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Dr Karen Daniels EdD, PGCE TLHE, M.A, BEd

Senior Lecturer In Primary English


Summary

I worked for many years as a primary and early years teacher before embarking on an academic career at Sheffield Hallam University working in Initial Teacher Education . I work across CDARE and Teacher Education teaching, researching and working on commissioned research projects. My main research focus is young children's emerging literacy practices.

About

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.

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

Department of Teacher Education

Social Sciences and Arts

 

English

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

My main research interests are young children's early literacy practices from sociocultural, material, mobile, embodied and affective perspectives. I am particularly interested in the ways in which pedagogical approaches support young children's meaning making repertoires in early education settings. I hold a number of roles related to my research interests, including: co-convener of the UKLA Early Literacies SIG; book reviews editor for the Journal of Early Childhood Literacy; member of the editorial board for UKLA's Literacy journal; and Executive council member for UKLA.

Working Collaboratively to Develop a Descriptive Pedagogy of Grammar. Project Director. (UKLA funded project)

https://ukla.org/research/projects/details/working-collaboratively-to-develop-a-descriptive-pedagogy-of-grammar

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.


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.

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

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., & 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, 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., 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., & 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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