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Find out more about Kylie

• When did you develop an interest in your chosen field and in private tutoring?

  I've had drive, focus and an ardent passion for literary study and the humanities for over 25 years. Following some transformative teaching at secondary level, followed my brilliant university tutors at St Andrews and Oxford, I then began to revel in the possibilities that tutoring provides whilst a Fellow in English at both Oxford and Cambridge, where I taught all years from undergraduate, Master's and PhD level. It's profoundly rewarding to see students progress from their first foray into a subject that initially seems challenging and alien. The scholarly journey which sees learners flourish as the subject comes alive for them remains a source of deep joy and exhilaration for me. I love cheerleading my students, and have been doing so for almost twenty years. I love the space and the freedom that one-to-one tutoring and mentoring provide so that I can tailor everything towards empowering my student: celebrating the strengths they have, while also aspiring to consolidate and ultimately excel.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  By training I am a scholar of Medieval literature from the British Isles: I have published most on the literature of Scotland c.1100-c.1600 in Scots and Latin. My favourite medieval writing concerns dream-visions and romance. However, I can and do teach literature of all periods: from the earliest Anglo Saxon works, like Beowulf, in the original language, through to 21st century verse. I love discussing Medieval and Renaissance Literature but regularly foray into complementary areas which are also involved in medieval scholarship, such as philosophy, theology, history, modern languages, and classics. I can therefore teach across the humanities, rather than English alone, although I was a Fellow in English at Oxford, Cambridge, Glasgow, Bristol, and University of the Highlands and Islands. I was also the first Harvard Knox Fellow from the UK in Celtic Languages and Literatures. There isn't much I dislike, although my guilty secret is that I'm not a fan of Jane Austen. I find her a bit judgemental and bland; I'm much more of a Bronte lady!

• Did you have any role models; a teacher that inspired you?

  Absolutely, and I'm thrilled to say I remain in contact with so many of them as an ongoing source of inspiration and guidance. I met my headmistress, Carol Lear, in 1993, and exactly 20 years later she joined in a formal dinner in Oxford celebrating the award of my DPhil (PhD award). Carol taught me Greek to GCSE and shared so much wisdom with me. Likewise, my English teacher, Tess Knevett, sadly no longer with us, opened up the world of literature to me in a way no one else ever could. Every single lesson felt like it was just for me, even though she had a whole class: she made us all feel like that. Each of us mattered, and I've carried that in all of my teaching. Lastly, my PhD supervisor, Professor Dame Sally Mapstone, showed me how to go the distance and retain focus on attaining absolute excellence, without compromise. I'm proud to support and empower others in the way that these inspiring mentors opened up the world for me.

• What do you think are the qualities required to be a good tutor?

  First and foremost is understanding the tutee/mentee you're working with. I'm very holistic in this regard and love to hear about what my students enjoy about a subject, as well as what they find challenging. I relish sharing the joy, fun and magic of the subject, and to make sure a student knows when they are doing well. I'll cheer you on all the way, and celebrate every bit of progress you make. Tutors should be clear that no question is too silly, and that making mistakes is a healthy and refreshing part of learning. I often put students at their ease when I share that, despite my academic track record, which might suggest I am very sharp on detail, I have actually been known to have a 'common sense malfunction' and ask the time while standing beneath Big Ben - forgetting what was above my head! It's lovely to share some humour in teaching too. Tutors need to tell you when they're pushing you hard, give you the confidence to take risks, and to achieve things you didn't think were possible. It's our absolute duty to encourage boldness and growth; to relish and not fear the scholarly challenge to break through into excellence. My student feedback has said that I'm particularly strong on these things.

• Provide a valuable anecdote related to your subject or your days at school.

  The first time I encountered Medieval Scottish poetry was in the school library, while studying alone. I looked at the page and the words appeared utterly alien. I began reading the text aloud in my best Scottish accent and all of a sudden, I understood virtually every word. I've never looked back since then, and if I ever struggle with something, I remember that day in the library, when the impossible suddenly became completely doable just through a different way of looking at the subject in question. I share this anecdote with everyone.

• What were the difficulties or challenges you faced or are still facing in your subject?

  I find keeping up to date with technology a bit challenging sometimes: why does zoom always choose to update itself at the worst possible moment?

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  Many passions: I love sharing Medieval Britain not just with tutees, but the broadest possible audience. For the past 9 years I've been a BBC New Generation Thinker, chosen from a pool of 600 applicants to share my cutting edge research in compelling and vibrant ways through BBC Radio broadcasts. I've made a number of programmes, covering all sorts of topics, from dream-visions, to Scottish kingship, to walls and boundaries, to prophecy and national identity, and inscribing books across the ages.

• What makes you a Superprof (besides answering these interview questions :-P) ?

  I'd say the mixture of a track record of serious scholarship at the highest level (with over 20 publications, and degrees/fellowships from St Andrews, Oxford, Cambridge, Harvard, Glasgow, and Bristol) with a friendly, warm, and vibrant personality and delivery style (hence BBC presenting), where students and I can share our excitement for subjects with each other. Being a serious scholar shouldn't mean no fun or colour; if anything, it's life enriching, so should mean the opposite. Be your brightest, best self: everyone else is already taken!