Learning Enhancement and Development Educational Research Centre
LEaDER - The centre for educational research at City, University of London
The Learning Enhancement and Development Educational Research (LEaDER) Centre is a space for staff at City engaged in pedagogic research to link with others and to access expertise from members of the LEaD academic team.
- Research & Projects
- PhD Studies
- Lecture & Seminar Series
- Case Studies
- Journal Club
Research & Projects
Staff in LEaD and the LEaDER centre are involved in pedagogic research and projects.
Current PhD in Professional Education Projects
Explore which learning modes contribute to the optimum exchange of knowledge when junior lawyers undertake formal and informal learning activities - Claire Lawrence
Previous PhD Projects
What influences nurses when they make career decisions? - Alison Coutts
Building Critical Thinking and Problem Solving Skills Utilising Student-Centred Edtech - Greg Blackburn
Lecture & Seminar Series
During 2022-23 we hope to run a new series of seminars.
Previous events have included:
Keynote: The untapped potential of pedagogic research
Professor Tansy Jessop
This talk explores the potential of pedagogic research to influence the very fabric of a university by changing how we think about teaching and how we teach. In every other aspect of university life, disciplinary academics rely on evidence: reading, thinking and generating new knowledge to stay fresh and alive to developments in their field, yet research about teaching is done by a few enthusiasts and treated like a nice-to-have hobby.
Workshop: Writing and publishing REF papers from pedagogic research
Professor Debby Cotton
This session provided participants with an opportunity to explore the structure of academic papers, and analyse academic writing; identify appropriate dissemination outlets for educational/ pedagogic research, and help understand the grading process for the Research Evaluation Framework (REF).
Lecture: Daring to be Different – Innovations in Simulation
Professor Kerry Reid Searl
Professor Reid-Searl presented her innovative work around simulation focusing on the techniques of Mask Ed and Pup Ed. These approaches to simulation focus on patient centred care and provide learners with the most realistic and humanistic simulation experiences whilst still in the context of a classroom. as research confirms, they make a difference to the learner experience.
LEaDER has produced a series of Research and Practice informed case studies in which City, University staff discuss their experiences of teaching.
These are now available to view via the links below:
Dr Luke McDonagh - The City Law School
Luke’s research explores intellectual property law and his teaching encourages students to recognise the impact that intellectual property law has on their day-to-day experiences. He illustrates his teaching with high-profile cases from the news and highlights relevant content via social media.
Professor Scott Moeller- Bayes Business School
Scott is director of the Mergers and Acquisitions Research Centre at Bayes and the former CEO and Director of Executive Education. He has twenty-four years of industry experience, having worked for a variety of organisations including Deutsche Bank, Booz Allen & Hamilton, and Morgan Stanley. Scott uses his industry experience to share real-world case studies with his students, giving them valuable insights into issues they may face in their future careers.
Janet Hunter & Karen Rawlings-Anderson - School of Health and Psychological Sciences
Both Janet and Karen began their careers as nurses and have been teaching at City for nineteen and twenty-eight years respectively. They have developed a range of innovative techniques to enhance their teaching. In this video they discuss their collaborative approach to developing pioneering teaching methods, explaining how they draw on student feedback to develop their practice and to contribute to their research.
Paul Dunn - School of Communication and Creativity
Paul’s teaching is rooted in his professional experience as a journalist. He uses practical activities and experiential learning to help students gain skills that will prepare them for life in their chosen career.
Dr Joana Fonseca - School of Science and Technology
Joana teaches both theoretical and applied modules in Geotechnical Engineering. Her research takes a discrete approach to analysing the behaviour of soil. She designs her teaching to equip her students with the tools to work either in industry, where they will be implementing research, or to become researchers themselves, investigating the engineering problems that industry needs solving. Drawing on student feedback, Joana bases her teaching on real-world examples that she has encountered in her consultancy work, so that students can appreciate the practical implications of the theory they are learning.
Dr Sara Jones – Bayes Business School
Sara works in the Faculty of Management at Bayes Business School, where she researches the intersection between digital and creativity. Her work looks at the development, use, and evaluation of computational tools and technologies that can support and augment human creative and innovation processes in a range of different contexts.
The purpose of the journal club is to review two articles on the same theme each meeting and share views about these and what implications the articles might have for practice.
Dissemination of this information will then be provided on this blog so that others interested in this topic can access the information.
The journal club is open to all who have an interest in pedagogic research and would like to develop further knowledge of specific themes and publications.
Secker, J. ORCID: 0000-0002-3047-1212 & Tilley, E. (2022). Students, academic reading and information literacy in a time of COVID. Journal of Information Literacy, 16(2), pp. 69-79. doi: 10.11645/16.2.3291
Secker, J. ORCID: 0000-0002-3047-1212, Reimers, S. ORCID: 0000-0002-9497-0942 & Foley, G. (2022). From face-to-face to remote learning: what can we learn from student experiences of pre-recorded lectures in the pandemic?. Paper presented at the 16th International Technology, Education and Development Conference, 7-8 Mar 2022, Online Conference. doi: 10.21125/inted.2022.0520
Secker, J. ORCID: 0000-0002-3047-1212 & Voce, J. ORCID: 0000-0001-9351-530X (2022). Educational Development During The “Digital Pivot”: Supporting Teaching Staff To Support Online Learners. INTED proceedings, pp. 1744-1749. ISSN 2340-1079 doi: 10.21125/inted.2022
Secker, J. ORCID: 0000-0002-3047-1212 & Morrison, C.M. (2022). Playing with Copyright. The Playful Library, 4(2), pp. 106-125. doi: 10.5920/jpa.1034
Secker, J. ORCID: 0000-0002-3047-1212, Morrison, C.M. & Ridout, F. (2022). The Art of Adapting Open Educational Resources for Street Law: Copyright the Card Game a Case Study. International Journal of Public Legal Education, 6(1), pp. 83-104. doi: 10.19164/ijple.v6i1.1296
Secker, J. ORCID: 0000-0002-3047-1212 & Morrison, C. (2022). Copyright Education and Information Literacy. In: Navigating Copyright for Libraries: Purpose and Scope. (pp. 285-318). Walter de Gruyter. doi: 10.1515/9783110732009
Secker, J. ORCID: 0000-0002-3047-1212 (2021). Frames, models and definitions. Septentrio Conference Series(2), ISSN 2387-3086 doi: 10.7557/5.5875
Shah, R. ORCID: 0000-0002-6134-0936, Ctori, I. ORCID: 0000-0003-1523-4996, Edgar, D. F ORCID: 0000-0001-9004-264X & Parker, P. M. ORCID: 0000-0002-0920-7804 (2021). Use of standardised patients in optometry training. Clinical and Experimental Optometry, 104(8), pp. 848-853. doi: 10.1080/08164622.2021.1896332
Parker, P. M. (2020). Developing staff assessment literacy skills. In: Baughan, P. (Ed.), On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. (pp. 123-128). York, UK: Advance HE.
Quinsee, S. ORCID: 0000-0001-6433-8877 & Parker, P. M. (2020). CIRCLE: a cyclical approach to stakeholder engagement for change management. In: Potter, J. & Devecchi, C. (Eds.), Delivering Educational Change in Higher Education. (pp. 139-149). Abingdon, UK: Routledge.
Secker, J. ORCID: 0000-0002-3047-1212 (2020). Understanding the role of technology in academic practice through a lens of openness. In: INTED2020 Proceedings. (pp. 5363-5368). Valencia, Spain: IATED. doi: 10.21125/inted.2020.1449
Gadd, E., Morrison, C. & Secker, J. ORCID: 0000-0002-3047-1212 (2019). The Impact of Open Access on Teaching—How Far Have We Come?. Publications, 7(3), 56. doi: 10.3390/publications7030056
Secker, J. ORCID: 0000-0002-3047-1212, Morrison, C.M. & Nilsson, I-L. (2019). Copyright Literacy and the Role of Librarians as Educators and Advocates. Journal of Copyright in Education & Librarianship, 3(2), doi: 10.17161/jcel.v3i2.6927
Parker, P. M. (2019). Continuing professional development for teachers. In: Davis, C. L. & Fitzpatrick, M. (Eds.), Reflective Practice. (pp. 15-18). London, UK: SEDA.
Parker, P. M., Quinsee, S. ORCID: 0000-0001-6433-8877 & Knight, R. A. ORCID: 0000-0002-7804-7250 (2019). Continuing professional development and maintaining good standing of fellows of the higher education academy. Paper presented at the 13th International Technology, Education and Development Conference, 11-13 Mar 2019, Valencia, Spain.
Quinsee, S. ORCID: 0000-0001-6433-8877 & Jones-Devitt, S. (2018). Enhancing the Impact of National Teaching Fellows: Critical Success Factors. York: Advance HE.
Secker, J. (2018). The revised CILIP definition of information literacy. Journal of Information Literacy, 12(1), pp. 156-158. doi: 10.11645/12.1.2454
Parker, P. M. & Quinsee, S. (2018). Peer supported review of education. INTED2018 Proceedings, pp. 4326-4330. doi: 10.21125/inted.2018.0844
Secker, J. (2018). Librarians as researchers. Catalogue & Index(190),
Secker, J. & Morrison, C. (2018). Copyright literacy in the UK: Understanding library and information professionals’ experiences of copyright. In: A Framework for Creative Visualization-Opportunities Workshops. (pp. 95-108). New York: Taylor & Francis. doi: 10.4324/9781315637549
Attenborough, J. ORCID: 0000-0002-4018-8445, Knight, R.-A. ORCID: 0000-0002-7804-7250 & Parker, P. M. (2018). Undergraduate student views about assessment workload. Educational Developments, 19(3), pp. 14-16.
Mizrachi, D., Salaz, A., Kurbanoglu, S. , Boustany, J., Todorova, T., Yantao, P., Zhang, J., Zivkovic, D., Pesut, D., Kortelainen, T., Bar-Ilan, J., Aharony, N., Collina, E., Krumina, L., Geagea, H., Ghinculov, S., Landoy, A., Gastinger, A., de la Vega, A., Terra, A., Johnston, N., Repanovici, A., Vilar, P., Schneider, R., Dogan, G., Kurbanoglu, S., Jamal, P., Bawden, D. ORCID: 0000-0002-0478-6456, Secker, J., Morrison, C.M., Salaz, A., Mizrachi, D., Boustany, J. & ARFIS Research Group, . (2018). Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PLoS ONE, 13(5), e0197444. doi: 10.1371/journal.pone.0197444
Secker, J. (2017). Students in the SADL: lessons from LSE’s digital literacy programme. In: Reedy, K. & Parker, J. (Eds.), Digital Literacy Unpacked. (pp. 83-96). London: Facet Publishing.
Secker, J. (2017). The trouble with terminology: rehabilitating and rethinking ‘Digital Literacy'. In: Reedy, K. & Parker, J. (Eds.), Digital Literacy Unpacked. (pp. 3-16). London: Facet Publishing.
Secker, J. (2017). ECIL 2017. Celebrating difference, while being mindful of what we love: Conference report from the fifth european conference on information literacy. Journal of Information Literacy, 11(2), pp. 122-124. doi: 10.11645/11.2.2315
Walker, S., Scamell, M. & Parker, P. M. (2017). Deliberate acquisition of competence in physiological breech birth: A grounded theory study. Women and Birth, doi: 10.1016/j.wombi.2017.09.008
Quinsee, S. & Parker, P. M. (2017). Developing educational leadership. INTED 2017 Proceedings: 11th International Technology, Education and Development Conference, pp. 1221-1229. ISSN 2340-1079
Walker, S., Breslin, E., Scamell, A. & Parker, P. M. (2017). Effectiveness of vaginal breech birth training strategies: an integrative review of the literature. Birth, doi: 10.1111/birt.12280
Todorova, T., Kurbanoglu, S., Boustany, J. , Dogan, G., Saunders, L., Horvath, A. R., Terra, A., Landøy, A., Repanovici, A., Morrison, C.M., Vanderkast, E. J. S., Secker, J., Rudzioniene, J., Kortelainen, T. & Koltay, T. (2017). Information professionals and copyright literacy: a multinational study. Library Management, 38(6-7), pp. 323-344. doi: 10.1108/LM-01-2017-0007
Jones, R., Philbin, M. & Secker, J. (2017). TeenTech: getting young people engaged with information literacy. CILIP Update, Sept, pp. 34-38.
Morrison, C.M. & Secker, J. (2017). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, 38(6/7), pp. 354-368. doi: 10.1108/LM-01-2017-0011
Secker, J., Morrison, C.M., Stewart, N. & Horton, L. (2016). To boldly go… the librarian's role in text and data mining. CILIP Update Magazine,
Walker, S., Scamell, M. & Parker, P. M. (2016). Principles of physiological breech birth practice: a Delphi study. Midwifery, doi: 10.1016/j.midw.2016.09.003
Secker, J. & Morrison, C.M. (2016). Copyright education and training. In: Secker, J. & Morrison, C.M. (Eds.), Copyright education and training. (pp. 211-238). London, UK: Facet Publishing.
Morrison, C.M. & Secker, J. (2016). Nine things you need to know about copyright: a good practice guide for administrators, librarians and academics
Parker, P. M. (2016). Personal Tutoring enhancing staff and student experiences. Paper presented at the 10th International Technology, Education and Development Conference, 7-9 Mar 2016, Valencia, Spain. doi: 10.21125/inted.2016
Parker, P. M. & Cleaver, E. (2016). Reflections on the Teaching Excellence Framework. Educational Developments(16.4),
Rios-Amaya, J. & Secker, J. (2016). Choosing between print and electronic…or keeping both? Academic reading format international study (ARFIS) UK report.. London, UK: Learning Technology and Innovation (LTI).
Rios-Amaya, J., Secker, J. & Morrison, C.M. (2016). Lecture recording in higher education: Risky business or evolving open practice. UK: LSE; University of Kent.
Secker, J. & Morrison, C.M. (2016). Copyright literacy in the UK: tackling anxiety through learning and games. Paper presented at the LILAC 2016, 21-23 Mar 2016, Dublin, Ireland.
Secker, J. & Morrison, C.M. (2016). From anxiety to empowerment: supporting librarians develop copyright literacy. ALISS Quarterly, 12(1), pp. 10-13.
Secker, J. & Morrison, C.M. (2016). Understanding Librarians’ Experiences of Copyright: Initial Findings from a Phenomenographic Study of UK Librarians. Paper presented at the 4th European Conference on Information Literacy (ECIL), 10-13 Oct 2016, Prague, Czech Republic.
Wang, Y., Secker, J. & Gomes, S. (2016). Student ambassadors for digital literacy (SADL): evaluation & impact report 2015/16. London, UK: London School of Economics.
Goldstein, S., Morrison, C.M., Secker, J. & Walton, G. (2015). ECIL 2015: Information literacy in the greenhouse. Journal of Information Literacy, 9(2), pp. 133-135. doi: 10.11645/9.2.2058
Baughan, P., Lindsay, S. & Parker, P. M. (2015). Common themes and missing pieces: the educational value of postgraduate teaching development programmes. Compass: Journal of Learning and Teaching, 7(11),
Morrison, C.M. & Secker, J. (2015). Copyright Literacy in the UK: European Conference on Information Literacy 2015. Paper presented at the European Conference on Information Literacy (2015), 19-23 Oct 2015, Tallinn, Estonia.
Secker, J. & Morrison, C.M. (2015). UK Copyright Literacy Review. Paper presented at the 11th Northumbria Conference on Performance Measurement in Libraries and Information Services, 20-22 Jul 2015, Edinburgh, Scotland.
Morrison, C.M. & Secker, J. (2015). UK Copyright Literacy Survey: summary report. .
Coonan, E. & Secker, J. (2015). Transition and evolution as we welcome the new editor!. Journal of Information Literacy, 9(1), pp. 1-3. doi: 10.11645/9.1.2003
Morrison, C.M. & Secker, J. (2015). Copyright Literacy in the UK: a survey of librarians and other cultural heritage sector professionals. Library and Information Research, 39(121), pp. 75-97.
Secker, J. (2015). Information literacy beyond the academy: recent perspectives from the UK. Paper presented at the Österreichischen Bibliothekartag!, 15-18 Sep 2015, Vienna, Austria.
Secker, J. & Morrison, C.M. (2015). Copyright Literacy in the UK: Results from a Survey of Library and Information Professionals. Communications in Computer and Information Science, 552, pp. 191-201. doi: 10.1007/978-3-319-28197-1_20
Bostock, S. & Parker, P. M. (2014). The revised SEDA Values and how we use them. Educational Developments, 15(4), pp. 1-3.
Parker, P. M. (2014). Teaching Excellence from whose perspective?. International Journal of Assessment and Evaluation, 20(4), pp. 35-43.
Secker, J., Karnad, A., Bell, M. , Wilkinson, E. & Provencher, C. (2014). Student ambassadors for digital literacy (SADL): project final report. London, UK: London School of Economics.
Parker, P. M. (2014). Developing criteria and guidance for assessing teaching excellence. Educational Developments(15.2), pp. 11-14.
Secker, J. (2014). Broadening the scope of information literacy in 2015: Beyond libraries. Journal of Information Literacy, 8(2), pp. 1-2. doi: 10.11645/8.2.1960
Secker, J. (2014). A matter of perspective. Journal of Information Literacy, 8(1), pp. 1-2. doi: 10.11645/8.1.1912
Secker, J. & Graham, N. (2014). From Local to Global: Open and Sustainable Ways to Sharing Our Teaching Resources. Paper presented at the Library Instruction West 2014, 24 Jul 2014, Portland, USA.
Secker, J. & Jackson, C. (2014). Getting published: tips for aspiring authors. Paper presented at the 2nd European Conference on Information Literacy (ECIL), 20-23 Oct 2014, Dubrovnik, Croatia.
Secker, J. & Karnad, A. (2014). SADL project evaluation report. London, UK: Library, Technology and Innovation.
Secker, J. (2013). Towards universal information literacy 40 years on. Journal of Information Literacy, 7(2), pp. 1-3. doi: 10.11645/7.2.1868
Parker, P. M. (2013). How can we facilitate developing scholarly writing?. Educational Developments, 14.4, pp. 26-27.
Secker, J. (2013). An information literacy spring: new approaches and projects. Journal of Information Literacy, 7(1), pp. 1-2. doi: 10.11645/7.1.1830
Parker, P. M., Attenborough, J., Cunningham, M. , Holland, W. & Perkins, J. (2013). Interim Project report: Teaching Excellence: what is this and how can we assess and recognise this. Learning at City Journal, 3(1), pp. 92-97.
Secker, J. & Bell, M. (2013). Developing Digital and Information Literacies in LSE Undergraduate Students. Paper presented at the ECIL 2013, 22-25 Oct 2013, Istanbul, Turkey.
Secker, J., Graham, N., Zazani, E. , Kelt, M. & Kasinskaite-Buddeberg, I. (2013). CoPILOT - Developing a community of practice for sharing information literacy resources as open educational resources. Paper presented at the European Conference on Information Literacy 2013, 22-25 Oct 2013, Istanbul, Turkey.
Secker, J. (2012). JIL begins a new chapter. Journal of Information Literacy, 6(2), pp. 1-3. doi: 10.11645/6.2.1774
Bell, M. G. H., Moon, D. & Secker, J. (2012). Undergraduate support at LSE: the ANCIL report. London, UK: London School of Economics.
Coonan, E., Secker, J., Wrathall, K. & Webster, H. (2012). ANCIL in action: progress updates on A New Curriculum for Information Literacy. Sconul Focus, 55, pp. 4-8.
Coast, E., McDaid, D., Leone, T. , Iemmi, V., Pitchforth, E., Matthews, Z., Hirose, A., Macrae-Gibson, R., Secker, J. & Jones, E. (2012). What are the effects of different models of delivery for improving maternal and infant health outcomes for poor people in urban areas in low income and lower middle income countries?. London: EPPI-Centre, Social Science Research Unit, Insitute of Education, University of London.
Parker, P. M. (2012). Learning and Teaching Prizes and Awards 2011 - 2012. Learning at City Journal, 2(2),
Parker, P. M. & Quinsee, S. (2012). Facilitating Institutional Curriculum Change in Higher Education. International Journal of Learning, 18(5), pp. 49-60.
Quinsee, S. (2012). Drinking Coffee and Reading Papers: That’s not real teaching is it?. Learning at City Journal, 2(1), pp. 6-9.
Secker, J. & Coonan, E. (2012). Developing a New Curriculum for Information Literacy. ALISS Quarterly, 7(2), pp. 20-22.
Secker, J. (2011). A New Curriculum for Information Literacy (ANCIL): expert consultation report. Cambridge University Library.
Quinsee, S. ORCID: 0000-0001-6433-8877 (2011). Turning Coffee Drinking into Key Performance Indicators: creating meaningful educational development measures. Educational Developments, 12(2), pp. 1-4.
Secker, J. & Macrae-Gibson, R. (2011). Evaluating MI512: An information literacy course for PhD students. Library Review, 60(2), pp. 96-107. doi: 10.1108/00242531111113050
Parker, P. M. & Baughan, P. (2011). Providing written feedback that students will value and read. The international journal of learning, 16(11), pp. 253-262.
Parker, P. M. & Quinsee, S. (2011). Developing a community to disseminate good practice. The international journal of learning, 17(11), pp. 87-92.
Quinsee, S. (2011). How can we create the university of the future?. Learning at City Journal, 1(1), pp. 8-22.
Quinsee, S. & Bullimore, A. (2011). Creating the strategic learning environment at City University London. Campus-Wide Information Systems, 28(4), pp. 275-288. doi: 10.1108/10650741111162743
Quinsee, S. & Parker, P. M. (2011). Lessons in curriculum design and institutional change. Paper presented at the AISHE-C 2010: Designing & Delivering Curricula for the Future, 26 - 27 Aug 2010, Dublin, Ireland.
Secker, J. (2011). Technology Training in Libraries: The Tech Set 6. Program, 45(2), pp. 240-242. doi: 10.1108/00330331111129769
Secker, J. & Coonan, E. (2011). A New Curriculum for Information Literacy (ANCIL): Executive Summary. Cambridge: Cambridge University Library.
Secker, J. & Coonan, E. (2011). A New Curriculum for Information Literacy (ANCIL): curriculum and supporting documents. Cambridge: Cambridge University Library.
Secker, J. (2010). Book Review Secker, J. 2010. Book Review of Welsh, T.S., and Wright, M. 2010. Information Literacy in the Digital Age: an evidence based approach. Cambridge: Chandos. Journal of Information Literacy, 4(2), pp. 103-104.
Secker, J. & Bell, M. (2010). Copyright? Why Would I Need to Worry About That? The Challenges of Providing Copyright Support for Staff. Legal Information Management, 10(3), pp. 166-170. doi: 10.1017/S1472669610000654
Secker, J. (2010). Information literacy education in US libraries. Journal of Information Literacy, 4(1), pp. 75-78. doi: 10.11645/4.1.1460
Secker, J., Bond, S.J. & Grussendorf, S. (2010). Lecture capture: rich and strange, or a dark art?. Paper presented at the ALT-C 2010, 6-9 Sep 2010, Nottingham, UK.
Secker, J. & Lingard, M. (2010). Developing students’ information management skills to match the 21st century internet. Paper presented at the The Fifth CILIP CoFHE and UC&R Joint Conference, 21-23 Jun 2010, Exeter, UK.
Parker, P. M. (2009). What should we assess in practice?. Journal Of Nursing Management, 17(5), pp. 559-569. doi: 10.1111/j.1365-2834.2009.01025.x
Secker, J. (2008). The adventures of LASSIE: Libraries, social software and distance learners. Serials, 21(2), pp. 112-115. doi: 10.1629/21112
Secker, J. (2008). Case Study 5: Libraries and Facebook. London, UK: University of London.
Secker, J. (2008). LASSIE: Libraries and Social Software in Education. London, UK: University of London.
Secker, J. (2008). Social software and libraries: a literature review from the LASSIE project. Program, 42(3), pp. 215-231. doi: 10.1108/00330330810892640
Secker, J. & Fryer, C. (2008). Information Literacy and RSS feeds at LSE. In: Goodwin, P. & Parker, J. (Eds.), Information Literacy Meets Library 2.0. (pp. 95-102). London, UK: Facet Publishing.
Secker, J. & Lloyd, C. (2008). Libraries, social software and distance learners: the adventures of LASSIE. Health Information on the Internet, 62(1), pp. 6-8.
Secker, J. & Price, G. (2008). Virtual Libraries as virtual learning spaces: the experiences of the LASSIE project. In: Hodgson, V., Jones, C., Kargidis, T. , McConnell, D., Retalis, D., Stamatis, D. & Zenios, M. (Eds.), Proceedings of the Sixth International Conference on Networked Learning. (pp. 342-349). Lancaster, UK: Lancaster University.
Secker, J. & Price, G. (2007). Libraries, social software and distance learners: Blog it, tag it, share it!. New Review of Information Networking, 13(1), pp. 39-52. doi: 10.1080/13614570701754536
Secker, J. (2007). Book review of Martin, A. and Madigan, D. (eds) (2006) Digital Literacies for Learning. London: Facet Publishing. Journal of Information Literacy, 1(3),
Secker, J. & Price, G. (2007). Libraries as a social space: enhancing the experience of distance learners using social networking tools. Paper presented at the Libraries Without Walls 7: Exploring 'anytime, anywhere' delivery of library services, 14-18 Sep 2007, Lesbos, Greece.
Secker, J. (2006). New copyright licence allows scanning services to be extended in Higher Education. ALISS Quarterly, 1(3), pp. 25-27.
Hurst, J. & Quinsee, S. (2005). Partners with clinical practice: Evaluating the student and staff experiences of on-line continuing professional development for qualified nephrology practitioners. The Turkish Online Journal of Distance Education, 6(1), pp. 52-59.
Quinsee, S. & Hurst, J. (2005). Blurring the boundaries? Supporting students and staff within an online learning environment. The Turkish Online Journal of Distance Education, 6(1), pp. 1-9.
Quinsee, S. & Sumner, N. (2005). How to manage the big bang: Evolution or revolution in the introduction of an MLE?. ASLIB PROCEEDINGS, 57(2), pp. 146-156. doi: 10.1108/00012530510589119
Secker, J. (2005). DELIVERing library resources to the virtual learning environment. Program, 39(1), pp. 39-49. doi: 10.1106/00330330510578796
Quinsee, S. (2004). "3 stars for effort": designing pedagogic models for online learning delivery. Paper presented at the ECEL 2004: the 3rd European conference on e-learning, 25 - 26 November 2004, Paris, France.
Secker, J. (2004). Developing the e-Literacy of academics: case studies from LSE and the Institute of Education, University of London. JeLit, 1(2), pp. 97-108.
Secker, J. & Roger, K. (2002). Learning Technology at the LSE. Assignation, 19(3), pp. 33-35.
Secker, J. & McAvinia, C. (2001). Enhancing teaching and learning at UCL: the Access to Core Course Materials Project and the Key Skills Web Development Project. VINE, 31(1), pp. 35-40. doi: 10.1108/03055720010803916
Secker, J. (2001). Access to Core Course Materials Project: recommendations and conclusions to be presented to SCILTA. London, UK: UCL Library Services.
Secker, J. (2001). Access to Core Course Materials Project: the Dutch Study Pack Experiment report. London, UK: UCL Library Services.
Secker, J. (2001). Access to core course materials project: final report. London, UK: UCL.
Secker, J. (1999). Newspapers and historical research: a study of historians and custodians in Wales. (Unpublished Doctoral thesis, University of Wales)