A

Allman, Sarah, Cordy, Joanna, Hall, James, Kleanthous, Vicky and Lander, Lizzy (2022) Exploring the perception of additional information content in 360° 3D VR video for teaching and learning. Virtual Worlds, 1 (1). pp. 1-17. ISSN 2813-2084 doi: https://doi.org/10.3390/virtualworlds1010001

B

Becker, Lucinda, Collier, Joy and Setter, Jane (2018) Students as change partners in the School of Literature and Languages at the University of Reading. The Journal of Educational Innovation, Partnership and Change, 4 (1). ISSN 2055-4990 doi: https://doi.org/10.21100/jeipc.v4i1.712

C

Charlton-Perez, Andrew, Wolkowski, Sally, Brooke, Nina, Dacre, Helen, Davies, Paul, Harrison, Giles, Inness, Peter, Johnson, Doug, McCrum, Elizabeth and Milton, Sean, (2018) Meteorological training for the digital age: A Blueprint for a new curriculum. Report. University of Reading doi: https://doi.org/10.17864/1926.78851 (Unpublished)

H

Hyder, Eileen (2014) Reading groups, libraries and social inclusion: experiences of blind and partially sighted people. Ashgate, Farnham, pp112. ISBN 9781409447986

Hyder, Eileen (2010) Reading together: an ethnographic study of a reading group for visually-impaired people. PhD thesis, University of Reading.

L

Laville, Allan, Thompson, Lindsey, Yue, Yue, Hayward, Alexandra and Grace-Bland, Victoria (2023) The importance of student partnership in rubric construction, discussion and evaluation. In: Gonsalves, Chahna and Pearson, Jayne (eds.) Improving Learning Through Assessment Rubrics: Student Awareness of What and How They Learn. IGI Global, Hershey, Pennsylvania. ISBN 9781668460863 doi: https://doi.org/10.4018/978-1-6684-6086-3.ch007