• Who am I?

    Who am I?

    Before joining the Institute as a Research Associate, I worked in research posts at the National Union of Students, University of Leicester, Loughborough University and Birmingham City University. I also taught in the FE sector and worked as a school librarian.

    I have worked on a variety of projects funded by organisations including the European Commission, Wellcome Trust, AHRC, EEF (Education Endowment Foundation), HEA, JISC, MLA (Council for Museums, Archives and Libraries), HEFCE and the Health Foundation. These have included research into learning across the school, FE, HE, training and community/informal learning sectors. Recent projects I have worked on include research into the use of educational comics with patients and their families; an arts-based investigation of the 'social haunting' of post-industrial communities; and evaluations of the Book Trust's School Library Pack and the EU-funded Scientix programme.

  • Academic Biography

    Academic and professional qualifications

    PGDE Skills for Life (Numeracy), 2009, University of BoltonPhD History, 2007, University of Wolverhampton (part-time): Patterns of Allotment Holding in the Black Country, 1914-2000.
    MA Nineteenth Century Studies (Literature & History), 2001, University College Worcester (part-time)
    Diploma in Statistics, 2001, Open University (part-time)
    BSc(Econ) Information & Library Studies (First), 2000, University of Wales, Aberystwyth (part-time)

    Previous Employment

    2012: Research Project Officer, National Union of Students (part-time)

    2011 –  2012: Research Associate, University of Leicester

    2010 – 2011: Research Associate, Loughborough University, Loughborough (part-time)

    2009 – 2010: Visiting Lecturer, Oldham College, Rochdale Road, Oldham

    2000 – 2008: Research Fellow, Evidence Base, Birmingham City University

    1998 – 2000: Librarian, Prince Henry’s High School, Evesham, Worcs

    1994 –1998: Librarian, Brownhills High School, Stoke-on-Trent

  • Research Expertise, Publications & Grants
    • Publications

      • Books (authored/edited/special issues)

        S. McNicol (2016). Critical Literacy for Information Professionals.

        F. Van Assche, L. Anido-Rifón, D. Griffiths, C. Lewin, S. McNicol (2015). Re-engineering the uptake of ICT in schools.

        C. Lewin, S. McNicol (2014). Creating the Future Classroom Evidence from the ITEC Project. Manchester Metropolitan University.

        S. McNicol (2008). Forbidden Fruit: The Censorship of Literature and Information for Young People. Brown Walker Press.

        (2008). Joint-use Libraries: Libraries for the Future.

      • Journal articles

        (2017). The potential of educational comics as a health information medium. Health Information and Libraries Journal. 34(1), pp.20-31.

        S. McNicol (2016). Responding to Concerns About Online Radicalization in U.K. Schools Through a Radicalization Critical Digital Literacy Approach. Computers in the Schools. 33(4), pp.227-238.

        M. Power, L. Brewster, G. Parry, A. Brotherton, J. Minion, et al. P. Ozieranski, S. McNicol, A. Harrison, M. Dixon-Woods. (2016). Multimethod study of a large-scale programme to improve patient safety using a harm-free care approach. BMJ Open. 6(9),

        JR. Duggan, J. Lindley, S. McNicol (2016). Near Future School: World building beyond a neoliberal present with participatory design fictions. Futures.

        SL. McNicol, K. Aillerie Digital inequalities and social media: Experiences of young people in Chile. Information and Learning Science.

        (2016). School librarians’ intellectual freedom attitudes and practices. New Library World. 117(5-6), pp.329-342.

        K. Aillerie, S. McNicol Are social networking sites information sources? Informational purposes of high-school students in using SNSs. Journal of Librarianship and Information Science.

        (2015). Consent revisited: The impact of return of results on participants' views and expectations about trial participation. Health Expectations. 18(6), pp.2042-2053.

        SL. McNicol ‘We can do it imaginatively first!’: Creating a magic circle in a radical community education setting. Studies in the Education of Adults.

        S. McNicol (2015). Freedom to teach: Implications of the removal of Persepolis from Chicago schools. Journal of Graphic Novels and Comics. 6(1), pp.31-41.

        (2015). Explaining engagement in self-monitoring among participants of the DESMOND self-monitoring trial: A qualitative interview study. Family Practice. 32(5), pp.596-602.

        (2015). Modelling information literacy for classrooms of the future. Journal of Librarianship and Information Science. 47(4), pp.303-313.

        P. Carter, P. Ozieranski, S. McNicol, M. Power, M. Dixon-Woods (2014). How collaborative are quality improvement collaboratives: A qualitative study in stroke care. Implementation Science. 9(1),

        S. McNicol, E. Shields (2014). Developing a new approach to information literacy learning design. Journal of Information Literacy. 8(2), pp.23-35.

        SL. McNicol (2014). Releasing the potential of Shakespearean comic book adaptations in the classroom: A case study of Romeo and Juliet. Studies in Comics. 5(1), pp.131-154.

        S. McNicol, C. Lewin, A. Keune, T. Toikkanen (2014). Facilitating student reflection through digital technologies in the iTEC project: Pedagogically-led change in the classroom. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 8524 LNCS(PART 2), pp.297-308.

        S. McNicol (2014). Humanising illness: Presenting health information in educational comics. Medical Humanities. 40(1), pp.49-55.

        R. Baker, J. Willars, S. Mcnicol, M. Dixon-Woods, L. McKee (2014). Primary care quality and safety systems in the english national health service: A case study of a new type of primary care provider. Journal of Health Services Research and Policy. 19(1), pp.34-41.

        S. Kenyon, N. Armstrong, T. Johnston, S. Walkinshaw, S. Petrou, et al. A. Howman, V. Cheed, C. Markham, S. McNicol, J. Willars, J. Waugh. (2013). Standard- or high-dose oxytocin for nulliparous women with confirmed delay in labour: Quantitative and qualitative results from a pilot randomised controlled trial. BJOG: An International Journal of Obstetrics and Gynaecology. 120(11), pp.1403-1412.

        GP. Martin, S. McNicol, S. Chew (2013). Towards a new paradigm in health research and practice?: Collaborations for Leadership in Applied Health Research and Care. Journal of Health, Organisation and Management. 27(2), pp.193-208.

        S. McNicol, S. Weaver (2013). "Dude! You mean you've never eaten a peanut butter and jelly sandwich?!?" Nut Allergy as Stigma in Comic Books. Health Communication. 28(3), pp.217-225.

        HC. Eborall, S. McNicol, HM. Dallosso, J. Speight, H. Daly, et al. L. Martin-Stacey, ME. Carey, MJ. Davies, K. Khunti, S. Heller. (2013). Explaining engagement in self-monitoring of blood glucose and urinalysis among participants of the DESMOND SMBG trial: a qualitative interview study. DIABETIC MEDICINE. 30, pp.127-127.

        N. Armstrong, CJ. Jackson, S. McNicol, M. Dixon-Woods, S. Kenyon, et al. C. Tarrant. (2013). Unblinding following trial participation: Qualitative study of participants' perspectives. Clinical Trials. 10(1), pp.97-103.

        S. Kenyon, N. Armstrong, T. Johnston, S. Walkinshaw, S. Petrou, et al. A. Howman, V. Cheed, C. Markham, S. Mcnicol, J. Willars, J. Waugh. (2013). Standard- or high-dose oxytocin for nulliparous women with confirmed delay in labour: Quantitative and qualitative results from a pilot randomised controlled trial. BJOG: An International Journal of Obstetrics and Gynaecology.

        M. Dixon-Woods, S. McNicol, G. Martin (2012). Ten challenges in improving quality in healthcare: Lessons from the Health Foundation's programme evaluations and relevant literature. BMJ Quality and Safety. 21(10), pp.876-884.

        S. McNicol (2007). MEMORIES OF READING IN THE 1940S AND 1950S. New Review of Children's Literature and Librarianship. 13(2), pp.101-116.

        S. Mcnicol (2006). What makes a joint use library a community library?. Library Trends. 54(4), pp.519-534.

        S. Mcnicol (2006). Introduction. Library Trends. 54(4), pp.485-487.

        S. McNicol (2005). The challenges of strategic planning in academic libraries. New Library World. 106(11-12), pp.496-509.

        S. McNicol (2005). Library Co-Operation in the Inter-War Period: Lessons from History. Library History. 21(2), pp.85-89.

        S. McNicol (2004). The eVALUEd toolkit: a framework for the qualitative evaluation of electronic information services. VINE. 34(4), pp.172-175.

        S. Mcnicol (2004). Incorporating library provision in school self-evaluation. Educational Review. 56(3), pp.287-296.

        P. Dalton, S. McNicol (2004). Balancing the books: Emphasizing the importance of qualitative evaluation for understanding electronic information services. Library Quarterly. 74(4), pp.455-468.

        S. McNicol (2004). Is research an untapped resource in the library and information profession?. Journal of Librarianship and Information Science. 36(3), pp.119-126.

        S. McNicol (2004). Investigating non-use of libraries in the UK using the mass-observation archive. Journal of Librarianship and Information Science. 36(2), pp.79-87.

        (2004). Striking a balance: Priorities for research in LIS. Library Review. 53(3), pp.167-176.

        S. McNicol (2003). LIS: The interdisciplinary research landscape. Journal of Librarianship and Information Science. 35(1), pp.23-30.

        S. McNicol, P. Dalton (2003). Broadening perspectives on the learning process in public libraries. New Review of Libraries and Lifelong Learning. 4(1), pp.27-43.

        SJ. McNicol, P. Dalton (2002). "The best way is always through the children": The impact of family reading. Journal of Adolescent and Adult Literacy. 46(3), pp.246-253.

        (2002). Learning in libraries: lessons for staff. New Library World. 103, pp.251-258.

        S. McNicol, C. Nankivell, T. Ghelani (2002). ICT and resource-based learning: Implications for the future. British Journal of Educational Technology. 33(4), pp.393-401.

      • Chapters in books

        SL. McNicol (2016). Reading health education comics critically, challenging power relationships. In: Critical Literacy for Information Professionals. Facet,

        SL. McNicol (2016). Renegotiating the place of fiction in libraries through critical literacy. In: Critical Literacy for Information Professionals. Facet,

        C. Lewin, S. McNicol (2015). The impact and potential of iTEC: Evidence from large-scale validation in school classrooms. In: Re-engineering the Uptake of ICT in Schools. pp.163-186.

        S. McNicol (2003). Creating effective information users. A. Martin, H. Rader. In: Information and IT Literacy: Enabling Learning in the Twenty-first Century. Facet,

  • Engagement & Knowledge Exchange