In Spring, 1606, Samuel Slade arrived at Paris, where he had been sent by his mentor, Sir Henry Savile, to scour the libraries of Europe and the Middle East for manuscript works in Greek. From Paris, he travelled to the libraries of Augsburg, and from Augsburg to the collections of Munich and Vienna. In 1608, having hastily copied manuscripts at Venice, he ventured further still, seeking out the collections of Istanbul, the island of Halki, and even the monastery libraries of Mount Athos. Slade's remarkable journey was just one of many undertaken by English and Scottish poets, scientists, and antiquaries throughout the early-modern period to the libraries of mainland Europe, the Middle East, and North America. From the royal collections of the Escorial in Spain to the private libraries of New England, these scholars left their mark on the collections they visited, annotating manuscripts, trading texts, and even making contributions of their very own. By reconstructing the journeys and activities of these scholars, this project will re-examine the early-modern library not merely as a repository of books, but as a vibrant meeting point of people, languages, and cultures, through which Anglo-Scots scholars exerted a substantial influence on the cultural and intellectual fabric of their host nations. The project has four key areas of focus: (1) Scholarship Across Borders examines the texts, ideas, and scientific discoveries which English and Scottish scholars developed and shared at libraries abroad, from collaborative translations of Greek astronomy to the first Scottish engagements with Arabic literature, as well as the original works which these visiting scholars composed as a thank-you to their international hosts. This stage of the project also reveals how these interactions encouraged the learning of English abroad, a rare phenomenon in a period when English was a small fish in a very large linguistic pond. (2) Library Access examines how Anglo-Scots scholars experienced the social dimensions of the early-modern library, revealing what was achieved through in-person exchanges that could not be replicated through written correspondence. From the women who, unable to access university education, turned to private collections to pursue their scholarship, to Scottish visitors who came to see their international hosts as father figures, Library Access explores the importance of community to the early-modern library. (3) The Library in Motion revises the idea of the library as something fixed, stable, and unchanging. In fact, movement was at the heart of the early-modern library, from the Catholic exiles who found sanctuary at the libraries of Italy and Spain, to the collections that crossed the Atlantic with the early colonists. (4) The Library and Refuge examines the project's central themes - community, movement, and cross-cultural encounters - in relation to the library today, exploring how public libraries can encourage and support social integration and mental well-being among asylum seekers. Through a series of interviews and workshops with refugees and librarians, this stage asks what might be gained for libraries today by looking to collections of the past. When we talk about the Renaissance in relation to England and Scotland, these countries are generally understood as receptacles for cultural and scientific advances from abroad: they imported and reworked traditions, from alchemy to the Petrarchan sonnet. This project reveals the influence that the English and Scots exerted through their presence in the libraries of Europe, North America, and the Middle East, paving the way for wider transnational inter-connectivity in the late seventeenth and eighteenth centuries. By building on my award-winning research on the private libraries of Italy and by embracing a broad range of untouched archival material, this project offers a radically new perspective on the Global Library and the Anglo-Scots visitors it attracted.

When born into hearing families, profoundly deaf infants have little access to the language used in their homes. Cochlear implantation is now the most frequent intervention route, yet, despite surgery being offered as early as 9 months of age and improvements in the acoustics of implants, delays in language persist into childhood. Importantly, exposure to sign language prior to implantation benefits both later oral language and general cognitive development, but we have poor understanding of why this is the case. We propose to investigate a new hypothesis, that language input (verbal or signed), in the form of caregivers labelling the objects infants encounter, helps infants parse the world into categories such as cats or cars. This ability to categorize is a game changer for learning, including for vocabulary growth - recognising a new object as a car, a category we are familiar with, means that we can immediately infer what this object is called and that it moves very fast. We put forward an innovative research programme that will provide new understanding of the interaction between early language and conceptual development. 1) We will break with classical lab-based category learning paradigms, which have underestimated the importance of language input, to investigate learning in more naturalistic environment. Unlike lab-based studies, where infants learn the category of cats, for example, by seeing various cats one after the other, on uncluttered backgrounds, in their daily lives, minutes, hours or days may pass between encountering different cats; memory decay and interference will make it difficult for infants to see what is common between the members of this category. Taking infants on a real or virtual Learning Trail in the Norwich Castle museum, we will ask whether being told what objects are called acts as a memory cue, helping category learning by reducing memory decay. 2) We will develop new methodologies to quantify the category knowledge that children acquire in their daily lives. While a variety of methods exist to measure vocabulary growth, developmental sciences have as yet no means to measure the growth in children's conceptual knowledge. We will use electroencephalography and eye-tracking to chart the growth in category knowledge in the first two years of life, in hearing infants, which will serve as comparison for the study of deaf infants. 3) We will provide, for the first time, the critical test for the role language input may have in category learning by measuring category knowledge in the absence of language, in a longitudinal cohort of deaf infants born into hearing families. Using a comprehensive set of measures of early conceptual and communicative development, we will be in a unique position to understand what causes the delays in language and learning in this population. This proposal brings together a unique team of researchers with complementary expertise in overseeing longitudinal cohort studies, brain imaging and early cognitive development in hearing and deaf children with professionals involved in clinical care and education of deaf infants. Working closely with audiologists and teachers for the deaf will ensure that research is driven by the needs of deaf infants and their families and, more importantly, that research findings feed-back into clinical practice (e.g. developing measures of category knowledge to be used as part of clinical assessments of deaf infants), as well as in early education (e.g. revealing alternative, non-linguistic strategies caregivers could use to scaffold infants' conceptual development as part of low burden high impact parent-mediated interventions). Our close collaboration with Norwich Castle Museum Early Years Team will transform the delivery of inclusive museum early education - e.g. by developing ways to engage children with categories rather than isolated exemplars to ensure that learning about historical artefacts generalises beyond the museum's gates.

The coastline of the East of England has significant challenges. The East Coast has some of the most deprived communities in the entire UK. The coastal areas of East Anglia are characterised by seasonal and low skill/low pay work in care, tourism, agriculture/fisheries and leisure as well as high pre-Brexit levels of migration from Eastern Europe to service those sectors. The East Anglian coastline is also precarious. The East Anglian coast is subject to adverse effects from climate change, erosion and consequent loss of housing in some areas. Further, cutting across economic and geographical challenges, there are significant health inequalities in some areas. The long-term vision of the Partnerships for East Coast Communities programme (PECCs) is to generate sustained action in coastal communities that builds good work in the coastal economies and builds strong coastal identities. The geographical focus is on the coastal areas of East Anglia in Norfolk, Suffolk and Essex, and the predominantly rural hinterlands close to the coast. The programme will have four interconnecting themes. These are: 1) Improving work inclusively by considering high skill sectors and low wage sectors along the East's coastline. This theme relates to jobs in sectors such as renewables, agriculture, tourism, creatives, and heritage. 2) Developing a sustainable green economy along the East's coastline, focusing on using the Eastern coast's assets for green energy production and the physical and cultural heritage of the Eastern coast. 3) Protecting and renewing the coast - to realise those benefits for jobs, the economy and for the wellbeing of residents of coastal communities. 4) Improving health outcomes along the Eastern coast through better jobs, a better coastal economy and strong coastal communities. The first phase of the research will be to determine those courses of action that are best suited to coastal communities and the needs and aspirations of their residents across the first three themes, and so address the fourth theme of the research - improving health outcomes. To make those decisions, the research will involve extensive dialogue with communities along the coast, business groups, charities and community groups and local government. This dialogue will be in the form of surveys of residents, visits to community events in coastal communities, conversations with key stakeholders and workshops with residents of coastal communities.

Making Sand Dunes Public (MSDP) is an experimental project exploring ways to build trust and support for coastal management by engaging and enrolling local publics centrally in practical decisions concerning the management and planning of sand dunes as a natural form of coastal defence. It starts from the premise that current complex environmental problems, such as those related to climate change, require new, more creative approaches to environmental decision making. These will necessitate more inclusionary process, incorporating many currently neglected and unheard voices, constituencies and forms of evidence within processes that build understanding, exchange and trust in times of environmental uncertainty. The project is developed through a partnership with the Norfolk County Council (NCC) ENDURE (Ensuring Dune Resilience against Climate Change) project team which emerged in the later stages of the AHRC funded project Listening to Climate Change: experiments in sonic democracy (public facing title Sounding Coastal Change (SCC) (AH/P000126/1 01/09/2016 - 30/06/2019). ENDURE is a 2.1m Euro European funded project with partners in the UK (Norfolk), Belgium, France and the Netherlands. It aims to 'look at establishing sand dunes as adaptive, living sea defences'. Many traditional concrete sea defences are old and failing and can be expensive or challenging to maintain. Natural ecosystems can provide better, more resilient protection. However, building trust and collaboration with localities at an individual community level to develop and encourage natural sand dune systems remains both problematic. In North Norfolk this is reflected at two dune sites in particular: Holme-next-the-Sea and Brancaster. MSDP will partner with ENDURE to develop a workshop programme and facilitate a series of local public and community engagements which involve users and local publics in co-producing future management strategies for these key coastal dunes sites The project builds on key aspects of methodology developed in public engagement work involving SCC and the Norfolk Coast Partnership (NCP) who produce the 5-year statutory management plan for the Norfolk Coast Area of Outstanding Natural Beauty (AONB). NCP will co-partner MSDP and NCC as part of their remit in increase public engagement in the AONB planning process. Building trust through local involvement, in environmental policy and management has been highlighted as a key national issue in the current period of climate change and uncertainty. MSDP contributes to developing the mutual understandings, shared knowledge bases and co-created solutions that are fundamental to building resilience and ongoing and flexible adaptation strategies for coastal locations. These become increasingly vital in the face of sea level rises, increased flooding, inundation and more volatile coastlines resultant from climate change. Aims and Objectives * Develop and facilitate a series of workshops and events at the two north Norfolk sand dune sites in order to improve the cooperation between site managers, the local community, visitors and local businesses; * Involve neglected and unheard voices, constituencies and multiple forms of evidence within processes that build understanding, exchange and trust in the management of the sand dunes; * Engage schools, volunteers, local groups and publics in devising, implementing and taking responsibility for dune management plans; * Explore, trial and develop a new facilitated collaborative working methodology for environmental engagement involving local schools, volunteers, groups, publics, environmental and conservation groups with environmental and planning professionals;

Our research investigates teacher agency in the use of technology for teaching and learning. Teacher agency means the capacity of teachers and the actions they take. Educational technology (EdTech) encompasses resources such as computers, smart boards, apps,virtual reality and robots. Research identifies teacher agency and technology as factors in education transformation and improvement, but does not link them or elaborate their combined potential. Our transformational view of teacher agency with technology views teachers as experts with agency often overlooked in official frameworks for professional development and EdTech design. We advance understanding to inform user-led EdTech design and new models of teacher agency. Beyond use of readymade hardware, platforms and apps, what can teachers bring to the design and use of EdTech, and how do these contributions link to their wider expertise? We add to research knowledge by extending understanding of teacher agency with technology. Two recent surveys summarise research on teacher agency but do not address links with EdTech. We want to understand this link given technology's role in practice. We use established concepts for describing agency and adapt their focus to address how teachers think about their agency with EdTech, what they do with it, and their aspirations for using EdTech. We examine how far different technologies invite teachers' agency, and the role EdTech can play in developing teachers' agency across their careers. Investigating these aspects helps us develop robust understanding of teacher agency and its outcomes for teachers, students, schools and the education system. We look beyond surveying teachers' attitudes and beliefs about using technology to offer an actionable model to support agency for effective EdTech adaptation in teachers' professional development, and suggest training interventions. We want to understand how teachers' choices and actions relate to their contexts of work, to build a flexible model of teacher agency with technology for national use.Our place-based study of primary and secondary schools in the East is a partnership of UEA Education,Teacher Education and Computing Sciences researchers, British Telecom, Norfolk County Council Children's Services, and Library and Information Service. We embed dialogue with other UK regions in research design. We address research gaps around relationships between school phases, subjects, regionality, and teacher and student experiences of EdTech in schools and homes. We use qualitative and focus group methods, responding to regional challenges of geographic isolation for rural and coastal communities, of social disadvantage, and a technology infrastructure of varying quality and stability. We investigate agency through collaborative projects in seven EdTech themes. These inform a comprehensive model of teacher agency with technology and form a working group schedule with teachers to match school calendars, recruiting from our university partnership with schools across Norfolk.Our 7 EdTech themes are 1. Teachers' use and design of EdTech: benchmark 2. A context for agency: online safety and wellbeing 3. Resourcefulness:making EdTech for the future 4. Agency for all: pedagogies for digital global citizenship 5. Navigating boundless knowledge: online information literacy for learning 6. Assessment tech and teacher agency in linked pedagogies 7. EdTech for teacher agency:teacher education and development Three frames link these to support reporting impact:Sustainable technology infrastructures for teacher agency;Ecologies of teacher agency and technology- governance, finance and organisation;and Teacher education and development. We will establish an online Teacher Agency and Technology hub. Outputs will convey what we learn about the transformational benefits of teacher agency with technology in context, shared in policy briefs for local and national levels of government,and teachers.