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The paradigm shift to more distributed flood risk management strategies in the UK involves devolved responsibilities to the local, and the need to enhance risk ownership by communities. This poses questions about how communities build resilience to future flood risk, and how agencies support these processes. This paper explores results from interdisciplinary research on 'sustainable flood memory' in the context of effective flood risk management as a conceptual contribution to a global priority. The project aimed to increase understanding of how flood memories provide a platform for developing and sharing lay knowledges, creating social learning opportunities to increase communities' adaptive capacities for resilience. The paper starts by conceptually framing resilience, community, lay knowledge and flood memory. It then explores key themes drawn from semi-structured interviews with floodplain residents affected by the UK summer 2007 floods in four different settings, which contrasted in terms of their flood histories, experiences and kinds of 'communities'. Sustainable flood memories were found to be associated with relational ways of knowing, situated in emotions, changing materiality and community tensions. These all influenced active remembering and active forgetting. The paper reflects on varying integrations of memory, lay knowledges and resilience, and critically evaluates implications of the sustainable flood memory concept for the strategy, process and practice of developing community flood resilience. Given the concept's value and importance of 'memory work', the paper proposes a framework to translate the concept practically into community resilience initiatives, and to inform how risk and flood experiences are communicated within communities.

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A B S T R AC T A great deal of value is placed on student research within universities, exemplified by the prominent role of the dissertation or extended written work at the end of many programmes, and the more general benefits of embedding research-based learning into a curriculum in order to develop higher-order learning. This article reports on a collaborative problem-based learning (PBL) activity undertaken by staff and students to run an undergraduate conference for first year students on how to develop a research culture. The aim is to better understand how students undertake research and how a research culture might be inculcated much earlier in undergraduate programmes.

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This article proposes the concept of sustainable flood memory as a critical and agentic form of social and cultural remembering of learning to live with floods. Drawing upon research findings that use the 2007 floods in the South West of England as a case study, we explore and analyse the media representations of flooding, the role of community and communicative memory of past floods for fostering resilience, and map emotional and affective responses to floods. To approach flooding in this way is critical to understanding how communities engage in memory practices (remembering and strategically forgetting) in order to cope with environmental changes. Moreover, the article embraces a research design and strategy in which ‘memory studies’ is brought into a conversation not only with geography (mental maps), social sciences and flood risk management policy but also with stakeholders and communities who collect, archive and remember flood histories in their respective regions.

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Having defined paratexts' spatial coordinates as possessing a "location that can be situated in relation to the location of the text itself," Gerard Genette also reflects on the "temporal situation of the paratext" (1997: 4-5). Crucially, it is the spatiotemporality of paratexts that needs interrogation if we are to understand the role they play in cultural memory. At stake is the act of remembering textual encounters through paratexts that are shared inside and increasingly across national boundaries. This ensures that television heritage travels not simply as a fannish scouring for textual completeness but, we contend, within recuperating acts of nation and Empire. It is imperative, then, to reconsider the spatiotemporal situation of paratexts from a cultural memory perspective, linking Doctor Who fandom's seemingly apolitical memories to cultural-political national communities, as we'll go on to do. Rather than considering paratexts as activators of textual meaning we suggest that paratextual memory (i.e. memories of "being there" inserted around texts, and texts' transient contexts of "now-ness" and "then-ness" inserted into memory) inscribes specific texts with senses of longing and loss, identity and experience, that such texts could not originally convey. "Cultural memory," state Reading and Katriel, "emerges out of a blend of individual choices framed by institutional decisions and media constraints" (2015: 8). The first part of this article addresses how unofficial/official media texts constrain fans' paratextual memory, while the