Reflections on working with an artist

December 2023

Gill Adams, Parinita Shetty, Cathy Burnett

Since the field of primary literacy research in England (and elsewhere) brings together so many different communities, we are constantly looking for creative new ways to communicate our research findings to diverse audiences. In this podcast episode, Layla Gharib talks to Cathy about how she visualised the findings of a scoping review of literacy research that Cathy produced.

About a year and a half into the project, when we’d generated data on teachers’ encounters with research in primary literacy and were deeply engaged in analysis, we wanted to work with an artist to represent the complexity of teachers’ encounters with research and the way these were entangled in their work and their personal lives. We were fortunate that Lo Tierney was able to take on this work.

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Different ways of looking: Exploring interdisciplinary collaborations and multiple approaches to literacy research

This post is a transcript of the second episode of our podcast Research Mobilities. It looks at how researchers can collaborate with designers to visually represent their research to new audiences. Professor Cathy Burnett chats with designer/researcher Layla Gharib about how the process of developing the images together resulted in new ways of thinking and working. They also explore how these images provide space to invite different interpretations, questions and conversations.

You can listen to the episode here or wherever you get your podcasts by looking for Research Mobilities. 

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What can corpus linguistics tell us about primary literacy research in England?

April 2023

This post is a transcript of the first episode of our new podcast Research Mobilities. It introduces what corpus linguistics actually is and how we’re using the method in our project. Dr Anna Lindroos Cermakova explains what analysing newspapers and Twitter conversations can tell us about how people understand and talk about literacy in primary schools in England.

You can listen to the episode here or wherever you get your podcasts by looking for Research Mobilities. 

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Encountering research: glimpses from England

15 August 2022

Gill Adams

In our last blog, Julia noted how municipalities in Norway worked to bridge research and practice. This got me musing on this notion of bridging across and the separation it suggests, even as it points to possibilities of connections.

As summer holidays are approaching, thinking about bridges took me off in my mind to the Scottish islands. Many were once only accessed by sea, often involving challenging navigation around low lying reefs and rocks that were likely to sink sailors without local knowledge or clear charts. Now some of these islands are connected by bridges and causeways as well as, or instead of, ferries. The ferries remain my favourite way of travelling, giving time to experience the journey, to pause and notice seals basking. That slowing down on the boat crossing acts as a preparation for island life and reminds me of the change in pace I experience between teaching and research in my university life. A different focus, a slowing down, time to play with ideas, to linger. How do teachers in schools manage this shift?

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Teachers don’t have the time to do research?

Working with teachers to understand research mobilities in primary literacy education in turbulent times

May 31 2022

Petra Vackova

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When we launched our Research Mobilities in Primary Literacy Education research project we knew that listening to and thinking together with teachers must be at its core. In the current turbulent educational climate, in which teachers are dealing with the effects of a COVID-19 pandemic, it is more important than ever to come together, to talk, and to learn from teachers about what we can do to support and build a strong, equitable, and forward-looking education system for all. Reading worrisome newspaper and magazine headlines that teachers are “overwhelmed and exhausted” and teachers are “buckling up under strain,” or hearing directly from teachers that their workloads have tripled as colleagues are off-sick or quitting due to rising pressures, we knew that getting teachers to commit to yet another project, adding another to-do-item to their already long list, would not be easy. Nevertheless, more than 30 teachers at different career stages and with different roles have already signed up to take part in our project. Some of these have been teaching for many years while others are newly qualified. Some are Literacy leads, others are headteachers or have other roles. Many share a passion for English and literacy. Attending our workshops in between meetings, after work, and taking time away from family, these teachers have engaged with us in future-looking discussions about the intersection of research and literacy education, demonstrating the considerable enthusiasm and commitment that teachers dedicate to their roles and to education even at the most difficult of times.

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How do teachers encounter research?

May 05 2022

Cathy Burnett

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In the recent Schools White Paper Nadhim Zahawi includes a commitment to ‘placing the generation and mobilisation of evidence at the heart of our education system.’  The mobilisation of research evidence is a key concern of our current ESRC funded project, Research Mobilities in Primary Literacy Education (ES/W000571/1), which is exploring how research moves to and between teachers. The project is a partnership between Sheffield Hallam University, Lancaster University and University of Stirling.  Our starting point is that the mobilisation of research is an increasingly complex business.

We are interested particularly in research that has potential to speak in useful ways to literacy education in primary schools. Literacy is a huge area and there is a wide variety of research available internationally that could be of value and interest to primary teachers. Some of this focuses on pedagogical approaches (such as the use of drama or group discussion) but there is also work that provides useful insights into children’s experiences of literacy at home and at school, as well as that which generates searching questions about the purposes and priorities of literacy education.

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