Currently browsing: Centre for Literacy and Social Justice

Number of items at this level: 32.
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Aggleton, Jen; Carter, Carol and Grieve, Mary Rose (2023). Reading Librarians and school libraries. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 150–161.

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Chamberlain, Liz and Drane, Rob (2023). A whole school approach to the teaching of writing: Lessons learned from collaborative lesson research. In: Writing Matters, UKLA International Conference, 23-25 Jun 2023, Exeter, UK.

Chappell, Kerry; Cremin, Teresa and Crickmay, Ursula (2025). Creative Pedagogies in school. In: Lucas, Bill ed. Handbook of Creativity in Schools. Cheltenham, UK: Edward Elgar Publishing Limited [In Press].

Cremin, Teresa (2023). Reading for pleasure: Recent research insights. School Libraries in View (SLIV)(47) pp. 6–12.

Cremin, Teresa (2023). Motivation and reading: Focusing on disengaged readers. Teaching English(32) pp. 32–36.

Cremin, Teresa (2023). Reading for pleasure and its impact on student outcomes. In SecEd SecED.

Cremin, Teresa (2024). The Open University literacy research. Doorstep Library.

Cremin, Teresa (2024). Writing poetry for pleasure. The Children's Poetry Summit.

Cremin, Teresa (2024). Developing readers who choose to read. Practical Literacy: The Early and Primary Years, 29(3) pp. 10–13.

Cremin, Teresa (2024). Let’s talk about it: Reading for Pleasure and book talk. Collins, The Book Squad blog.

Cremin, Teresa (2024). Reading attitudes matter: Do you know what your students think? SecEd.

Cremin, Teresa (2023). Reading Teachers and reading aloud. In: Batini,, Federico; Guisti, S and Mattiacci, G eds. Shared Reading Aloud: A method in the direction of equity. Perugia: Il Mulin (In press).

Cremin, Teresa; Chamberlain, Liz; Rowe, Deborah and Gardner, Paul (2023). Exploring aspects of being and becoming writers: A symposium exploring notions of being a writer, from a sociocultural perspective. In: Writing Matters. UKLA International Conference, 23-25 Jun 2023, Exeter, UK.

Cremin, Teresa and Hendry, Helen (2022). Literacy histories as opportunities for learning: Reflecting, connecting, and learning from Margaret Meek Spencer. English in Education, 56(3) pp. 209–221.

Cremin, Teresa; Hendry, Helen and Chamberlain, Liz (2023). Reading and Writing for Pleasure: A Framework for Practice. The Mercers' Company, London.

Cremin, Teresa; Hendry, Helen; Chamberlain, Liz and Hulston, Samantha (2023). Approaches to Reading and Writing for Pleasure: An Executive Summary of the Research. The Mercers' Company, London.

Cremin, Teresa and McGeown, Sarah (2025). Reading for pleasure: Exploring the Concept, the causes and consequences. In: Cremin, Teresa and McGeown, Sarah eds. Reading for pleasure: International Perspectives. Abingdon, UK: Routledge.

Cremin, Teresa; Mukherjee, Sarah Jane; Aerila, Juli‐Anna; Kauppinen, Merja; Siipola, Mari and Lähteelä, Johanna (2024). Widening Teachers' Reading Repertoires: Moving beyond a Popular Childhood Canon. The Reading Teacher, 77(6) pp. 833–841.

Cremin, Teresa and Scholes, Laura (2024). Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations. Language and Education, 38(4) pp. 537–559.

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Dyer, Natalie; Mackenzie, Hollie; Teggi, Diana and de Vries, Patricia (2022). Pussy Riot Vs. Trump: Becoming Woman To Resist Becoming Fascist. In: Dolphijn, Rick and Braidotti, Rosi eds. Deleuze and Guattari and Fascism. Deleuze Connections. Edinburgh: Edinburgh University Press, pp. 362–379.

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Green, Melissa and Malcolm, Claire (2023). Degrees of change: the promise of anti-racist assessment. Frontiers in Sociology, 8, article no. 972036.

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Hempel-Jorgensen, Amelia; Brassington, Tom and Dixon, Megan (2023). Exploring gender and reading for pleasure. In: Cremin, Teresa; Hendry, Helen; Rodriguez Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 45–55.

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Jackson, Lace M. (2024). Global Majority Leadership: The Experience and Practice. Palgrave Macmillan.

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Kucirkova, Natalia; Rodriguez Leon, Lucy and Chinula, Neema Mwenda (2023). Rethinking Agency in Literacies: Malawian children’s and teachers’ perspectives. International Journal of Early Years Education (Early access).

Kucirkova, Natalia and Rodriguez-Leon, Lucy (2023). Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies. Human Development, 67(4) pp. 193–210.

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Mukherjee, Sarah Jane; McGreevy, Clare and Williams, Claire (2023). Celebrating reading. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. London: Routledge, pp. 176–197.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). The impact of a changed writing environment on students' motivation to write. Frontiers in Psychology, 14, article no. 1212940.

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Rodriguez Leon, Lucy (2021). Sensing and configuring the world with text: bringing neo-Vygotskian thinking into dialogue with more-than-human literacies in early childhood. Discourse: Studies in the cultural politics of education, 44(2) pp. 253–268.

Rodriguez-Leon, Lucy; Hulston, Samantha Jane; Hendry, Helen and Cremin, Teresa (2025). Informal Book Talk: how casual conversations support enjoyment of reading. In: Cremin, Teresa and McGeown, Sarah eds. Reading for pleasure: International Perspectives. Abingdon, UK: Routledge.

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Shield, Lesley and Kukulska-Hulme, Agnes (2004). Language learning websites; designing for usability. TEL & CAL: Zeitschrift für Neue Lernkulturen, 1. Quartal(Jänner2004) pp. 27–32.

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