Daniels, K., & Taylor, R. (2022). Oracy and education: perspective shifts and policy tensions (Editorial). Literacy, 56 (3), 189-90. http://doi.org/10.1111/lit.12295

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

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.

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

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 The Case of the iPad. (pp. 195-210). Springer Singapore: http://doi.org/10.1007/978-981-10-4364-2_12

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. (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. (2023). Representation, Movement and Affect. Presented at: 29th Annual RECE conference Pathways: Where We’ve Been, Where We Are, Where We Want to Go, Manchester Metropolitan University

Daniels, K. (2022). The Affective Dimensions of Superhero Play. Presented at: 2022 United Kingdom Literacy Association International Conference, McDonald Burlington, Birmingham

Monkhouse, J., & Booth, J. (2022). Teaching Assistants' Insights following a one-to-one Year 3 Reading Intervention: Gentle negotiations. Presented at: 2022 United Kingdom Literacy Association International Conference, McDonald Burlington Hotel, Birmingham

Taylor, R., & Daniels, K. (2022). Teachers' Perceptions of Post Pandemic Classroom Talk. Presented at: UKLA International Conference, Birmingham Macdonalds Hotel

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, Virtual, 2020

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