I currently teach on the Primary and Early Years QTS postgraduate and undergraduate courses and have been the English Subject Leader for the past 6 years, coordinating developments in English across routes. I joined the Teacher Education team at Sheffield Hallam in September 2009.
I completed an MA in Learning and Teaching in 2010 with a particular interest in children's learning dispositions and classroom culture. My doctoral work Movement, meaning and affect: the stuff childhood literacies are made of examines the ways in which young children's early literacy practices emerge from their encounters with the material, spatial and cultural resources to hand in classrooms and is available here http://shura.shu.ac.uk/21513/
As well as working with student teachers, I work with English subject leaders in schools and NQTs and RQTs who are working towards leadership or research in English teaching.
Prior to working at Sheffield Hallam I worked for ten years as a teacher in Key Stage 1 and the Early Years Foundation Stage in South Yorkshire. During this time I was the English, Foundation Stage Coordinator and Family Learning Coordinator. I worked as a Children's Centre Lead Teacher and Early Years Outreach Teacher and Area SENCO, supporting private, voluntary and non-maintained sector in developing their provision to meet the requirements of the EYFS focusing on early literacy.
My role involves leading developments in and teaching Primary and Early Years English across Teacher Education courses. I teach both undergraduate and postgraduate students and supervise MA students. I am a member of the Language and Literacy in Education research group and the Multimodal Special Interest Group.
I lead the English Subject Leaders Network group in conjunction with Learn Sheffield.
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.
Social Sciences and Arts
PGCE Early Years and Primary
BA QTS Early Years and Primary
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
Cost Action Digital Literacy in Early Years project: The digital literacy and multimodal practices of young children (Researcher) http://www.cost.eu/COST_Actions/isch/IS1410
Strategic School Improvement Fund projects.
Diminishing difference in reading attainment, specifically comprehension, for disadvantaged children, in client schools. Project leader.
Learners First – Language development and oracy. Co-investigator.
Learners Unlimited - Transforming Primary Mathematics and English through a Mastery Curriculum. Co-investigator.
Five Rivers – Contextualised Grammar. Investigator.
Working Collaboratively to Develop a Descriptive Pedagogy of Grammar. Project Director. (UKLA funded project)
Burnett, C., Daniels, K, & Bailey, C. (2014). The Contribution of Early Years Bookgifting Programmes to Literacy Attainment: A Literature Review. Centre for Education and Inclusion Research. Researcher
(2012) Evaluation of Bookstart Bookgifting packs. Centre for Education and Inclusion Research. Expert advisor
Reading for Pleasure Teachers as Readers Project in collaboration with the Open University.
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.
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.
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
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.
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.