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.
Karen Coats: Karen's doctoral work in Human Sciences focused on how people create meaning through text and image. Drawing on interdisciplinary theories and methodologies and working at the intersections of aesthetics, subjectivity, and ethics, she is primarily interested in the ways children’s literature and culture instantiates and continues to inform a worldview at conscious and unconscious levels. She views children’s texts and critical theories as mutually informative insofar as even the most revered cultural critics and philosophers developed their aesthetic sensibilities and schemas through (often long-forgotten? repressed? integrated?) interaction with children’s poetry, stories, and images in picturebooks. Paying close attention to these texts thus involves an understanding of embodied debt, cognitive and affective change, cultural and material genealogies and transformational interactions, relational ethics, and the sources of creativity.
Zoe Jaques: Zoe is the author of Children’s Literature and the Posthuman (Routledge, 2015) and co-author of Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking-Glass: A Publishing History (Ashgate, 2013). These books reflect her diverse interests in the history of children’s books and illustration and the intersections of children’s literature and film with literary theory and philosophy. Zoe has written journal articles and book chapters on works by Charles Kingsley, Lewis Carroll, J. R. R. Tolkien, Tove Jansson, Philip Pullman, J. K. Rowling, Rick Riordan, and Suzanne Collins. Her research interests span fiction for children from 1800 to the present, and in particular how children’s fantasy participates in questions of what it means to be human. Her work has engaged with critical thinking on the sublime, Darwinism, ecocriticism, gender, cyborg theory, the history of the book, and animal studies. Her research has been funded by the British Academy and the Great Britain Sasakawa Foundation, which permitted her to consider appropriations of Alice’s Adventures in Wonderland in Japan. She has received research fellowships from the Houghton Library, Harvard University, and the Harry Ransom Center, University of Texas at Austin. Previously Zoe was a postdoctoral research fellow at Anglia Ruskin University. Before coming to Cambridge Zoe taught children’s literature at Birkbeck College, London, with Michael Rosen and at Anglia Ruskin University with Farah Mendelsohn.
Joel Chalfen: Joel is a teaching associate in Drama at the Faculty of Education and a Director of Studies at Homerton College. He began his career as a theatre actor and director, having trained with Jacques Lecoq in Paris and at LAMDA. In 2004, he set up a small arts charity developing theatre projects for schools and with community groups. This work introduced him to the field of Applied Theatre which he then further explored through MA studies in Theatre and Development and in his PhD. His doctoral research took place at three museums and his work took on a further interest in the politics of memory, heritage and our encounters with the past. His research has had an international scope with fieldwork in the Balkans, Russia and the US. He has continued to juggle the three disciplinary interests of theatre, community development and heritage, broadly under the umbrella of ‘public pedagogy’ and has done so both within academia and outside. He joined the Faculty in 2013.
Georgina Horrell: Georgina is a Teaching Associate in English (especially Dramatic Literature) at the University of Cambridge Faculty of Education and a Director of Studies at Homerton College. She has a particular research interests in Theatre, Children’s Literature and in ‘Postcolonial’ literatures. She has a wide range of teaching experience – both in high schools as well as at University; in England as well as in South Africa. Georgie is currently working with the Centre for Commonwealth Education as a core member of the Caribbean Poetry Project team in Cambridge who are collaborating with University of West Indies.
She has been closely involved with the development of the Teaching Caribbean Poetry course which is being taught in Barbados, Cambridge, Jamaica and Trinidad and is collaborating with colleagues in related joint international research. She is presently principal investigator in the Southern African Poetry Project (ZAPP - launched 2013).
Blanka Grzegorczyk: Blanka is the author of Discourses of Postcolonialism in Contemporary British Children’s Literature (Routledge, 2015) and Terror and Counter-Terror in Contemporary British Children’s Literature (Routledge, 2020). Her research interests are in the intersections of literature, the arts, and theory, with a specific focus on the politics of and creativities in writing for and about the young, and on the legacies of colonialism, including postcolonial terror, together with global communities and childhoods, and experiences of migration, social exclusion, and split belonging. Two of her most recent research projects focus on the restorative and transformative force of creativities in children’s literature as trauma testimony, resilience mechanism, and socio-political engagement. She is also currently co-editing a special issue of International Research in Children’s Literature dedicated to children’s engagement with the political process and working on a monograph examining representations of the country and the city in children’s literature from the Golden Age to the present.
Frances Foster: Frances is a Classicist who works on the ways in which the literature, culture and mythology of the ancient world is employed in childrenʼs and YA literature. She has given numerous conference papers on a wide range of receptions of Greek, Roman and Egyptian material in childrenʼs literature, and contributed to various volumes on the reception of antiquity for young people. 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: Fiona has been a member of the Faculty of Education since 2012. She leads the Primary English course for the PGCE and is the course coordinator for the Masters in Primary Education. She supervises PhD students with a focus on empirical research in children’s literature and literacies. Recent PhD completions from her students include the following topics: exploring the potential of wordless picturebooks in the classroom; pre-school children's responses to digital picturebook apps; supporting reading comprehension in KS3 and children's responses to the role of illustration in novels. After starting her career as a primary teacher, Fiona gained many years of experience supporting other teachers in the development of their literacy pedagogies. From 2004-2012 she led the Professional Masters Programme at Bath Spa University. There she developed strong partnerships with schools and local authorities to create bespoke research projects for early years, primary and secondary teachers. Primarily, these projects focused on learning and teaching, typically centralising the importance of talk in the classroom. In her own research Fiona investigates the dialogic interactions of children as they make meaning together from a variety of text modes, and she explores the language of children’s critical and creative thinking as they collaborate together. She embraces a broad notion of literacy that incorporates visual, moving image and digital texts, and highlights the possibilities afforded by working with non-verbal and ambiguous narratives.
Joe Sutliff Sanders: Joe's research begins with what is on the page—or screen—and ends with how the formal choices of children’s media participate in, negotiate with, and sometimes even disrupt ideologies maintained by adults. How do the style and setting of a children’s cartoon evoke an irony that interrogates promises of a better future? How does font size in a work of nonfiction confirm who is allowed to ask questions and who is expected to learn silently? How do the formats of comics and picturebooks invite a shared or private reading experience, and why are adults so emotionally invested in resisting one and preserving the other? His current book project is a focused study of the issues of aesthetics, inequity, and victimhood in his favourite animated series, and he is hard at work on the next book, a cultural history of children’s comic books in the United States.
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 recent publications, including books, chapter, research and conference papers, and public academic presentations from members of the Children's Literature Research Centre:
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/
Anjirbag, M.A. (2018). Mulan and Moana: Embedded Coloniality and the Search for Authenticity in Disney Animated Film. Social Sciences, 7.11: 230. https://doi.org/10.3390/socsci7110230 (open access).
Cadden, M., Coats, K., and Trites, R. S. (2020) Teaching Young Adult Literature, MLA Options for Teaching Series.
Coats, K. (2020) "Line Breaks, Page Turns, and Gutters: Formal Moments of Silence in Children's Texts." IRCL vol. 13 Supplement, pp. 127-140.
Coats, K. (2020) “Diverse Identity in Anxious Times: Young Adult Literature and Contemporary Culture.” Transforming Young Adult Services, 2nd edition. Edited by Anthony Bernier, ALA Neal-Schuman, pp. 17-26.
Coats, K. (2019) "Visual Conceptual Metaphors in Picturebooks: Implications for Social Justice." ChLAQ, vol. 44, no. 4 (Winter 2019), pp. 364-380.
Day, K. (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. (2020). Homer and LeGuin: Ancient and Modern Desires for Heroic Memory. In M. Scherer and R. Falconer (eds). A Quest for Remembrance: The Underworld in Classical and Modern Literature. Routledge, 174-195.
Foster, F. (2019). Drinking Blood and Talking Ghosts in Diana Wynne Jones's The Time of the Ghost. In B.M. Rogers and B.E. Stevens (eds), Once and Future Antiquities in Science Fiction and Fantasy. London: Bloomsbury, 123-134.
Foster, F. (2019). Teaching ʽcorrectʼ Latin in late antique Rome. Language & History, (Special Issue: Bi/Multilingualism and the History of Language Learning and Teaching), 62·2, 57-73. DOI: 10.1080/17597536.2019.1641936. Online here
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. & F. Mendlesohn. Eds. Children’s Engagement with the Political Process. Special issue of International Research in Children’s Literature (Edinburgh University Press, forthcoming in February 2021)
Grzegorczyk, B. (2020). Terror and Counter-Terror in Contemporary British Children’s Literature. New York and London: Routledge.
Grzegorczyk, B. (2020). ‘Girls, Boys, Bombs, Toys: Terror and Play in Contemporary Children’s Fiction.’ In Encounters of the Playful Kind: Children’s Literature and Intergenerational Relationships, eds. Justyna Deszcz-Tryhubczak and Barbara Kalla. New York and London: Routledge.
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.
Hunter, M. (2018). Bric[k]olage: Adaptation as Play in The Lego Movie (2014). Adaptation, 11(3), 273-281. https://doi.org/10.1093/adaptation/apy015
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.
Kazianka, L. (2018). Isolation, Participation and Communication in Young Adult Unidirectional Epistolary Fiction. In Maria Loeschnigg and Rebekka Schuh (Eds.) The Epistolary Renaissance: A Critical Approach to Contemporary Letter Narratives in Anglophone Fiction (pp. 143-158). Berlin, Boston: De Gruyter.
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. (2020) “The Fact of Joy: Marveling at and in Children’s Non-Fiction.” Non-Fiction Picturebooks: Sharing Knowledge as an Aesthetic Experience. Ed. Giorgia Grilli. Pisa, Italy: Edizioni ETS. 259-66.
Sanders, J. (2019) “’A Walking Shadow’: Life as a Reader and Author of Neil Gaiman.” The Artistry of Neil Gaiman: Finding Light in the Shadows. Ed. Joe M. Sommers and Kyle Eveleth. Jackson, MS: U of Mississippi P. 237-42.
Sanders, J. (2018) A Literature of Questions: Nonfiction for the Critical Child. Minneapolis: University of Minnesota Press.
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.
Olver, C. (2018, October). Don't Touch? Anthropocene Anxieties in the Magical Practices of Philip Pullman's His Dark Materials and Patrick Rothfuss's Kingkiller Chronicle. Presented at "Fantasy and Myth in the Anthropocene," Masaryk University, Brno, Czech Republic.
Olver, C. (2018, September). Places Grown-Ups Don't Know: Rewilding the Child in Katherine Rundell's Adventure Stories. Presented at the Association for the Study of Literature and the Environment (ASLE) conference, Kirkwall, Orkney, UK.
Olver, C. (2017, November). Beeing Oneself: Individualism in 21st-century Speculative Fiction. Presented at A Bug's Life: Creeping and Crawling through Children's Literature, University of Cambridge, UK.
Olver, C. (2016, March). Staying Grounded: Spatial Metaphors and Environmental Attitudes in Terry Pratchett's Tiffany Aching sequence. Presented at Comicon, Oxford, UK.
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.
