Professor Cathy Burnett BA, PGCE, MEd, EdD

I am Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University where I lead the Language and Literacy Education Research Group . While I have written broadly on themes associated with literacy and education, my research has focused predominantly on the relationship between new technologies and literacies within and beyond educational contexts from a sociomaterial perspective. I also have an interest in the relationship between research methods and practice and the ways in which methods work to uphold and/or settle the phenomena they attempt to document, as exemplified through my most recent project, Doing Data Differently (funded by the British Academy).

I have published widely in these areas and my books include Undoing the Digital: Literacy and Sociomaterialism (with Guy Merchant for Routledge), New Media in the Classroom: Rethinking Primary Literacy (with Guy Merchant for Sage), New Literacies around the Globe (Routledge, co-edited with Julia Davies, Guy Merchant and Jennifer Rowsell for Routledge), The Case of the iPad: Mobile Literacies in Education (with Guy Merchant, Alyson Simpson and Maureen Walsh for Springer) and Literacy, Media, Technology: past, present and future (with Becky Parry and Guy Merchant for Bloomsbury). In addition to numerous chapters and articles I have also written a number of widely read literature reviews including The digital age and its implications for learning and teaching in the primary school ( commissioned by the Cambridge Primary Review Trust).

I am on the editorial boards for Literacy and Journal of Early Childhood Literacy and on the editorial review boards for Journal of Literacy Research and Australian Journal for Language and Literacy. I am also a Trustee and President of the United Kingdom Literacy Association (UKLA).

Prior to arriving at Sheffield Hallam University, I worked as a primary teacher, for various theatre-in-education companies and for Derby City Education Service. I also spent many years as a teacher educator (with a specialism in literacy education).

I currently teach on the Educational Doctorate and supervise a range of postgraduate students. I am interested in the relationship between enquiry and professional education and have led a variety of undergraduate and postgraduate modules designed to explore this relationship and work with teachers using enquiry in their professional practice.

My research has focused mainly on the relationship between new technologies and literacies within and beyond educational contexts from a sociomaterial perspective. I also have an interest in the relationship between research methods and practice and the ways in which methods work to uphold and/or settle the phenomena they attempt to document, as exemplified through my most recent project, Doing Data Differently (funded by the British Academy).

Current research projects include:
PI. Doing Data Differently (British Academy Small Research Grant)
PI. The movement of ‘ideas for practice’ to literacy teachers in lockdown. (Sheffield Hallam University Research and Innovation Grant)
Co-I. Teaching in Covid-19. (Sheffield Hallam University Research and Innovation Grant)

Key Publications

Burnett, C., & Merchant, G. (2020). Undoing the Digital Sociomaterialism and Literacy Education. Routledge.

Burnett, C., & Merchant, G. (2020). Returning to Text: Affect, meaning making and literacies. Reading Research Quarterly. http://doi.org/10.1002/rrq.303

Burnett, C., Merchant, G., & Neumann, M. (2019). Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy. Journal of Early Childhood Literacy. http://doi.org/10.1177/1468798419896067

Burnett, C., Merchant, G., & Neumann, M. (2019). The appearance of literacy in new communicative practices: interrogating the politics of noticing. Cambridge Journal of Education. http://doi.org/10.1080/0305764X.2019.1654978

Burnett, C., Merchant, G., Parry, B., & Storey, V. (2018). Conceptualising digital technology integration in participatory theatre from a sociomaterialist perspective: ways forward for research. Research Papers in Education. http://doi.org/10.1080/02671522.2018.1524927

Burnett, C., & Merchant, G. (2018). New Media in the Classroom Rethinking Primary Literacy. SAGE.

Burnett, C., & Merchant, G. (2018). Literacy-as-event: accounting for relationality in literacy research. Discourse, 1-12. http://doi.org/10.1080/01596306.2018.1460318

Burnett, C. (2017). Acknowledging and interrogating multiplicities: towards a generous approach in evaluations of early literacy innovation and intervention. Journal of early childhood literacy, 17 (4), 522-550. http://doi.org/10.1177/1468798416645851

Burnett, C., Merchant, G., Simpson, A., & Walsh, M. (Eds.). (2017). The case of the iPad: Mobile literacies in education. Singapore: Springer. http://www.springer.com/gb/book/9789811043635

Burnett, C., Merchant, G., Simpson, A., & Walsh, M. (Eds.). (2017). The case of the iPad: Mobile literacies in education. Singapore: Springer. http://www.springer.com/gb/book/9789811043635

Parry, B., Burnett, C., & Merchant, G. (Eds.). (2016). Literacy, media, technology: past, present and future. London: Bloomsbury Academic. http://www.bloomsbury.com/uk/literacy-media-technology-9781474257992/

Parry, B., Burnett, C., & Merchant, G. (Eds.). (2016). Literacy, media, technology: past, present and future. London: Bloomsbury Academic. http://www.bloomsbury.com/uk/literacy-media-technology-9781474257992/

Burnett, C., & Merchant, G. (2016). Boxes of poison: baroque technique as antidote to simple views of literacy. Journal of Literacy Research, 48 (3), 258-279. http://doi.org/10.1177/1086296x16668625

Burnett, C. (2016). The digital age and its implications for learning and teaching in the primary school. York: Cambridge Primary Review Trust. http://cprtrust.org.uk/wp-content/uploads/2016/07/Burnett-report-20160720.pdf

Burnett, C., Merchant, G., Pahl, K., & Rowsell, J. (2014). The (im)materiality of literacy : the significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35 (1), 90-103. http://doi.org/10.1080/01596306.2012.739469

Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.). (2014). New literacies around the Globe : policy and pedagogy. New York: Routledge.

Burnett, C., & Merchant, G. (2014). Points of view : reconceptualising literacies through an exploration of adult and child interactions in a virtual world. Journal Of Research In Reading, 37 (1), 36-50. http://doi.org/10.1111/jrir.12006

Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.). (2014). New literacies around the Globe : policy and pedagogy. New York: Routledge.

Burnett, C., & Bailey, C.J. (2014). Conceptualizing collaborations in hybrid sites : playing Minecraft together and apart in a primary classroom. In Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.) New literacies around the Globe : policy and pedagogy. (pp. 50-71). New York: Routledge

Burnett, C., & Bailey, C.J. (2014). Conceptualizing collaborations in hybrid sites : playing Minecraft together and apart in a primary classroom. In Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.) New literacies around the Globe : policy and pedagogy. (pp. 50-71). New York: Routledge

Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (2014). New meaning-making practices : a charter for literacy education. In Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.) New literacies around the Globe : policy and pedagogy. (pp. 154-166). New York: Routledge

Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (2014). New meaning-making practices : a charter for literacy education. In Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.) New literacies around the Globe : policy and pedagogy. (pp. 154-166). New York: Routledge

Burnett, C., & Merchant, G. (2011). Is there a space for critical literacy in the context of social media? English Teaching: Practice and Critique, 10 (1), 41-57. http://education.waikato.ac.nz/research/files/etpc/files/2011v10n1art3.pdf

Journal articles

Daniels, K., Burnett, C., Bower, K., Escott, H., Ehiyazaryan-White, E., Hatton, A., & Monkhouse, J. (2019). Early years teachers and digital literacies: Navigatinga kaleidoscope of discourses. Education and Information Technologies, 25 (4), 2415-2426. http://doi.org/10.1007/s10639-019-10047-9

Burnett, C., Parry, B., Merchant, G., & Storey, V. (2019). Treading softly in the enchanted forest: exploring the integration of iPads in a participatory theatre education programme. Pedagogies: An Iternational Journal. http://doi.org/10.1080/1554480X.2019.1696199

Burnett, C., & Merchant, G. (2019). Revisiting critical literacy in the digital age. The Reading teacher, 73 (3), 263-266. http://doi.org/10.1002/trtr.1858

Neumann, M.M., Merchant, G., & Burnett, C. (2018). Young children and tablets: the views of parents and teachers. Early Child Development and Care, 1-12. http://doi.org/10.1080/03004430.2018.1550083

Burnett, C., & Merchant, G. (2018). Affective encounters: enchantment and the possibility of reading for pleasure. Literacy, 52 (2), 62-69. http://doi.org/10.1111/lit.12144

Burnett, C., & Merchant, G. (2017). Opening the case of the IPad : what matters and where next? The Reading Teacher, 71 (2), 239-242. http://doi.org/10.1002/trtr.1606

Burnett, C. (2016). Mapping Multiple Literacies: An Introduction to Deleuzian Literacy Studies. LITERACY, 50 (1), 50-51. http://doi.org/10.1111/lit.12034

Burnett, C. (2015). Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites. Learning, Media and Technology, 1-24. http://doi.org/10.1080/17439884.2015.1050036

Burnett, C., & Merchant, G. (2015). The challenge of 21st Century literacies. Journal of Adolescent and Adult Literacy, 59 (3), 271-274. http://doi.org/10.1002/jaal.482

Burnett, C., Daniels, K., Gray, L., Myers, J., & Sharpe, S. (2015). Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context. Teacher Development, 19 (3), 275-293. http://doi.org/10.1080/13664530.2015.1020393

Taylor, R., Burnett, C., Monkhouse, J., & Merchant, G. (2014). Zombie Apocalypse: Problem solving in a virtual world. Reading 3-11.

Burnett, C., & Davies, J. (2014). Editorial. Literacy, 48 (3), 113-114. http://doi.org/10.1111/lit.12042

Davies, J., & Burnett, C. (2014). Editorial. Literacy, 48 (2), 57-58. http://doi.org/10.1111/lit.12039

Burnett, C., & Davies, J. (2013). Making sense of the multimodal, multimedia literacy landscape? Literacy, 47 (3), 113-114. http://doi.org/10.1111/lit.12011

Burnett, C., & Davies, J. (2013). Editorial. Literacy, 47 (2), 57-58. http://doi.org/10.1111/lit.12007

Burnett, C. (2013). Investigating children’s interactions around digital texts in classrooms : how are these framed and what counts? Education 3-13, 43 (2), 197-208. http://doi.org/10.1080/03004279.2013.800576

Burnett, C. (2013). Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools. Educational Review, 66 (2), 192-209. http://doi.org/10.1080/00131911.2013.768959

Burnett, C., & Davies, J. (2012). Editorial. Literacy, 46 (3), 113-114. http://doi.org/10.1111/j.1741-4369.2012.00671.x

Burnett, C., & Davies, J. (2012). Editorial. Literacy, 46 (2), 57-58. http://doi.org/10.1111/j.1741-4369.2012.00663.x

Burnett, C., & Davies, J. (2012). Editorial. Literacy, 46 (1), 1-2. http://doi.org/10.1111/j.1741-4369.2011.00657.x

Burnett, C. (2011). Medium for empowerment or a 'centre for everything': students’ experience of control in digital environments within a university context. Education and information technologies, 16 (3), 245-258. http://doi.org/10.1007/s10639-010-9122-z

Burnett, C. (2011). Pre-service teachers’ digital literacy practices : exploring contingency in identity and digital literacy in and out of educational contexts. Language and Education, 25 (5), 433-449. http://doi.org/10.1080/09500782.2011.584347

Burnett, C. (2011). The (im)materiality of educational space: interactions between material, connected and textual dimensions of networked technology use in schools. E-Learning and digital media, 8 (3), 214-227. http://doi.org/10.2304/elea.2011.8.3.214

Burnett, C. (2011). Shifting and multiple spaces in classrooms : an argument for investigating learners’ boundary-making around digital networked texts. Journal of Literacy and Technology, 12 (3), 2-23.

Burnett, C., & Davies, J. (2011). Editorial. Literacy, 45 (2), 53-54. http://doi.org/10.1111/j.1741-4369.2011.00587.x

Burnett, C. (2010). Technology and literacy in early childhood educational settings: a review of research. Journal of early childhood literacy, 10 (3), 247-270. http://ecl.sagepub.com/

Burnett, C. (2009). Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies. Journal of research in reading (special issue: New developments in literacy and technology), 32 (1), 22-37. http://doi.org/10.1111/j.1467-9817.2008.01379.x

Burnett, C. (2009). That’s more like they know me as a person": one primary pre-service teacher’s stories of her personal and ‘professional’ digital practices. Literacy (special edition: Literacy and identity), 43 (2), 65-74. http://doi.org/10.1111/j.1741-4369.2009.00517.x

Demissie, F., Burnett, C., Haynes, M., & Sharpe, S. (2009). Now I feel like I am at university”: using a community of enquiry approach to promote engagement and academic literacy amongst undergraduate students'. CPLA (Centre for Promoting Learner Autonomy), 1 (1), 69-79. https://extra.shu.ac.uk/cetl/cpla/resources/CPLA_Case_Studies_Volume_1.pdf

Merchant, G., Dickinson, P., Burnett, C., & Myers, J. (2006). Do you like dogs or writing? Identity performance in childen's digital message exchange. English in Education, 40 (3), 21-38. http://doi.org/10.1111/j.1754-8845.2006.tb00798.x

Burnett, C., & Myers, J. (2006). Observing children writing on screen : exploring the process of multi-modal composition. Language and literacy, 8 (2). http://www.langandlit.ualberta.ca/

Burnett, C. (2006). Constructions of professional knowledge among student and practising primary teachers: paradigmatic and narrative. Research papers in education, 21 (3), 315-333. http://doi.org/10.1080/02671520600793773

Burnett, C., Dickinson, P., Myers, J., & Merchant, G.H. (2006). Digital connections transforming literacy in the primary school. Cambridge journal of education, 36 (1), 11-29. http://doi.org/10.1080/03057640500491120

Burnett, C., & Wilkinson, J. (2005). Holy lemons : learning from children's uses of the Internet in out-of-school contexts. Literacy (formerly Reading), 39 (3), 158-165. http://doi.org/10.1111/j.1467-9345.2005.00416.x

Merchant, G., Burnett, C., & Keating, C. (2004). Shooting the story. Primary English, 9 (5), 20-24.

Burnett, C., Dickinson, P., Merchant, G., & Myers, J. (2004). Digikids. Primary English Magazine, 9 (4), 16-20.

Burnett, C., Dickinson, P., Mcdonagh, J., Merchant, G., Myers, J., & Wilkinson, J. (2003). From Recreation to Reflection: Digital conversations in Educational Contexts. L1-Educational Studies in Language and Literature, 3 (1/2), 149-167. http://doi.org/10.1023/A:1024540306179

Burnett, C., & Merchant, G. (2003). Y6 pupils have a weird experience. Primary English Magazine, 8 (4), 29-32.

Burnett, C. (2003). Learning to chat: tutor participation in synchronous online chat. Teaching in higher education, 8 (2), 247-261. http://doi.org/10.1080/1356251032000052474

Burnett, C., Dickinson, P., Mcdonagh, J., Merchant, G., Myers, J., & Wilkinson, J. (2003). From recreation to reflection: Digital conversations in educational contexts. L1 Educational Studies in Language and Literature, 3 (1-2), 149-167. http://doi.org/10.1023/a:1024540306179

Burnett, C., & Myers, J. (2002). "Beyond the frame": exploring children's literacy practices. Literacy, 36 (2), 56-62. http://doi.org/10.1111/1467-9345.00187

Book chapters

Burnett, C. (2019). Telling Stories Out of Class: Three Movements in a Reach for Affect. In Affect in Literacy Learning and TeachingPedagogies, Politics and Coming to Know. (1st). Routledge

Burnett, C., & Daniels, K. (2019). Spaces, places, bodies and things: sociomaterial perspectives on young children’s literacy practices. In Woods, A., & Exley, B. (Eds.) Literacies in Early Childhood: Foundations for equitable, quality pedagogy. Oxford University Press, Australia and New Zealand: https://www.oup.com.au/books/higher-education/education/9780190305147-literacies-in-early-childhood

Burnett, C., & Merchant, G. (2019). Stacking stories as method: research in early years settings. In Kucirkova, N., Rowsell, J., & Falloon, G. (Eds.) The Routledge International Handbook of Learning with Technology in Early Childhood. (pp. 143-154). Routledge: https://www.routledge.com/The-Routledge-International-Handbook-of-Learning-with-Technology-in-Early/Kucirkova-Rowsell-Falloon/p/book/9781138308169

Daniels, K. (2017). Children's engagement with iPads in early years classrooms: Exploring peer cultures and transforming practices. In Burnett, C., Merchant, G., Simpson, A., & Walsh, M. (Eds.) The case of the iPad mobile literacies in education. (pp. 195-210). Singapore: Springer: http://doi.org/10.1007/978-981-10-4364-2

Bailey, C.J., Burnett, C., & Merchant, G. (2017). Assembling literacies in virtual play. In Mills, K., Stornaiuolio, A., Smith, A., & Zacher Pandya, J. (Eds.) Handbook of Writing, Literacies and Education in Digital Cultures. London: Routledge

Burnett, C. (2017). The fluid materiality of tablets: examining ‘the iPad multiple’ in a primary classroom. In Burnett, C., Merchant, G., Simpson, A., & Walsh, M. (Eds.) The case of the iPad: Mobile literacies in education. (pp. 15-30). Singapore: Springer: http://doi.org/10.1007/978-981-10-4364-2_2

Burnett, C., & Merchant, G. (2017). The case of the iPad. In Burnett, C., Merchant, G., Simpson, A., & Walsh, M. (Eds.) The case of the iPad: Mobile literacies in education. (pp. 1-14). Singapore: Springer: http://doi.org/10.1007/978-981-10-4364-2_1

Burnett, C. (2017). Reading the future: The contribution of literacy studies to debates on reading and reading engagement for primary-aged children. In Ng, C., & Bartlett, B. (Eds.) Improving reading and reading engagement in the 21st century. (pp. 119-140). Singapore: Springer: http://doi.org/10.1007/978-981-10-4331-4_6

Burnett, C., & Merchant, G. (2016). Assembling virtual play in the classroom. In Literacy, media, technology: past, present and future. Bloomsbury Academic: http://www.bloomsbury.com/uk/literacy-media-technology-9781474257992/

Burnett, C., Merchant, G., & Parry, B. (2016). Past, present, future. In Literacy, media, technology: past, present and future. Bloomsbury Academic: http://www.bloomsbury.com/uk/literacy-media-technology-9781474257992/

Burnett, C., Daniels, K., & Sawka, V. (2016). Teaching Strategies. In Wyse, D., & Rogers, S. (Eds.) A Guide to Early Years and Primary Teaching. (pp. 125-144). Sage: https://uk.sagepub.com/en-gb/eur/a-guide-to-early-years-and-primary-teaching/book244193

Burnett, C., & Daniels, K. (2015). Technology and literacy in the early years : framing young children’s meaning-making with new technologies. In Garvis, S., & Lemmon, N. (Eds.) Understanding Digital Technologies and Young Children : an international perspective. (pp. 18-27). Routledge

Burnett, C. (2015). (Im)materialising Literacies. In Rowsell, J., & Pahl, K. (Eds.) The Routledge Handbook of Literacy Studies. (pp. 520-531). Abingdon: Routledge

Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (2014). Changing contexts for the 21st century literacies. In Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.) New literacies around the Globe : policy and pedagogy. (pp. 1-13). New York: Routledge

Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (2014). Changing contexts for the 21st century literacies. In Burnett, C., Davies, J., Merchant, G., & Rowsell, J. (Eds.) New literacies around the Globe : policy and pedagogy. (pp. 1-13). New York: Routledge

Burnett, C. (2014). Why teach. In Owen, D., & Burnett, C. (Eds.) Getting into primary teaching. (pp. 5-23). Northwich: Critical Publishing

Burnett, C. (2014). Why teach. In Owen, D., & Burnett, C. (Eds.) Getting into primary teaching. (pp. 5-23). Northwich: Critical Publishing

Burnett, C. (2014). Teaching, research and further qualifications. In Cremin, T., & Arthur, J. (Eds.) Learning to teach in the primary school. (pp. 632-642). Abingdon: Routledge

Owen, D. (2014). Preparing to apply for a teacher preparation programme. In Owen, D., & Burnett, C. (Eds.) Getting into Primary Teaching. (pp. 24-42). Northwich: Critical Publishing

Owen, D. (2014). Learning to be a teacher. In Owen, D., & Burnett, C. (Eds.) Getting into Primary Teaching. (pp. 43-63). Northwich: Critical Publishing

Burnett, C., & Merchant, G. (2013). Learning, literacies and new technologies : the current context and future possibilities. In Larson, J., & Marsh, J. (Eds.) The SAGE Handbook of Early Childhood Literacy. 2nd ed. (pp. 575-587). London: SAGE

Pahl, K., & Burnett, C. (2013). Literacies in homes and communities. In Hall, K., Cremin, T., Comber, B., & Moll, L.C. (Eds.) International Handbook of Research on Children's Literacy, Learning and Culture. (pp. 3-14). Chichester: Wiley Blackwell

Burnett, C. (2011). Technology and literacy in early childhood educational settings : a review of research. In Pahl, K., & Rowsell, J. (Eds.) Early childhood literacy. Sage

Burnett, C. (2009). Personal digital literacies versus classroom literacies: investigating pre-service teachers' digital lives in and beyond the classroom. In Carrington, V., & Robinson, M. (Eds.) Digital literacies : social learning and classroom practices. Sage

Burnett, C., Merchant, G., & Myers, J. (2007). English and ICT. In Cremin, T., & Dombey, H. (Eds.) The handbook of primary English initial teacher education. (pp. 81-101). Leicester/Sheffield: United Kingdom Literacy Association/National Association for the Teaching of English

Burnett, C. (n.d.). Research and Professional Development. In Learning to Teach in the Primary School. (4th). Routledge

Books

Cremin, T., & Burnett, C. (2018). Learning to Teach in the Primary School. Routledge.

Owen, D., & Burnett, C. (Eds.). (2014). Getting into primary teaching. Northwich: Critical Publishing.

Burnett, C., & Myers, J. (2004). Teaching English 3-11 : the essential guide. Continuum.

Reports

Thomas, P., Jay, T., Willis, B., Taylor, R., Merchant, G., Moore, N., ... Stevens, A. (2019). Dialogic Teaching: Addendum Report. London, UK: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Dialogic_Teaching_addendum_report%C2%AD_final_for_publication.pdf

Burnett, C., & Merchant, G. (2017). Using stacking stories to investigate children’s virtual world play in a primary classroom. Sage. http://doi.org/10.4135/9781473982260

Jay, T., Willis, B., Thomas, P., Taylor, R., Moore, N., Burnett, C., ... Stevens, A. (2017). Dialogic Teaching : Evaluation Report and Executive Summary. London, UK: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Dialogic_Teaching_Evaluation_Report.pdf

Maxwell, B., Burnett, C., Reidy, J., Willis, B., & Demack, S. (2015). Oracy curriculum, culture and assessment toolkit. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/projects/school21-and-cambridge-university/

Burnett, C., Merchant, G., Daniels, K., & Garrick, R. (2014). Expert Review of Booktrust Resources.

Burnett, C., Wolstenholme, C., Stiell, B., & Stevens, A. (2014). Evaluation of Beyond Booked Up.

Burnett, C., Daniels, K., & Bailey, C. (2014). The Impact of Early Years Bookgifting Programmes on Literacy Attainment: A Literature Review.

Theses / Dissertations

Doak, L. (2018). Exploring the multimodal communication and agency of children in an autism classroom. (Doctoral thesis). Supervised by Burnett, C. http://doi.org/10.7190/shu-thesis-00125

Daniels, K.D. (2018). Movement, meaning and affect: the stuff childhood literacies are made of. (Doctoral thesis). Supervised by Burnett, C. http://doi.org/10.7190/shu-thesis-00079

Bailey, C.J. (2017). Investigating the lived experience of an after-school Minecraft club. (Doctoral thesis). Supervised by Burnett, C., & Merchant, G.

Burnett, C. (2008). Primary student-teachers' perceptions of the role of digital literacy in their lives. (Doctoral thesis). Supervised by Barrett, E.

Presentations

Perry, E., Adams, G., & Burnett, C. (2018). Let it go! Learning through openness, space and play. Presented at: Festival of Social Science, Sheffield

Other publications

Burnett, C., Myers, J., & Merchant, G. (n.d.). English and ICT. National Association for the Teaching of English: http://www.ite.org.uk/ite_topics/english_and_ICT/001.html

I lead the Language and Literacy Education Research Group within the Sheffield Institute of Education.

I am a Trustee and President Elect for the United Kingdom Literacy Association (UKLA) and founding co-convener for the UKLA Digital Literacies in Education special interest group. I am a previous editor of Literacy and an editorial board member for Literacy, Journal of Early Childhood Literacy and the Australian Journal of Language and Literacy. I am also a sub-panel member for the REF assessment phase, Unit 23 Education.

I am currently supervising PhD and EdD students including:

Pat Moore. Sheffield Hallam University. Biology Autobiographies: personal subject experiences and biology teachers' pedagogical thinking. Giovanna Battiston. The work-place literacies of a marketing department. EdD (PT).
Giovanna Battiston. The work-place literacies of a marketing department. EdD (PT).
Christine Hibbert. Registered nurses’ perceptions of reflection as a process for exploring new knowledge
Jemma Monkhouse. What is generated exploring Shakespeare through drama in an after school club?
Cara Doxey. What is ‘reading’ in primary school?
Sarah Proctor. Stories from the Nursery- newly qualified Early Years Teachers experiences of professional learning.

Completions include:

Alison Tyldesley. Sheffield Hallam University. A sociocultural approach to Higher Education students' experiences with academic literacies.
Richard Pountney. Sheffield Hallam University. Making the Curriculum: a case study of course planning in higher education.
Sam McMahon. Sheffield Hallam University. Becoming a professional in early childhood education and care.
Helen Childerhouse. Sheffield Hallam University. Teaching children with ‘SEBD’: teachers’ perceptions.
Chris Bailey. Sheffield Hallam University. Investigating the lived experience of children engaged in collaborative virtual world play
Karen Daniels. Movement, meaning and affect: the stuff childhood literacies are made of.
Lauran Doak. Sheffield Hallam University. Exploring the Multimodal Communication and Agency of Children in an Autism Classroom.

cess for exploring new knowledge.

Completions include:
Alison Tyldesley. Sheffield Hallam University. A sociocultural approach to Higher Education students' experiences with academic literacies.
Richard Pountney. Making the Curriculum: a case study of course planning in higher education. Sam McMahon. Becoming a professional in early childhood education and care.
Helen Childerhouse. Sheffield Hallam University. ‘Teaching children with SEBD’: teachers’ perceptions.
Chris Bailey. Sheffield Hallam University. Investigating the lived experience of children engaged in collaborative virtual world play. (Winner: UKLA Student Research Prize)
Karen Daniels. Movement, meaning and affect: the stuff childhood literacies are made of.
Lauran Doak. Exploring the Multimodal Communication and Agency of Children in an Autism Classroom.
Giovanna Battiston. Writing in marketing practice: voice and textual identity.