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Dr Karen Daniels

Dr Karen Daniels BEd Primary (Honours) English studies. MA Teaching and Learning. PGCE Teaching and Learning in Higher Education, Doctorate in Education

Senior Lecturer in Primary and Early Years Education


Summary

After many years working teaching in schools as a primary and early years teacher, English subject leader, Foundation stage leader and Early Years Outreach teacher in South Yorkshire , I joined the Teacher Education Department as English subject leader at Sheffield Hallam University. The main focus of my work is focused on researching primary and early years literacy education.

About

The main roles I have undertaken since working at SHU are as English subject leader (Primary and Early Years) and Doctorate in Education Course Leader. My roles have involved leading developments in teaching Primary and Early Years English across Teacher Education courses. I teach on undergraduate, masters and doctoral courses and am involved in doctoral supervision. I am an active member of the Language and Literacy Research in Education group.

I hold a number of external roles related to my work in developing research and knowledge exchange in primary and early years literacy. This includes being and Executive Councile member of the United Kingdom Literacy Association, where I am publications convener for the organisation and editor of the 'UKLA Voices' members' publication. I am a book reviews editor for the Journal of Early Childhood Literacy. I am the founder and co-convener of UKLA's Early Literacy in Education Special Interest Group, a group of international colleagues, interested in exploring early literacy from a diverse and inclusive range of perspectives.

My thesis contributed to understandings of the significance of the moving, feeling body as young children's literacy practices emerge in early years classrooms and is entitled 'Movement meaning and affect; the stuff early childhood literates are made of. My these re-explores notions of cultural agency and how this manifests in young children's everyday encounters in literacy classrooms.

Senior Lecturer

My teaching interests mainly involve the development of early language and reading and writing. I am also interested in how children's literature supports children literacy development.

Teaching

Sheffield Institute of Education

Social Sciences and Arts

I have been involved in a broad range of literacy research projects since joining Sheffield Hallam, including the following: EEF Evaluation of REACH; Book Trust Evaluations; collaborative grammar; Strategic School Improvement Fund projects (Oracy, Contextualise Grammar, Mastery English); Digital Literacies in the Early Years.

Primary and Early Years Education

Courses:

PGCE Early Years and Primary

BA QTS Early Years and Primary


Modules(s) Current/Recent:

Introducing the Early Years Core Curriculum

Developing the Core Curriculum

Exploring a Specialism through Collaborative Development

Enhancing the Digital Literacy Curriculum

Reflecting on Approaches to Teaching


Research

Link 1. REACH Primary Evaluation

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/reach-primary

Link 2. Co-researching Grammar https://www.shu.ac.uk/sheffield-institute-education-research/projects/co-researching-grammar

Link 3. Strategic School Improvement Fund projects https://www.shu.ac.uk/sheffield-institute-education-research/projects/strategic-school-improvement-fund

Link 4. Digital Literacies in the Early Years https://www.researchgate.net/publication/337872433_Early_years_teachers_and_digital_literacies_Navigating_a_kaleidoscope_of_discourses

Reading for Pleasure Teachers as Readers Project in collaboration with the Open University.


Publications

Journal articles

Daniels, K. (2020). Moving hands in classroom assemblages: puppet play in a post-world. English Teaching: Practice and Critique. http://doi.org/10.1108/ETPC-11-2019-0143

Daniels, K. (2019). Movement, meaning and affect and young children's early literacy practices. International Journal of Early Years Education. http://doi.org/10.1080/09669760.2019.1701998

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

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

Daniels, K. (2019). Notions of agency in early literacy classrooms: assemblages and productive intersections. Journal of early childhood literacy. http://doi.org/10.1177/1468798419866489

Daniels, K. (2015). Exploring enabling literacy environments: Young children’s spatial and material encounters in early years classrooms. English in Education, 50 (1), 12-34. http://doi.org/10.1111/eie.12074

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

Daniels, K. (2014). Cultural agents creating texts: a collaborative space adventure. Literacy, 48 (2), 103-111. http://doi.org/10.1111/lit.12031

Daniels, K. (2013). Supporting the development of positive dispositions and learner identities: An action research study into the impact and potential of developing photographic learning stories in the Early Years. Education 3-13, 41 (3), 300-315. http://doi.org/10.1080/03004279.2011.582846

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.

Conference papers

Kontovourki, S., Daniels, K., & Hackett, A. (2021). Not just a world of words: Troubling children's talk. In Let's Talk About Literacy UKLA 2021 International Conference, Online, 2 July 2021 - 4 July 2021. https://ukla.org/news/view-our-2021-ukla-international-conference-brochure/

Kontovourki, S., Daniels, K., & Hackett, A. (2021). Not just a world of words: Troubling children's talk. In Let's Talk About Literacy UKLA 2021 International Conference, Online, 2 July 2021 - 4 July 2021. https://ukla.org/news/view-our-2021-ukla-international-conference-brochure/

Book chapters

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

Daniels, K., & Taylor, R. (2018). Children as learners: multimodal perspectives on play and learning. In Fitzgerald, D., & Maconochie, H. (Eds.) Early Childhood Studies: A students' guide. (pp. 47-62). London: Sage: https://uk.sagepub.com/en-gb/eur/early-childhood-studies/book253819

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

Daniels, K. (2017). Children's engagement with iPads in early years classrooms: Exploring peer cultures and transforming practices. In The Case of the iPad: Mobile Literacies in Education. (pp. 195-210). http://doi.org/10.1007/978-981-10-4364-2_12

Daniels, K. (2016). Young children in an education context : apps, cultural agency and expanding communicative repertoires. In Kucirkova, N., & Falloon, G. (Eds.) Apps, technology and younger learners : international evidence for teaching. (pp. 280-292). London: Routledge: https://www.routledge.com/Apps-Technology-and-Younger-Learners-International-evidence-for-teaching/Kucirkova-Falloon/p/book/9781138927889

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

Reports

Culliney, M., Daniels, K., Booth, J., Coldwell, M., & Demack, S. (2021). REACH Primary Evaluation Report. Education Endowment Foundation. https://d2tic4wvo1iusb.cloudfront.net/documents/projects/REACH_report_v5-final.pdf

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

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

Presentations

Daniels, K. (2021). Movement, Meaning and Affect in Early Literacy Classrooms. Presented at: Educational Futures Cluster (invited seminar), Open University, Milton Keynes

Daniels, K., & Taylor, R. (2020). Tales of rediscovery, expertise and self-esteem from an oracy project. Presented at: Literacy Research Association 2020 Annual Conference, Houston, US (Online)

Daniels, K. (2019). Movement, meaning and affect in early literacy classrooms. Presented at: UKLA 55th International Conference: Literacy and Play for All: Improvisation, possibility and imagination, Sheffield Hallam University, UK

Daniels, K. (2019). Movement, meaning and affect in early literacy classrooms. Presented at: UKLA 55th International Conference Literacy and Play for All: Improvisation, possibility ad imagination, Sheffield, UK

Daniels, K., & Smith, L. (2019). Working with the United Kingdom Literacy Association. How can UKLA support your school in advancing practice in the teaching of English? Presented at: Sheffield Institute of Education Festival of Education, Sheffield Hallam University

Daniels, K. (2019). Movement and semiotic orchestrations of meaning in early years classrooms.Participation in Interaction: Multimodal Understandings of Interaction in a Range of Education Settings. Presented at: AERA 19 Symposium Participation in Interaction, Toronto, Canada

Daniels, K. (2019). Movement, meaning and affect in early literacy classrooms. Presented at: American Educational Research Association Annual Meeting, Toronto, Canada

Daniels, K. (2019). Movement, meaning and affect: the stuff early childhood literacies are made of. Presented at: Reconceptualising Early Childhood Literacies: an international conference, Manchester Conference Centre

Daniels, K. (2019). Movement and Meaning in Early Literacy Classrooms. Presented at: Educational Futures (invited speaker), Open University , Milton Keynes

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

Ehiyazaryan- White, E., Hatton, A., & Monkhouse, J. (2018). Teachers' beliefs, experiences and perceptions of digital and multimodal literacies in early years settings. Presented at: UKLA 54th International Conference. Literacies in a changing world: creativity, criticality, empowerment, Cardiff, Wales

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. (2017). Children's Emerging Literacy Practices. Presented at: UKLA 53rd International Conference. Literacy, Equity, Diversity: Bringing voices together, University of Glasgow

Daniels, K. (2017). Children's emerging literacy practices. Presented at: UKLA 53rd International Conference, University of Glasgow

Daniels, K., & Monkhouse, J. (2017). Working collaboratively to develop a descriptive pedagogy of grammar. Presented at: Faculty of Development and Society Research Conference: Challenging norms and conventions in education, pedagogy and employability, Sheffield Hallam University

Daniels, K. (2016). Magic spells, being invisible and flying: young children's expression of the human and superhuman through spatial and material explorations in small world play. Presented at: Literacy Research Association. Mobilising Literacy Research for Social Transformation, Nashville, USA

Daniels, K. (2016). Cultural agency and young children's authoring in early childhood education settings : Research paper. Presented at: TACTYC International Conference: Children's and practitioners' experiences of early years care and education. Advocating for young children through research and practice, Birmingham Conference Centre

Daniels, K. (2016). Cultural agency and young children's authoring in early childhood education settings. Presented at: UKLA 51st International Conference. Re-assessing Literacy: talking, reading and writing in the 21st Century, Nottingham, UK

Daniels, K., Myers, J., Monkhouse, J., & Creasey-Gray, L. (2016). Working Collaboratively to Develop a Descriptive Pedagogy of Grammar : A research report. Presented at: UKLA 52nd International Conference. Literacy, Equality and Diversity. Bringing voices together: 50 years of literacy continuity and change, Bristol, UK

Daniels, K. (2016). Magic spells, being invisible and flying: young children's expression of the human and superhuman through spatial and material explorations in small world play. Presented at: Everyday Literacies, Sheffield University

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

Daniels, K. (2014). Young children as cultural agents: exploring literacy practices within enabling early education contexts. Presented at: Literacy Research Association. The Dialogic Construction of Literacies, Marco Island, Florida

Daniels, K. (2014). Meaning making in contemporary classrooms. Presented at: UKLA 50th International Conference, Brighton, UK

Daniels, K., & Yamada Rice, D. (2013). Keep taking the tablets: iPads, young children and story apps. Presented at: The Children's Media Conference Research Insights at the CMD, Sheffield, UK

Other activities

External Conference Presentations

UKLA 54th International Conference. Cardiff. July 2018. Literacies in a changing world: creativity, criticality, empowerment: Teachers' perceptions of digital literacies in childhood: Teachers' beliefs, experiences and perceptions on digital and multimodal literacies in early years settings (symposium) COST Action funded project.

Literacy in Contemporary Society: Spaces, Discourses, Practices. University of Cyprus.  December . Dec. 2017.  Early Years and Elementary Teachers’ Experiences of Digital Literacies: Insights from a cross-country in Interview Enquiry (symposium) COST Action funded project.

UKLA 53rd  International Conference.  Glasgow. July 2017. Literacy, Equality and Diversity: Bringing voices together.  Children's emerging literacy practices: the stuff childhood worlds are made of.

American Literacy Research Association.  Nashville, USA.  December 2016. Mobilizing Literacy Research for Social Transformation  December. 2015. Articulating The Body In Literacy Research Symposium

UCL Institute of Education.  June 2016 Let it go! The role of playfulness within a teaching repertoire.  (Invited presentation)

Everyday Literacies.  June 2016. Sheffield University.  Magic spells, being invisible and flying: young children's expression of the human and the superhuman through spatial and material explorations in small world play. 

TACTYC Annual Conference. November 2015. International Convention Centre, Birmingham. Cultural agents meet schooled literacies: expanding conceptualisations of early literacy.







available at http://tactyc.org.uk/wp-content/uploads/2015/10/Karen-Daniels_Expanding-conceptualisations.pdf

UKLA 52nd International Conference Bristol, July 2015. Literacy, Equality and Diversity: Bringing voices together. 50 Years of literacy Continuity & Change.  Working Collaboratively to Develop a Descriptive Pedagogy of Grammar UKLA funded project.

UKLA 51st International conference.  Brighton, July 2015.  Re-assessing Literacy: talking, reading and writing in the 21st Century. Cultural agency and young children’s authoring in early childhood education settings. 



Internal Conference Papers

Festival Of Social Science November 2017. Sheffield Institute of Education. Playful Literacies in Contemporary Places.

Social Sciences and Humanities Conference.  June 2017. Working collaboratively to develop a descriptive pedagogy of grammar.



Membership and Affiliations

I am a member, regional representative and member of the conference sub-committee for the United Kingdom Literacy Association (Region 16, Yorkshire)

I hold membership of the National Council for English.

I am a member of the National Association for the Teaching of English and a fellow of the Higher Education Academy. 








 









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