Sakr, M.

Schematic or subversive? Ready-made imagery in children’s digital art-making

Conference paper

Sakr, M. 2015. Schematic or subversive? Ready-made imagery in children’s digital art-making. Sheffield University Symposium on Childhood & The Digital Age.

Publication process dates
Type	Conference paper
Title	Schematic or subversive? Ready-made imagery in children’s digital art-making
Authors	Sakr, M.
Conference	Sheffield University Symposium on Childhood & The Digital Age
Deposited	29 May 2015
Submitted	2015
Output status	In press
Language	English

Permalink -

https://repository.mdx.ac.uk/item/8579y

Log in to edit

52
total views
0
total downloads
4
views this month
0
downloads this month

Export as

Related outputs

Constructions of babyhood among baby room leaders in the UK

Halls, K. and Sakr, M. 2024. Constructions of babyhood among baby room leaders in the UK. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X241279348

‘Maybe that makes a difference actually’: Attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK

Tembo, S., Sakr, M. and Dujczynski, M. 2024. ‘Maybe that makes a difference actually’: Attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X241257330

Re-imagining the Froebelian influence on early childhood education as a dynamic and ever-changing web of encounter

Sakr, M. and Kaur, V. 2024. Re-imagining the Froebelian influence on early childhood education as a dynamic and ever-changing web of encounter. Pedagogy, Culture and Society. 32 (4), pp. 923-940. https://doi.org/10.1080/14681366.2024.2355092

'Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings

Sakr, M. and Halls, K. 2024. 'Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings. Education, Citizenship and Social Justice. https://doi.org/10.1177/17461979241241514

'Nobody left behind': barriers to engagement in early years digitally mediated leadership development

Halls, K., Sakr, M. and Cooper, K. 2024. 'Nobody left behind': barriers to engagement in early years digitally mediated leadership development. Early Years. https://doi.org/10.1080/09575146.2024.2308099

The everyday advocacy work of the baby room leader

Sakr, M. 2023. The everyday advocacy work of the baby room leader. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491231168942

Introduction

O'Sullivan, J. and Sakr, M. 2022. Introduction. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 1-9

Turning towards discomfort in postdevelopmental approaches to childhood art: The potentials of multimodal mediated discourse analysis

Sakr, M. 2022. Turning towards discomfort in postdevelopmental approaches to childhood art: The potentials of multimodal mediated discourse analysis. Multimodality and Society. 2 (4), pp. 434-450. https://doi.org/10.1177/26349795221135579

‘She’s nice company and a good friend’: thinking with Haraway to reconceptualise children’s playful interactions with Alexa in the family home

Sakr, M. 2021. ‘She’s nice company and a good friend’: thinking with Haraway to reconceptualise children’s playful interactions with Alexa in the family home. in: Mikats, J., Kink-Hampersberger, S. and Oates-Indruchová, L. (ed.) Creative families: Gender and technologies of everyday life Cham, Switzerland Palgrave Macmillan. pp. 167-188

Advancing pedagogical leadership at national level: looking for a policy window

Bonetti, S. and Sakr, M. 2022. Advancing pedagogical leadership at national level: looking for a policy window. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 181-193

An organisational approach to supporting pedagogical leadership: reporting on a case study with London Early Years Foundation

Sakr, M. 2022. An organisational approach to supporting pedagogical leadership: reporting on a case study with London Early Years Foundation. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 119-131

Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps

Sakr, M. and Bonetti, S. 2021. Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps. Early Years. https://doi.org/10.1080/09575146.2021.1959524

Stretchy time or screen time: how early years practitioners conceptualise time in relation to children's digital play

Sakr, M. and Oscar, A. 2022. Stretchy time or screen time: how early years practitioners conceptualise time in relation to children's digital play. Early Years. 42 (4-5), pp. 391-405. https://doi.org/10.1080/09575146.2020.1744530

Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis

Sakr, M. and Burghardt, V. 2022. Embedding student feedback in deep pedagogic reflection: the potentials of drawing and Deleuzian analysis. Teaching in Higher Education. 27 (3), pp. 281-296. https://doi.org/10.1080/13562517.2020.1716712

'It just opened my eyes a bit more': student engagement with Instagram to develop understanding of complex concepts

Sakr, M. 2019. 'It just opened my eyes a bit more': student engagement with Instagram to develop understanding of complex concepts. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1613356

Young children drawing together on the iPad versus paper: How collaborative creativity is shaped by different semiotic resources

Sakr, M. 2019. Young children drawing together on the iPad versus paper: How collaborative creativity is shaped by different semiotic resources. International Journal of Education and the Arts. 20 (20), pp. 1-26. https://doi.org/10.26209/ijea20n20

The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment

Sakr, M. and Scollan, A. 2019. The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment. Journal of Early Childhood Research. 17 (3), pp. 190-204. https://doi.org/10.1177/1476718X19851538

Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad

Sakr, M. 2018. Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad. Thinking Skills and Creativity. 29, pp. 1-11. https://doi.org/10.1016/j.tsc.2018.05.004

'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources

Sakr, M. 2017. 'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources. Contemporary Issues in Early Childhood. 18 (2), pp. 227-239. https://doi.org/10.1177/1463949117714084

In pursuit of quality: early childhood qualifications and training policy

Elwick, A., Osgood, J., Robertson, L., Sakr, M. and Wilson, D. 2018. In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy. 33 (4), pp. 510-525. https://doi.org/10.1080/02680939.2017.1416426

Early Years Training and Qualifications in England: Issues for policy and practice

Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Training and Qualifications in England: Issues for policy and practice. TACTYC.

Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England

Osgood, J., Elwick, A., Robertson, L., Sakr, M. and Wilson, D. 2017. Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England. TACTYC.

Dark play in digital playscapes

Osgood, J., Sakr, M. and de Rijke, V. 2017. Dark play in digital playscapes. Contemporary Issues in Early Childhood. 18 (2), pp. 109-113. https://doi.org/10.1177/1463949117714074

Digital technologies in early childhood art: enabling playful experiences

Sakr, M. 2017. Digital technologies in early childhood art: enabling playful experiences. London Bloomsbury.

Exploring whole body interaction and design for museums

Price, S., Sakr, M. and Jewitt, C. 2016. Exploring whole body interaction and design for museums. Interacting with Computers. 28 (5), pp. 569-583. https://doi.org/10.1093/iwc/iwv032

Mobile experiences of historical place: a multimodal analysis of emotional engagement

Sakr, M., Jewitt, C. and Price, S. 2016. Mobile experiences of historical place: a multimodal analysis of emotional engagement. Journal of the Learning Sciences. 25 (1), pp. 51-92. https://doi.org/10.1080/10508406.2015.1115761

Imitative or Iconoclastic? How young children use ready-made images in digital art

Sakr, M., Connelly, V. and Wild, M. 2015. Imitative or Iconoclastic? How young children use ready-made images in digital art. The International Journal of Art and Design Education. https://doi.org/10.1111/jade.12104

Child-father creative text-making at home with crayons, iPad, collage & PC

Kucirkova, N. and Sakr, M. 2015. Child-father creative text-making at home with crayons, iPad, collage & PC. Thinking Skills and Creativity. 17, pp. 59-73. https://doi.org/10.1016/j.tsc.2015.05.003

Collaborative creativity to enhance wellbeing in early years settings

Sakr, M. 2015. Collaborative creativity to enhance wellbeing in early years settings. EECERA 2015. Barcelona

Parent-child closeness in art-making with digital and non-digital technologies

Sakr, M. 2015. Parent-child closeness in art-making with digital and non-digital technologies. EECERA 2015. Barcelona

Exploring and extending practitioner responses to young children’s art-making

Sakr, M. 2015. Exploring and extending practitioner responses to young children’s art-making. BERA 2015. Belfast

Collaborative creativity in digital text-making: challenging notions of personal ownership

Sakr, M. 2015. Collaborative creativity in digital text-making: challenging notions of personal ownership. Doncaster University Conference: Digital Pedagogies.

Making the ‘here’ and ‘now’: rethinking children’s digital photography with Deleuzian concepts

Sakr, M. 2015. Making the ‘here’ and ‘now’: rethinking children’s digital photography with Deleuzian concepts. in: Hackett, A., Proctor, L. and Seymour, J. (ed.) Children’s Spatialities: Embodiment, emotions and agency Basingstoke Emerald Publishing Limited.

"Evil cats" and "jelly floods": young children’s collective constructions of digital art-making in the early years classroom

Sakr, M., Connelly, V. and Wild, M. 2016. "Evil cats" and "jelly floods": young children’s collective constructions of digital art-making in the early years classroom. Journal of Research in Childhood Education. 30 (1), pp. 128-141. https://doi.org/10.1080/02568543.2015.1107156

Narrative in young children’s digital art-making

Sakr, M., Connelly, V. and Wild, M. 2016. Narrative in young children’s digital art-making. Journal of Early Childhood Literacy. 16 (3), pp. 289-310. https://doi.org/10.1177/1468798415577873

'Too high an ideal for the work required'? Minnie James and the intellectual life of the librarian

Sakr, M. 2011. 'Too high an ideal for the work required'? Minnie James and the intellectual life of the librarian. Library & Information History. 27 (3), pp. 179-193. https://doi.org/10.1179/175834911X13046881149240

The semiotic work of the hands in scientific inquiry

Sakr, M., Jewitt, C. and Price, S. 2014. The semiotic work of the hands in scientific inquiry. Classroom Discourse. 5 (1), pp. 51-70. https://doi.org/10.1080/19463014.2013.868078

‘Wrighting’ the self: new technologies and textual subjectivities

Sakr, M. 2012. ‘Wrighting’ the self: new technologies and textual subjectivities. Learning, Media and Technology. 37 (1), pp. 119-123. https://doi.org/10.1080/17439884.2012.636366

Making the 'here' and 'now': rethinking children's digital photography with Deleuzian concepts

Sakr, M. and Kucirkova, N. 2015. Making the 'here' and 'now': rethinking children's digital photography with Deleuzian concepts. in: Hackett, A., Procter, L. and Seymour, J. (ed.) Children's Spatialities: Embodiment, Emotions and Agency London, UK. Palgrave Macmillan. pp. 54–74

12 teachers’ use of writing in displays of young children’s artwork

Sakr, M., Connelly, V. and Wild, M. 2015. 12 teachers’ use of writing in displays of young children’s artwork. in: Archer, A. and Breur, E. (ed.) Multimodality in Writing: The state of the art in theory, methodology and pedagogy De Gruyter Brill.