ORCID Profile
0000-0003-3511-1125
Current Organisation
Deakin University - Melbourne Burwood Campus
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Curriculum and Pedagogy | Communication Technology and Digital Media Studies | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Education Assessment and Evaluation | Creative Arts, Media and Communication Curriculum and Pedagogy | Curriculum and Pedagogy Theory and Development | Educational Technology And Media | Curriculum Studies: English Education
Learner and Learning Achievement | Pedagogy | Curriculum not elsewhere classified | Learner Development | Teacher and Instructor Development | Assessment and Evaluation of Curriculum | Primary education | Secondary education |
Publisher: Informa UK Limited
Date: 11-2012
Publisher: Informa UK Limited
Date: 05-03-2021
Publisher: University of Alberta Libraries
Date: 09-06-2015
DOI: 10.20360/G2HC7K
Abstract: Within contemporary literacy classrooms, mobile touchscreen devices are occupying a more prominent place. For children who have disabilities or learning differences, such devices can offer increased participation and access and may also provide social capital to users. We share ex les of how iPads and iPods were successfully used in classrooms by children who might be categorized as experiencing various challenges, as well as autobiographical ex les we have experienced as parents of children with disabilities. Through these illustrations, we examine the possibilities of ‘new tools’ as well as challenges encountered in changing existing literacy practices.
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Springer Singapore
Date: 2017
Publisher: Informa UK Limited
Date: 2003
Publisher: Informa UK Limited
Date: 09-08-2023
Publisher: Informa UK Limited
Date: 06-2009
Publisher: Springer Science and Business Media LLC
Date: 09-01-2023
Publisher: Informa UK Limited
Date: 03-07-2019
Publisher: Informa UK Limited
Date: 16-07-2022
Publisher: SAGE Publications
Date: 03-2015
Abstract: This article investigates 8- and 9-year-old girls’ use of the popular game Minecraft at home and school, particularly the ways in which they performatively ‘bring themselves into being’ through talk and digital production in the social spaces of the classroom and within the game’s multiplayer online world. We explore how the girls undertake practices of curatorship to display their Minecraft knowledge through discussion of the game, both ‘in world’ and in face-to-face interactions, and as they assemble resources within and around the game to design, build and display their creations and share stories about their gameplay.
Publisher: Informa UK Limited
Date: 07-07-2017
Publisher: Edith Cowan University
Date: 06-2020
Publisher: Palgrave Macmillan US
Date: 2015
Publisher: Elsevier BV
Date: 07-2022
Publisher: Informa UK Limited
Date: 20-04-2017
Publisher: IGI Global
Date: 10-2018
Abstract: Digital games are currently viewed, by many within the field of education, as a way to engage and motivate students, and to assist them in acquiring content knowledge and skills. Despite the growing interest in using digital games, including serious games, this is the first critical review of the literature on the effectiveness of digital narrative-driven educational games. Of 2550 articles initially screened, 130 were synthesised in the final review. The results suggest that such games can be more much more effective than traditional instruction for promoting attitude change, engagement, motivation, and skill acquisition slightly more effective in promoting enjoyment and knowledge acquisition and equal in fostering behaviour change. As such, they may be viewed as effective and versatile tools for teaching and learning.
Publisher: Informa UK Limited
Date: 02-01-2021
Publisher: Springer Netherlands
Publisher: Springer International Publishing
Date: 2016
Publisher: University of Alberta Libraries
Date: 09-06-2021
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Informa UK Limited
Date: 03-07-2021
Publisher: Informa UK Limited
Date: 11-2002
Publisher: Cambridge University Press (CUP)
Date: 29-05-2023
DOI: 10.1017/AEE.2023.9
Abstract: The purpose of this communication is to explore possibilities for children’s literature to enable futures learning. It introduces the ways in which two different frameworks might be used to analyse children’s literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al., 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children’s literature (White et al., 2020). The communication starts by introducing a text – a recent ex le of ‘awarded’ and therefore high-quality children’s literature. We then outline the two frameworks and explore the possibilities of applying these frames for analysing this text. We conclude that the sustainability frameworks are useful tools and resources for analysing children’s literature to determine the quality of the text and how the experience of reading the text may impact children, their learning and their environmental consciousness and practices.
Publisher: Informa UK Limited
Date: 2006
Publisher: University of Alberta Libraries
Date: 09-06-2021
Abstract: This paper argues the case for expansive and inclusive models of literacy pedagogy that can be applied to curriculua more generally. Literacy pedagogy in Australia has benefitted from using Freebody and Luke's (1990) Four Roles of the Reader Model. We analyse the Paul Kelly song video, Sleep, Australia, Sleep, using this model. Underpinning this model is the concept that each role is necessary but not sufficient. We discuss the benefits fo pluralism in language and literacy pedagogy in an age of standards-based reforms and shifting repertoires of literacy practices in pedagogies that speak back to the Anthropocene.
Publisher: Routledge
Date: 10-2013
Publisher: Informa UK Limited
Date: 25-09-2021
Publisher: SAGE Publications
Date: 2014
DOI: 10.2304/ELEA.2014.11.6.569
Abstract: Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes, understandings and expectations held about digital games by erse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers' participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors' aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.
Publisher: Informa UK Limited
Date: 17-05-2017
Start Date: 2007
End Date: 2009
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 2015
Funder: Australian Research Council
View Funded ActivityStart Date: 2013
End Date: 2015
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 2016
End Date: 2019
Funder: Social Sciences and Humanities Research Council
View Funded ActivityStart Date: 2011
End Date: 2013
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 2011
End Date: 2014
Funder: Australian Research Council
View Funded ActivityStart Date: 04-2007
End Date: 06-2010
Amount: $150,999.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2012
End Date: 05-2015
Amount: $222,057.00
Funder: Australian Research Council
View Funded ActivityStart Date: 12-2012
End Date: 06-2016
Amount: $405,000.00
Funder: Australian Research Council
View Funded Activity