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Cathy Burnett

Professor Cathy Burnett BA, PGCE, MEd, EdD

Professor of Literacy and Education


Summary

I am Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University. 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 role of research and data practices in education and am currently leading the ESRC funded project, Research Mobilties in Primary Literacy Education. I have published widely in the field of literacy for academic and practitioner readerships. My recent co-edited and co-authored books include Undoing the Digital: Literacy and Sociomaterialism, New Media in the Classroom: Rethinking Primary Literacy, and Unsettling Literacies: Directions for Literacy Research in Precarious Times. 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 Immediate Past President of the United Kingdom Literacy Association (UKLA).

About

I am Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University where I lead the Researcher Development and Research Culture 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 and data practices and the ways in which methods work to uphold and/or unsettle the phenomena they attempt to document. These interests framed a recent British Academy funded project – Doing Data Differently – and also the ESRC funded Research Mobilities in Primary Literacy Education (ES/W000571/1) which I am currently leading. I have published extensively for academic and practitioner readerships.

My co-edited and co-authored books include Unsettling Literacies: Directions for Literacy Research in Precarious Times (2021), Digital Literacies in Education: Teaching, Learning and Assessment in 21st Century Classrooms (2021), Undoing the Digital: Literacy and Sociomaterialism (2020), New Media in the Classroom: Rethinking Primary Literacy (2018), The Case of the iPad: Mobile Literacies in Education (2017), Literacy, Media, Technology: past, present and future (2017) and New Literacies around the Globe (2014).

In addition to numerous chapters and articles for leading journals, I have 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). 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).

Teaching

Sheffield Institute of Education

College of Social Sciences and Arts

Research

Recent/current projects include:

PI. Research Mobilities in Primary Literacy Education (Economic and Social Research Council, ES/W000571/1)) PI. Doing Data Differently (British Academy)

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)

Featured research projects:

Link 1: https://research.shu.ac.uk/rmple

Link 2: https://blogs.shu.ac.uk/doingdatadifferently/

Publications

Key Publications

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., & 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. (2020). Undoing the Digital Sociomaterialism and Literacy Education. Routledge.

Burnett, C., Merchant, G., & Guest, I. (2020). Destabilising data: The use of creative data visualisation to generate professional dialogue. British Educational Research Journal. http://doi.org/10.1002/berj.3688

Journal articles

Burnett, C., Gillen, J., Guest, I., Maxwell, B., & Thompson, T.L. (2022). How does research reach teachers? An agenda for investigating research mobilities in primary literacy education. Literacy. http://doi.org/10.1111/lit.12289

Lee, C., Bailey, C.J., Burnett, C., & Rowsell, J. (2022). Methodological imperatives and perplexities for literacy research in uncertain times. International Studies in Sociology of Education, 31 (1-2), 1-4. http://doi.org/10.1080/09620214.2021.2008806

Burnett, C. (2021). Oral Literacies: When Adults Read Aloud. LITERACY, 55 (3), 210-211. http://doi.org/10.1111/lit.12259

Burnett, C., Merchant, G., & Guest, I. (2021). What matters to teachers about literacy teaching: exploring teachers’ everyday/everynight worlds through creative data visualization. Teaching and Teacher Education, 107, 103480. http://doi.org/10.1016/j.tate.2021.103480

Bulman, J., Burnett, C., Merchant, G., & Rogers, E. (2021). Remembering Professional Commitments: Trusting in Teachers. Language and Literacy, 23 (2), 3-15. http://doi.org/10.20360/langandlit29550

Burnett, C., & Coldwell, M. (2020). Randomised Controlled Trials and the Interventionisation of Education. Oxford Review of Education. http://doi.org/10.1080/03054985.2020.1856060

Burnett, C., Merchant, G., & Guest, I. (2020). Postcards from literacy classrooms: possibilities for teacher-generated data visualisation. Education 3-13. International journal of primary, elementary and early years education. http://doi.org/10.1080/03004279.2020.1840605

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

Daniels, K., Burnett, C., Bower, K., Escott, H., Hatton, A., Ehiyazaryan-White, E., & Monkhouse, G. (2019). Early years teachers and digital literacies: Navigating a kaleidoscope of discourses. Education and Information Technologies, 25, 2415-2426. https://link.springer.com/article/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

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

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

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. (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., & 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). 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

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., & 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

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., Merchant, G., Daniels, K., Taylor, R., Bailey, C., & Monkhouse, J. (2013). Zombe Apocalypse: Children's problem-solving in a virtual world. English 4-11, (48), 7-10.

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., & 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

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., & 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., & Rowsell, J. (2022). Introduction: Unsettling Literacies. (pp. xxvii-xxxviii).

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

Hirst, M., & Burnett, C. (2019). Wibbly-wobbly-timey-wimey: Place-based pedagogy across time and space. In Affect, Embodiment, and Place in Critical Literacy: Assembling Theory and Practice. (pp. 176-188).

Burnett, C., & Merchant, G. (2019). Virtual play: Developing a baroque sensibility. In The Routledge Handbook of Digital Literacies in Early Childhood. (pp. 342-353).

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., & 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., 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

Lee, C., Bailey, C., Burnett, C., & Rowsell, J. (Eds.). (2022). Unsettling Literacies: Directions for Literacy Research in Precarious Times. Springer. https://link.springer.com/book/9789811669439

Burnett, C. (Ed.). (2021). Digital literacies in education: Teaching, Learning and Assessment in 21st Century Literacies. United Kingdom Literacy Association. https://ukla.org/product/digital-literacies-in-education/

Merchant, G., Burnett, C., Bulman, J., & Rogers, E. (2021). Stacking Stories: Exploring the hinterland of education. Peter Lang. https://www.peterlang.com/document/1158399

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

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

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

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

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

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

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

Presentations

Daniels, K., Bailey, C., Merchant, G., & Burnett, C. (2018). Playful Literacies in Contemporary Places: Movement and meaning in early literacy classrooms (Symposium). Presented at: ESRC Festival of Social Science, Sheffield Hallam University

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

Daniels, K., & Burnett, C. (2017). Early Years and Elementary Teachers' Experiences of Digital Literacies: Insights from a cross-country interview inquiry. Presented at: Literacy in Contemporary Society: Spaces, Discourses, Practices, University of Cyprus, Nicosia

Daniels, K., Burnett, C., & Sawka, V. (2016). Let it go: the role of playfulness within a teaching repertoire. Presented at: Invited presentation : book launch, University College London

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

Other activities

I am co-editor for the Journal of Early Childhood Literacy, on the editorial board for Literacy, and the editorial review boards for Journal of Literacy Research and Australian Journal for Language and Literacy. I am also a Trustee and Immediate Past President of the United Kingdom Literacy Association, for which I chair the Primary Literacy Research Collaborative, a collective of literacy-focused charities and associations. I was a full panel member for Education for REF 2021.

Postgraduate supervision

I have supervised doctorates on a range of themes linked to professional lives, higher education, digital media, literacy, communication and play. I welcome applications from students interested in using qualitative and/or post qualitative methodologies to explore these areas and also those hoping to explore the effects of research and data practices on literacy education.

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