'Do it Yourself' Girl Revolution: LadyFest, Performance and Fanzine Culture

Riot grrrl began as an independent music and political movement in the early 1990s emerging initially in the USA and few years later in the UK. From the beginning riot grrrl embraced a 'do-it-yourself' ethos operating outside the mainstream music business organising independent music festivals, workshop events and encouraging self-published fanzines (fan magazines which were distributed primarily through word of mouth, music gigs, artists and zine book fairs or by post). These zines became recognisable forms of personal expression and made visible a specific DIY approach alongside the development of a coherent style of graphic language in the producer's use of the photocopier, handwritten and graffiti texts, cut-n-paste and ransom note lettering style, collage and the co-option of mainstream media imagery. These production techniques made fanzine publishing accessible and played a central role in the development of a non-hierarchical community. The main intent of this talk is to explore the idea of 'event as performance' using as a case study the specific activities of riot grrrl and focussing on a series of international events called 'LadyFests' and the graphic language of self-published riot grrrl fanzines. This will be achieved by examining the origins of today's riot grrrl performances (e.g. theatre, spoken word, music events) in 1970s feminist art, as well as locating the activities within the specific context of their counter-cultural predecesors including punk and punk performance

Researching mobile learning: January to September 2008 (final report)

This report brought together the findings from the third phase of a two-year development and research project that focused on the impact of one-to-one personal ownership of mobile devices. Two areas emerged from the analysis as important in relation to impact, namely students' use of and attitudes to their mobile devices and the professional development of teachers

Mobile learning: research findings - report to Becta, July 2007

Research and development project on impact on learning of 1:1 access to handheld device

Sub/versing mentoring expectations: Duration, discernment, diffraction

The three of us have shared co-mentoring relationships over the last decade. Rita was the PhD supervisor for both Natalie and Valerie and while working with them and other PhD students, came to believe that goals are reciprocal in many ways. In this article, we attend to the concept of co-mentoring, an exchange that includes three qualities guiding ongoing artistic, professional and scholarly work. These subversive qualities are described as: a) duration, b) discernment, and c) diffraction. From a practice-based, new materialist lens, we take turns describing how each quality is important to co-mentoring relationships and we provide theoretical and practical examples for each. It is our hope that in considering these qualities, co-mentoring relationships might help us reimagine what is possible among graduate students and faculty members, encouraging co-mentoring relationships in today’s academy

Integrating an Institutional CRIS with an OA IR

Poster describing and illustrating work undertaken by ULCC and Symplectic to integrate an existing Symplectic Elements Current Research Information System with a new externally available EPrints Open Access repository, including support for harvesting full-text from UK PubMed Central

Researching mobile learning: overview, September 2006 to September 2008

This is the summary of the report, which brought together the findings from the third phase of a two-year development and research project that focused on the impact of one-to-one personal ownership of mobile devices. Two areas emerged from the analysis as important in relation to impact, namely students' use of and attitudes to their mobile devices and the professional development of teachers

The School of Art

The School of Art is a fully-illustrated children's activity book which introduces basic design elements and key design principles to young readers (8-11 years old). The narrative follows the adventures of five expert professors in their art school studios who together, demonstrate key concepts - from composition and colour to line, shape and perspective - never previously brought together in a children's art compendium. The book is based upon extensive research into design, perception theory, key stage skill sets, and the history of art school teaching. The School of Art is co-published in Australia, USA; and, with translated versions in France, Brazil, and Russia. The School of Art appears on the shortlist for the prestigious '2016 Educational Writers'Award for Creative Educational Writing'; the '2016 English 4-11 Picture Book Awards' from the English Association Journal; and, amongst other accolades, has appeared on the Guardian newspaper's non-fiction children's book of the year shortlist (2015)