Book: Children’s Literature, Technology and Imagination conference, University of Padua, Italy.

Tsai, Y. (2014, September). Looking through the enemy's eyes: cinematic views and character identification in manga Naruto. Presented at The Graphic Novel conference, University of Oxford, UK.

Tsai, Y. (2013, August). Manga literacy is not simply. Presented at the Children's Literature and Media Cultures conference, International Research Society in Children's Literature, Maastricht University, The Netherlands.

Tsai, Y. (2013, May). Young readers' critical responses to manga. Presented at the International Conference in Comics Studies conference, Nordic Networks for Comics Research, University of Helsinki, Finland.

Tsai, Y. (2013, May). The aesthetic experience of manga. Presented at the Kaleidoscope Student Research conference, University of Cambridge, UK.

Veldhuizen, V. (2017, July). Empathy, ethics, and justice in Orson Scott Card's Ender's Game. Presented at IRSCL Possible and Impossible Children: Intersections of Children's Literature and Childhood Studies conference, Toronto, Canada.

Veldhuizen, V. (2017, June). War, What is it Good For?. Presented at the Annual Harris Manchester College and Homerton College Graduate Research Day, University of Oxford, UK.

Veldhuizen, V. (2017, March). Empathy, ethics, and justice through reading: a cognitive approach. Presented at the 3rd Cambridge Symposium on Cognitive Approaches to Children's Literature, University of Cambridge, UK.

Wang, J. (2018, July). Developing Power Via Timeslip: A Thirdspace Perspective. Presented at After Fantastika, University of Lancaster, UK.

Wang, J. (2017, March). Surrealism's effects on empathy in Shaun Tan's The Lost Thing. Presented at the 3rd Cambridge Symposium on Cognitive Approaches to Children's Literature, University of Cambridge, UK.

Webster, A. (2018, August). Using digital methods to illuminate ‘the classic series’. Poster at the Cambridge Digital Humanities Symposium ‘Searching Questions’, University of Cambridge UK.

Webster, A. (2018, July). The historical recovery and statistical analysis of 'the children's classics'. Presented at the 16th Conference of the International Society for the Empirical Study of Literature and Media (IGEL), University of Stavanger, Norway.

Webster, A. & Harrison, A. (2018, June). Using classics creatively in the primary classroom: recent research and practical perspectives'. Presented at the 54th UKLA International Conference, Cardiff, Wales.

Webster, A. (2017, October). Traditions Transformed: The Taking of Tea in Children’s Literature. Presented at the Cambridge Arts and Humanities Research Council International Conference ‘Tradition and Transformation’, University of Cambridge, UK.

Whitley, D. (2014, July). Memorisation and recitation in poetry teaching. Presented at UKLA conference, University of Surrey, UK.

Whitley, D. (2013, August). Strange meetings: everyday encounters with nature. Presented at Association for the Study of Literature and Environment conference. University of Surrey, UK.

Zakrzewska-Pim, M. (2017, July-August). Visible and hidden narrators: Great Expectationsadapted. Paper presented at the International Society for Children's Literature (IRSCL) Biennial Congress, University of York, Toronto, Canada.

Zakrzewska-Pim, M. (2017, July). Charles Dickens and children's literature: Oliver Twistadapted. Presented at the 22nd Annual Dickens Symposium, Boston University, Boston, Massachusetts, USA.

Zakrzewska-Pim, M. (2017, March). Animated Charles Dickens: adaptations of A Christmas Carol. Presented at The Child and the Book conference, University of Valencia, Spain.