What I’m reading

What I’m currently reading:

Macfarlane, Bruce (2017). Freedom to Learn: the Threat to Student Academic Freedom and Why It Needs to be Reclaimed. Abingdon and New York: Routledge.

Polemic arguing that the performative turn in education serves a number of agendas including increased marketisation, employability and managerialism, but has negatively impacted on students’ freedom to learn as suits them. Interesting read in terms of emancipatory practice in LD, but I can see that LDers might need to be heavily involved so students can make critical and informed decisions about their learning!


Clarke, L (2016). Teacher Status and Professional Learning: The Place Model (Northwich: Critical Publishing).
A model developed for trainee teachers to consider their place and progression within the teaching profession. I’m looking at whether this would also be helpful for LDers, given recent conversations at ALDcon19 about this issue.

Didau, D. (2015) What if Everything You Knew About Education Was Wrong? Carmarthen and Bethel: Crown House Publishing.
Very readable, if alarming, call to us to challenge to our cherished assumptions and beliefs about our pedagogy, including my bête noir, learning styles…

Aubrey, K and Riley, A. (2017). Understanding and Using Challenging Educational Theories. London: Sage.


Anderson, L. et al. (2014). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s. Harlow: Pearson.

Bloom’s taxonomy – the revised version. Back to basics looking at the original model and how it was meant to be understood and applied.


Dinsmore, D. (2018). Strategic Processing in Education. Abingdon, Routledge.

Another of the Ed Psych Insights series – this time on how learners approach learning to read, write, do maths and other subject-based strategies. Another essential read for a learning developer wanting to know how learners learn!


McCrudden, M. and McNamara, D. (2018). Cognition in Education. Abingdon, Routledge.

One of the Ed Psych Insights series, slim books summarising findings from educational psychology. Summarises the research on cognition, memory, understanding – an essential basis for the learning developer to ensure that guidance is underpinned by theory and evidence.