Jones, Pauline T.

Top Publications

Year	Title
2020	Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education Published in Language and Education
2020	Big ideas & sharp focus: Researching and developing students’ academic writing across the disciplines Published in Journal of English for Academic Purposes
2020	Working with multiple representations: preservice teachers’ decision-making to produce a digital explanation Published in Learning: Research and Practice
2018	Digital Explanation as Assessment in University Science Published in Research in Science Education
2016	A brief history of genre pedagogy in Australian curriculum and practice Published in Sprogforum
2016	Teaching Language in Context
2016	The role of dialogic pedagogy in teaching grammar Published in Research Papers in Education
2014	Learning to teach grammatics: A multimodal ensemble performance Published in Annual Review of Functional Linguistics
2014	Movers and shapers: teaching in online environments Published in Linguistics and Education
2014	Socio-emotional connections: identity, belonging and learning in online interactions. A literature review Published in Technology, Pedagogy and Education
2012	Teachers' knowledge about language: Issues of pedagogy and expertise Published in Australian Journal of Language and Literacy
2010	From traditional grammar to functional grammar: bridging the divide Published in NALDIC Quarterly
2019	Learning Science through Generating Multimodal Digital Explanations: Contributions to Multimodality in Educational Practice

Research Areas

Research Overview

Associate Professor Pauline Jones is a researcher and teacher educator in the School of Education at the University of Wollongong. Her research interests are educational linguistics/semiotics, advanced literacy development and disciplinary dialogue.

Her current research involves cross-curricula themes such as sustainability and creativity in the disciplines of Science, English and History and how these develop across the years of schooling. She has recently led the Transforming Literacy Outcomes (TRANSLIT) project, a local study of literacy development from preschool to junior secondary. She is also chief investigator on an ARC grant investigating the use of multimodal texts in tertiary science classrooms. Her doctoral students work in a range of areas including multimodality, online learning, classroom discourse studies, literacy development and curriculum in schools and tertiary settings and teacher professional development.

In 2020 she is co-convenor (with Dr Shoshana Dreyfus) of the Interdisciplinary Discourse Analysis in Education, the Arts and Social Sciences (IDEAS) research group. IDEAS is focussed on the application of theories of linguistics and semiotics to a broad range of social issues. Its membership comprises an intergenerational group of scholars from across UOW and beyond who meet fortnightly in a program of seminars, workshops, and student presentations.

Geographic Focus

Asia Pacific Continent
Australia Country
Europe Continent
North America Continent

Available for Collaborative Projects

Selected Publications

Journal Article

Year	Title
2020	Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education Published In Language and Education
2020	Big ideas & sharp focus: Researching and developing students’ academic writing across the disciplines Published In Journal of English for Academic Purposes
2020	Working with multiple representations: preservice teachers’ decision-making to produce a digital explanation Published In Learning: Research and Practice
2018	Digital Explanation as Assessment in University Science Published In Research in Science Education
2018	Teaching letter sound relationships in context is systematic Published In Professional Educator
2016	A brief history of genre pedagogy in Australian curriculum and practice Published In Sprogforum
2016	Talking to learn: dialogic teaching in conversation with educational linguistics Published In Research Papers in Education
2016	The role of dialogic pedagogy in teaching grammar Published In Research Papers in Education
2014	Learning to teach grammatics: A multimodal ensemble performance Published In Annual Review of Functional Linguistics
2014	Movers and shapers: teaching in online environments Published In Linguistics and Education
2014	Socio-emotional connections: identity, belonging and learning in online interactions. A literature review Published In Technology, Pedagogy and Education
2013	Grammar in the Early Years: A games-based approach Published In PETAA Paper
2013	Investigating synergies between literacy, technology and classroom practice Published In Australian Journal of Language and Literacy
2012	Teachers' knowledge about language: Issues of pedagogy and expertise Published In Australian Journal of Language and Literacy
2012	Understanding metalinguistic development in beginning writers Published In Journal of Applied Linguistics and Professional Practice
2012	What Counts as Comprehension in Teacher Practice? Published In Literacy Learning: The Middle Years
2011	The interactive whiteboard: tool and/or agent of semiotic mediation Published In Australian Journal of Language and Literacy
2010	From traditional grammar to functional grammar: bridging the divide Published In NALDIC Quarterly
2010	Teaching, learning and talking: Mapping "the trail of fire" Published In English Teaching: Practice and Critique
2008	F. Christie & J.R. Martin (eds), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives Published In Australian Review of Applied Linguistics
2007	Lessons of the local: primary English and the relay of curriculum knowledge Published In Australian Journal of Language and Literacy

Book

Year	Title
2017	The Guide to Fostering Asynchronous Online Discussion in Higher Education Publisher Australia
2016	Teaching Language in Context Publisher South Melbourne, Australia
2012	Teaching language in context Publisher Melbourne

Chapter

Year	Title
2019	Introduction: Talking to learn: dialogic teaching in conversation with educational linguistics Published In Talking to Learn Publisher London, United Kindgom
2019	Learning Science through Generating Multimodal Digital Explanations: Contributions to Multimodality in Educational Practice Published In Multimodality: Disciplinary Thoughts and the Challenge of Diversity Publisher Berlin
2019	The role of dialogic pedagogy in teaching grammar Published In Talking to Learn Publisher London, United Kindgom
2018	A year of talk in the multi-grade classroom Published In Talking the Talk: Snapshots From Australian Classrooms Publisher Newtown, Australia
2016	Composing imaginative multimodal texts in an integrated unit Published In Teaching Writing and Representing in the Primary School Years Publisher Melbourne, Australia
2011	Mapping place: further delicacy in circumstantiation Published In Explorations in the theory and application of Systemic Functional Linguistics Publisher Beijing
2008	The interplay of discourse, place and space in pedagogic relations Published In Multimodal Semiotics: Functional Analysis in Contexts of Education Publisher London

Conference Paper

Year	Title
2010	Effective Literacy Pedagogy: amplified by technology? Published In aWAy with Words
2010	Interactive whiteboards: interactivity, activity and literacy teaching Published In World Conference on Educational Multimedia, Hypermedia and Telecommunications
2009	One teacher's response to literacy learning and teaching using technology Published In AATE & ALEA National Conference
2008	Making sense of place: further descriptions of circumstance of location Published In International Systemic Functional Congress

Editor Of

Book
- Talking to Learn. London, United Kingdom. 2019
- Talking the Talk : Snapshots from Australian Classrooms. Newtown, Australia. 2018

Investigator On

Year	Title
2020	Developing transferable skills: Improving writing outcomes in the secondary school Awarded by: NSW Department of Education and Training Funding Scheme: Education Strategic Research Fund
2015 - 2017	Building capacity to scaffold online discussion: enhancing students' construction of knowledge and communication competencies Awarded by: Office for Learning and Teaching Funding Scheme: Seed Projects
	The Quality of Learning as Students Create Digital Explanations of Science Awarded by: Australian Research Council (ARC) Funding Scheme: Discovery Projects

Other Research Activities

Impact Story

Literacy for social transformation: Working with the profession to improve literacy outcomes
Summary
"Literacy is the ultimate transformative technology" - Professor Peter Freebody Literacy research, which Associate Professor Jones has led and/or contributed to, has had significant impact in academic and professional contexts. The Language and Literacy research team at UOW has established an admirable record of research impact as indicated by successful competitive national grants, contributions to curriculum and policy and industry partnerships focused on teachers’ professional learning. Associate Professor Jones’ own research endeavours reflect a long-standing commitment to language and literacy education, to its potential for individual and social transformation and to the importance of teacher quality in that enterprise. Her scholarly publications and output attest to her impact in the field; for example, 23 papers in Research Online have been downloaded more than 35,000 times by over 1000 institutions in 165 countries since 2010. 

Detail View

Detail View Summary View
Detail of Impact
Improving understandings of the role of dialogue in learning Associate Professor Jones’ PhD investigating oral language and learning in schools in disadvantaged communities has been published in a number of scholarly publications. These publications on the role and nature of classroom talk have led to invitations to guest editor a special issue of Research Papers in Education on educational linguistics and dialogic pedagogy (2016) published subsequently by Routledge as a scholarly book (Jones & Hammond, Eds. 2018 Talking to Learn). An edited book on dialogic pedagogy featuring Australian classrooms was published by the Primary English Teaching Association of Australia (PETAA) (Jones, Simpson & Thwaite, Eds. 2018 Talking the Talk: Snapshots from Australian Classrooms). Further scholarly publications have arisen from this collaboration (e.g.Thwaite, A., Jones, P.T., & Simpson, A. (2020) Enacting dialogic pedagogy in primary literacy classrooms: Insights from systemic functional linguistics. Australian Journal of Language and Literacy, Special Issue on Talk and Interaction, Vol. 43, No. 1, 2020. pp. 33-46).Associate Professor Jones’ expertise in oral language and learning has led to a number of opportunities to impact on curriculum and policy in Australia. For example, in 2009 together with Associate Professor Ken Cruickshank, she led the development of Teaching English Language Learners (TELL), a research-based professional learning program for the mainstream teachers of English language learners in NSW schools. Since then, more than 4000 Australian and international teachers in NSW primary and secondary schools have completed the course. This work has also led to investigations of the nature of classroom dialogue in technology rich environments and online teaching environments, resulting in an OLT funded project (with Associate Professor Irina Verenikina and Dr Janine Delahunty) as well as an online site (<a href="http://fold.org.au" target="_blank" rel="noopener">http://fold.org.au</a>) for tertiary teachers. The feedback has been enthusiastic: “By the way, congrats on FOLD. It’s a wonderful resource. I shared it round Linguistics on Friday and have already had half a dozen people thank me for how useful it is” (colleague, Macquarie University).Impact on Literacy Curriculum, Policy and Practice Associate Professor Jones has been an academic advisor to the team developing the National Literacy Progressions (ACARA and the NSW DET), providing advice and content focused on the oral language component of the document. Relatedly, she has also featured as an academic expert on video materials to support the implementation of the Progressions. In 2020-21, as President of the Primary English Teaching Association Australia (PETAA), she has provided advice to national and state curriculum reviews.The release of the Australian Curriculum: English with its mandatory grammar component meant that Associate Professor Jones and colleagues at UOW were well placed to research the impact of the curriculum on teachers’ work. Because of her expertise in educational linguistics and teacher professional learning, Associate Professor Jones was invited to work with a number of schools as teachers came to grips with the challenges of extending their own knowledge of grammar and developing appropriate ways of teaching it in contemporary literacy programs. Using small grant funding from the university, she captured teachers’ responses to the curriculum in a number of publications with other UOW scholars. This work informed subsequent collaborations with the NSW Teachers’ Federation which saw Associate Professor Jones design and deliver a series of online modules for teachers. To date, more than 400 teachers from over 300 schools across NSW have completed the modules and in 2018, the program was delivered in the ACT. Teachers comment positively on the modules which encourage teachers to apply the theory and research to their own practices: “I was one of those people who didn’t learn grammar at school. The module has given me confidence, I’ve tried out activities and they work …” and “I liked the flexible delivery; able to study at home; being able to interact with the course coordinator and other participants from different grades and schools… assignment gives you courage to apply the content” (Former participants).In addition, a textbook (Derewianka & Jones, 2012/2016 Teaching Language in Context Melbourne: Oxford University Press) developed from the research has sold more than 17,000 copies, is used in 18 national teacher education institutions as well as in the US, UK and Canada (OUP sales figures Jan 2018), and is held in 88 international libraries (incl. Oxford and Harvard). It was shortlisted for the 2017 Educational Publishing Awards (Tertiary) and a 3rd edition is in preparation for 2021.Associate Professor Jones’ current ARC project extends this work into the advanced disciplinary literacies of tertiary Science classrooms as she investigates how multiple resources such as language, image, and software are integrated into successful digital texts to communicate science. In a partnership between semiotics and science education, the project has led to the redesigning of assessment tasks in tertiary science classrooms as well as informing school-based literacy pedagogy so that teachers are supported to become more confident at teaching digital literacy. This project has led to a number of significant scholarly publications in the fields of science education and semiotics (e.g. Jones, P.T., Turney, A., & Georgiou, H. & Nielsen, W. (2020) Assessing multimodal literacies in Science: Semiotic and practical insights from pre-service teacher education. Language and Education. <a href="https://doi.org/10.1080/09500782.2020.1720227" target="_blank" rel="noopener">https://doi.org/10.1080/09500782.2020.1720227</a>). These publications have also impacted on curriculum and practice (e.g. AITSL resources for Initial Teacher Education).Impact is a major goal of TRANSLIT (Transforming Literacy Outcomes), a project which brought together a number of researchers with the aim of informing a research agenda as well as identifying imperatives for teacher professional learning. The project has led to a number of scholarly and professional publications e.g. Jones, P.T., Matruglio, E. & Edwards-Groves, C. (Eds.), Transition and Continuity in School Literacy Development. London: Bloomsbury [in preparation for 2021] and a special issue of the Australian Journal of Language and Literacy in 2021. It has also seeded further projects investigating the development of disciplinary literacy and the role of cross-curricula themes such as sustainability and creative/critical thinking.
Field of Research
Countries / Regions
Beneficiaries

Beneficiary Quantification Description
External Partners
Evidence of Impact

Evidence Description
UOW Centres / Programs
UOW Researchers / Collaborators

Potential Supervision Topics

Literacy transitions across school and university settings

Multimodal literacies

Classroom discourse

Students' metasemiotic development

Teaching Activities

EDGZ931: Research proposal Lecturer 2018 -
EDGR924 Learning Environments for Literacy Development Subject co-ordinator, Lecturer
EDGR926 Current Issues in English Curriculum and Policy
EDGR927 Knowing about Language in English K-10 Subject Co-ordinator, Lecturer
EDLL101 Language and Learning Subject Co-ordinator, Lecturer

Advisees

Graduate Advising Relationship

Degree	Research Title	Advisee
Doctor of Philosophy	Bridging the Gap - Science teachers; Linguistic knowledge and students; Literacy needs	Rutherford Vale, Emma
Doctor of Philosophy	Exploring semiosis in Australian tertiary students representation of science within a systemic functional linguistics framework	Turney, Annette
Doctor of Philosophy (Integrated)	Multimodal critical literacy: The pedagogy of questioning through movies in disadvantaged schools.	Badillo Vargas, Carolina
Doctor of Philosophy	Multimodal Literacy and English for Special Purposes: Using Video Compositions as a Language Learning Tool in the University Setting	Hellwig, Anne
Doctor of Philosophy	A Mixed-methods Investigation of how Positioning and Design Affect the Experience of English for Academic Purposes at an Australian University	Purser, Emily
Doctor of Philosophy	Blended Learning Enironments: How interpersonal relations support knowledge construction	Googol, Nasim

Reviewer Of

International Systemic Functional Conference 2019 (Conference Paper) 2019 -
International Systemic Functional Linguistics Conference 2018 (Conference Paper) 2018 -
Language and Education (Academic Article) 2018 -
International Journal of Educational Research (Academic Article) 2014 -
Research Papers in Education (Academic Article) 2014 -
Australian Journal of Language and Literacy (Academic Article) 2012 -
English Teaching: Practice and Critique (Academic Article) 2010 -

Organizer Of Event

'Transforming Contexts' 44th International Systemic Functional Linguistics Association ISFC2016 2015 - 2017

Professional Service Activities

Primary English Teaching Association President and Chair of the Board (2020 - ) Board Member 2018 -

Education And Training

Ph.D. in Educational Linguistics, University of New South Wales, School of English, A Socio-Semantic Investigation of Classroom Talk 2005

Awards And Honors

Outstanding Contributions to Teaching and Learning (OCTAL) award, 2014
Outstanding Contribution to Public Education , conferred by NSW Department of Education and Training, 2007

Teaching Overview

Associate Professor Pauline Jones has been a teacher educator for over 20 years. She has taught in undergraduate and postgraduate courses in the areas of English curriculum and pedagogy, TESOL, dialogic pedagogy and educational research. She is co-author, with Beverly Derewianka, of Teaching Language in Context 2nd Ed (OUP 2016), a best-selling text for teacher professional learning. As President of the Primary English Teaching Association (PETAA), she leads an association which aims to put research into the hands of teachers by providing professional learning and publishing award-winning teacher reference texts, as well as funding research partnerships between academics and schools. Her recent publications for the profession include 'Talking the Talk: Snapshots from Australian Classrooms' (co-edited with Professor Alyson Simpson and Dr Anne Thwaite) for PETAA.

Keywords

digital literacy
multimodality
disciplinary literacies
educational linguistics
classroom discourse

Full Name

Pauline T Jones

Mailing Address

c/o School of Education Faculty of Social Sciences

Northfields Ave

Wollongong

NSW

2522

Australia

Geographic Location

Wollongong Campus

Located In Facility

Building 67 Room 322

Orcid Id

http://orcid.org/0000-0001-6359-9573 (confirmed)

Top Publications

Year	Title
2020	Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education Published in Language and Education
2020	Big ideas & sharp focus: Researching and developing students’ academic writing across the disciplines Published in Journal of English for Academic Purposes
2020	Working with multiple representations: preservice teachers’ decision-making to produce a digital explanation Published in Learning: Research and Practice
2018	Digital Explanation as Assessment in University Science Published in Research in Science Education
2016	A brief history of genre pedagogy in Australian curriculum and practice Published in Sprogforum
2016	Teaching Language in Context
2016	The role of dialogic pedagogy in teaching grammar Published in Research Papers in Education
2014	Learning to teach grammatics: A multimodal ensemble performance Published in Annual Review of Functional Linguistics
2014	Movers and shapers: teaching in online environments Published in Linguistics and Education
2014	Socio-emotional connections: identity, belonging and learning in online interactions. A literature review Published in Technology, Pedagogy and Education
2012	Teachers' knowledge about language: Issues of pedagogy and expertise Published in Australian Journal of Language and Literacy
2010	From traditional grammar to functional grammar: bridging the divide Published in NALDIC Quarterly
2019	Learning Science through Generating Multimodal Digital Explanations: Contributions to Multimodality in Educational Practice

Research Areas

Research Overview

Associate Professor Pauline Jones is a researcher and teacher educator in the School of Education at the University of Wollongong. Her research interests are educational linguistics/semiotics, advanced literacy development and disciplinary dialogue.

Her current research involves cross-curricula themes such as sustainability and creativity in the disciplines of Science, English and History and how these develop across the years of schooling. She has recently led the Transforming Literacy Outcomes (TRANSLIT) project, a local study of literacy development from preschool to junior secondary. She is also chief investigator on an ARC grant investigating the use of multimodal texts in tertiary science classrooms. Her doctoral students work in a range of areas including multimodality, online learning, classroom discourse studies, literacy development and curriculum in schools and tertiary settings and teacher professional development.

In 2020 she is co-convenor (with Dr Shoshana Dreyfus) of the Interdisciplinary Discourse Analysis in Education, the Arts and Social Sciences (IDEAS) research group. IDEAS is focussed on the application of theories of linguistics and semiotics to a broad range of social issues. Its membership comprises an intergenerational group of scholars from across UOW and beyond who meet fortnightly in a program of seminars, workshops, and student presentations.

Geographic Focus

Asia Pacific Continent
Australia Country
Europe Continent
North America Continent

Head Of

Interdisciplinary Discourse Analysis in Education, Arts and Social Sciences (IDEAS) Research Group Co-convenor (with Dr Shoshana Dreyfus) 2018 -
Graduate Literacy Program School of Education Strand Co-ordinator 2007 -

Member Of

Sydney Institute for Community Languages Education Tertiary Working Party 2018 -
Western Sydney University External Advisory Committee Primary Program Tertiary representative 2016 -
Australian Literacy Educators' Association (ALEA) Tertiary Representative South Coast 2007 -
Australian Systemic Functional Linguistics Association (President 2013-2016) 2005 -
Primary English Teaching Association President and Chair of the Board (2020 - ) (Board member since 2018) 1995 -
International Systemic Functional Linguistics Association Executive member (2020 - ) Australian Delegate 2013 - 2016

Clinical Activities

NSW Teachers Federation Professional Learning Project 'Knowing about Language in New Curriculum' Academic leader 2014 -

Selected Publications

Journal Article

Year	Title
2020	Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education Published In Language and Education
2020	Big ideas & sharp focus: Researching and developing students’ academic writing across the disciplines Published In Journal of English for Academic Purposes
2020	Working with multiple representations: preservice teachers’ decision-making to produce a digital explanation Published In Learning: Research and Practice
2018	Digital Explanation as Assessment in University Science Published In Research in Science Education
2018	Teaching letter sound relationships in context is systematic Published In Professional Educator
2016	A brief history of genre pedagogy in Australian curriculum and practice Published In Sprogforum
2016	Talking to learn: dialogic teaching in conversation with educational linguistics Published In Research Papers in Education
2016	The role of dialogic pedagogy in teaching grammar Published In Research Papers in Education
2014	Learning to teach grammatics: A multimodal ensemble performance Published In Annual Review of Functional Linguistics
2014	Movers and shapers: teaching in online environments Published In Linguistics and Education
2014	Socio-emotional connections: identity, belonging and learning in online interactions. A literature review Published In Technology, Pedagogy and Education
2013	Grammar in the Early Years: A games-based approach Published In PETAA Paper
2013	Investigating synergies between literacy, technology and classroom practice Published In Australian Journal of Language and Literacy
2012	Teachers' knowledge about language: Issues of pedagogy and expertise Published In Australian Journal of Language and Literacy
2012	Understanding metalinguistic development in beginning writers Published In Journal of Applied Linguistics and Professional Practice
2012	What Counts as Comprehension in Teacher Practice? Published In Literacy Learning: The Middle Years
2011	The interactive whiteboard: tool and/or agent of semiotic mediation Published In Australian Journal of Language and Literacy
2010	From traditional grammar to functional grammar: bridging the divide Published In NALDIC Quarterly
2010	Teaching, learning and talking: Mapping "the trail of fire" Published In English Teaching: Practice and Critique
2008	F. Christie & J.R. Martin (eds), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives Published In Australian Review of Applied Linguistics
2007	Lessons of the local: primary English and the relay of curriculum knowledge Published In Australian Journal of Language and Literacy

Book

Year	Title
2017	The Guide to Fostering Asynchronous Online Discussion in Higher Education Publisher Australia
2016	Teaching Language in Context Publisher South Melbourne, Australia
2012	Teaching language in context Publisher Melbourne

Chapter

Year	Title
2019	Introduction: Talking to learn: dialogic teaching in conversation with educational linguistics Published In Talking to Learn Publisher London, United Kindgom
2019	Learning Science through Generating Multimodal Digital Explanations: Contributions to Multimodality in Educational Practice Published In Multimodality: Disciplinary Thoughts and the Challenge of Diversity Publisher Berlin
2019	The role of dialogic pedagogy in teaching grammar Published In Talking to Learn Publisher London, United Kindgom
2018	A year of talk in the multi-grade classroom Published In Talking the Talk: Snapshots From Australian Classrooms Publisher Newtown, Australia
2016	Composing imaginative multimodal texts in an integrated unit Published In Teaching Writing and Representing in the Primary School Years Publisher Melbourne, Australia
2011	Mapping place: further delicacy in circumstantiation Published In Explorations in the theory and application of Systemic Functional Linguistics Publisher Beijing
2008	The interplay of discourse, place and space in pedagogic relations Published In Multimodal Semiotics: Functional Analysis in Contexts of Education Publisher London

Conference Paper

Year	Title
2010	Effective Literacy Pedagogy: amplified by technology? Published In aWAy with Words
2010	Interactive whiteboards: interactivity, activity and literacy teaching Published In World Conference on Educational Multimedia, Hypermedia and Telecommunications
2009	One teacher's response to literacy learning and teaching using technology Published In AATE & ALEA National Conference
2008	Making sense of place: further descriptions of circumstance of location Published In International Systemic Functional Congress

Editor Of

Book
- Talking to Learn. London, United Kingdom. 2019
- Talking the Talk : Snapshots from Australian Classrooms. Newtown, Australia. 2018

Investigator On

Year	Title
2020	Developing transferable skills: Improving writing outcomes in the secondary school Awarded by: NSW Department of Education and Training Funding Scheme: Education Strategic Research Fund
2015 - 2017	Building capacity to scaffold online discussion: enhancing students' construction of knowledge and communication competencies Awarded by: Office for Learning and Teaching Funding Scheme: Seed Projects
	The Quality of Learning as Students Create Digital Explanations of Science Awarded by: Australian Research Council (ARC) Funding Scheme: Discovery Projects

Other Research Activities

Impact Story

Literacy for social transformation: Working with the profession to improve literacy outcomes
Summary
"Literacy is the ultimate transformative technology" - Professor Peter Freebody Literacy research, which Associate Professor Jones has led and/or contributed to, has had significant impact in academic and professional contexts. The Language and Literacy research team at UOW has established an admirable record of research impact as indicated by successful competitive national grants, contributions to curriculum and policy and industry partnerships focused on teachers’ professional learning. Associate Professor Jones’ own research endeavours reflect a long-standing commitment to language and literacy education, to its potential for individual and social transformation and to the importance of teacher quality in that enterprise. Her scholarly publications and output attest to her impact in the field; for example, 23 papers in Research Online have been downloaded more than 35,000 times by over 1000 institutions in 165 countries since 2010. 

Detail View

Detail View Summary View
Detail of Impact
Improving understandings of the role of dialogue in learning Associate Professor Jones’ PhD investigating oral language and learning in schools in disadvantaged communities has been published in a number of scholarly publications. These publications on the role and nature of classroom talk have led to invitations to guest editor a special issue of Research Papers in Education on educational linguistics and dialogic pedagogy (2016) published subsequently by Routledge as a scholarly book (Jones & Hammond, Eds. 2018 Talking to Learn). An edited book on dialogic pedagogy featuring Australian classrooms was published by the Primary English Teaching Association of Australia (PETAA) (Jones, Simpson & Thwaite, Eds. 2018 Talking the Talk: Snapshots from Australian Classrooms). Further scholarly publications have arisen from this collaboration (e.g.Thwaite, A., Jones, P.T., & Simpson, A. (2020) Enacting dialogic pedagogy in primary literacy classrooms: Insights from systemic functional linguistics. Australian Journal of Language and Literacy, Special Issue on Talk and Interaction, Vol. 43, No. 1, 2020. pp. 33-46).Associate Professor Jones’ expertise in oral language and learning has led to a number of opportunities to impact on curriculum and policy in Australia. For example, in 2009 together with Associate Professor Ken Cruickshank, she led the development of Teaching English Language Learners (TELL), a research-based professional learning program for the mainstream teachers of English language learners in NSW schools. Since then, more than 4000 Australian and international teachers in NSW primary and secondary schools have completed the course. This work has also led to investigations of the nature of classroom dialogue in technology rich environments and online teaching environments, resulting in an OLT funded project (with Associate Professor Irina Verenikina and Dr Janine Delahunty) as well as an online site (<a href="http://fold.org.au" target="_blank" rel="noopener">http://fold.org.au</a>) for tertiary teachers. The feedback has been enthusiastic: “By the way, congrats on FOLD. It’s a wonderful resource. I shared it round Linguistics on Friday and have already had half a dozen people thank me for how useful it is” (colleague, Macquarie University).Impact on Literacy Curriculum, Policy and Practice Associate Professor Jones has been an academic advisor to the team developing the National Literacy Progressions (ACARA and the NSW DET), providing advice and content focused on the oral language component of the document. Relatedly, she has also featured as an academic expert on video materials to support the implementation of the Progressions. In 2020-21, as President of the Primary English Teaching Association Australia (PETAA), she has provided advice to national and state curriculum reviews.The release of the Australian Curriculum: English with its mandatory grammar component meant that Associate Professor Jones and colleagues at UOW were well placed to research the impact of the curriculum on teachers’ work. Because of her expertise in educational linguistics and teacher professional learning, Associate Professor Jones was invited to work with a number of schools as teachers came to grips with the challenges of extending their own knowledge of grammar and developing appropriate ways of teaching it in contemporary literacy programs. Using small grant funding from the university, she captured teachers’ responses to the curriculum in a number of publications with other UOW scholars. This work informed subsequent collaborations with the NSW Teachers’ Federation which saw Associate Professor Jones design and deliver a series of online modules for teachers. To date, more than 400 teachers from over 300 schools across NSW have completed the modules and in 2018, the program was delivered in the ACT. Teachers comment positively on the modules which encourage teachers to apply the theory and research to their own practices: “I was one of those people who didn’t learn grammar at school. The module has given me confidence, I’ve tried out activities and they work …” and “I liked the flexible delivery; able to study at home; being able to interact with the course coordinator and other participants from different grades and schools… assignment gives you courage to apply the content” (Former participants).In addition, a textbook (Derewianka & Jones, 2012/2016 Teaching Language in Context Melbourne: Oxford University Press) developed from the research has sold more than 17,000 copies, is used in 18 national teacher education institutions as well as in the US, UK and Canada (OUP sales figures Jan 2018), and is held in 88 international libraries (incl. Oxford and Harvard). It was shortlisted for the 2017 Educational Publishing Awards (Tertiary) and a 3rd edition is in preparation for 2021.Associate Professor Jones’ current ARC project extends this work into the advanced disciplinary literacies of tertiary Science classrooms as she investigates how multiple resources such as language, image, and software are integrated into successful digital texts to communicate science. In a partnership between semiotics and science education, the project has led to the redesigning of assessment tasks in tertiary science classrooms as well as informing school-based literacy pedagogy so that teachers are supported to become more confident at teaching digital literacy. This project has led to a number of significant scholarly publications in the fields of science education and semiotics (e.g. Jones, P.T., Turney, A., & Georgiou, H. & Nielsen, W. (2020) Assessing multimodal literacies in Science: Semiotic and practical insights from pre-service teacher education. Language and Education. <a href="https://doi.org/10.1080/09500782.2020.1720227" target="_blank" rel="noopener">https://doi.org/10.1080/09500782.2020.1720227</a>). These publications have also impacted on curriculum and practice (e.g. AITSL resources for Initial Teacher Education).Impact is a major goal of TRANSLIT (Transforming Literacy Outcomes), a project which brought together a number of researchers with the aim of informing a research agenda as well as identifying imperatives for teacher professional learning. The project has led to a number of scholarly and professional publications e.g. Jones, P.T., Matruglio, E. & Edwards-Groves, C. (Eds.), Transition and Continuity in School Literacy Development. London: Bloomsbury [in preparation for 2021] and a special issue of the Australian Journal of Language and Literacy in 2021. It has also seeded further projects investigating the development of disciplinary literacy and the role of cross-curricula themes such as sustainability and creative/critical thinking.
Field of Research
Countries / Regions
Beneficiaries

Beneficiary Quantification Description
External Partners
Evidence of Impact

Evidence Description
UOW Centres / Programs
UOW Researchers / Collaborators

Potential Supervision Topics

Literacy transitions across school and university settings

Multimodal literacies

Classroom discourse

Students' metasemiotic development

Teaching Activities

EDGZ931: Research proposal Lecturer 2018 -
EDGR924 Learning Environments for Literacy Development Subject co-ordinator, Lecturer
EDGR926 Current Issues in English Curriculum and Policy
EDGR927 Knowing about Language in English K-10 Subject Co-ordinator, Lecturer
EDLL101 Language and Learning Subject Co-ordinator, Lecturer

Advisees

Graduate Advising Relationship

Degree	Research Title	Advisee
Doctor of Philosophy	Bridging the Gap - Science teachers; Linguistic knowledge and students; Literacy needs	Rutherford Vale, Emma
Doctor of Philosophy	Exploring semiosis in Australian tertiary students representation of science within a systemic functional linguistics framework	Turney, Annette
Doctor of Philosophy (Integrated)	Multimodal critical literacy: The pedagogy of questioning through movies in disadvantaged schools.	Badillo Vargas, Carolina
Doctor of Philosophy	Multimodal Literacy and English for Special Purposes: Using Video Compositions as a Language Learning Tool in the University Setting	Hellwig, Anne
Doctor of Philosophy	A Mixed-methods Investigation of how Positioning and Design Affect the Experience of English for Academic Purposes at an Australian University	Purser, Emily
Doctor of Philosophy	Blended Learning Enironments: How interpersonal relations support knowledge construction	Googol, Nasim

Reviewer Of

International Systemic Functional Conference 2019 (Conference Paper) 2019 -
International Systemic Functional Linguistics Conference 2018 (Conference Paper) 2018 -
Language and Education (Academic Article) 2018 -
International Journal of Educational Research (Academic Article) 2014 -
Research Papers in Education (Academic Article) 2014 -
Australian Journal of Language and Literacy (Academic Article) 2012 -
English Teaching: Practice and Critique (Academic Article) 2010 -

Organizer Of Event

'Transforming Contexts' 44th International Systemic Functional Linguistics Association ISFC2016 2015 - 2017

Professional Service Activities

Primary English Teaching Association President and Chair of the Board (2020 - ) Board Member 2018 -

Education And Training

Ph.D. in Educational Linguistics, University of New South Wales, School of English, A Socio-Semantic Investigation of Classroom Talk 2005

Awards And Honors

Outstanding Contributions to Teaching and Learning (OCTAL) award, 2014
Outstanding Contribution to Public Education , conferred by NSW Department of Education and Training, 2007

Teaching Overview

Associate Professor Pauline Jones has been a teacher educator for over 20 years. She has taught in undergraduate and postgraduate courses in the areas of English curriculum and pedagogy, TESOL, dialogic pedagogy and educational research. She is co-author, with Beverly Derewianka, of Teaching Language in Context 2nd Ed (OUP 2016), a best-selling text for teacher professional learning. As President of the Primary English Teaching Association (PETAA), she leads an association which aims to put research into the hands of teachers by providing professional learning and publishing award-winning teacher reference texts, as well as funding research partnerships between academics and schools. Her recent publications for the profession include 'Talking the Talk: Snapshots from Australian Classrooms' (co-edited with Professor Alyson Simpson and Dr Anne Thwaite) for PETAA.

Keywords

digital literacy
multimodality
disciplinary literacies
educational linguistics
classroom discourse

Full Name

Pauline T Jones

Mailing Address

c/o School of Education Faculty of Social Sciences

Northfields Ave

Wollongong

NSW

2522

Australia

Geographic Location

Wollongong Campus

Located In Facility

Building 67 Room 322

Orcid Id

http://orcid.org/0000-0001-6359-9573 (confirmed)

Overview

Top Publications

Research Areas

Research Overview

Geographic Focus

Affiliation

Available for Collaborative Projects

Head Of

Member Of

Clinical Activities

Publications

Selected Publications

Journal Article

Book

Chapter

Conference Paper

Editor Of

Book

Funding

Investigator On

Other Research Activities

Impact

Impact Story

Literacy for social transformation: Working with the profession to improve literacy outcomes

Supervision

Potential Supervision Topics

Teaching Activities

Advisees

Graduate Advising Relationship

Service

Reviewer Of

Organizer Of Event

Professional Service Activities

Background

Education And Training

Awards And Honors

Teaching Overview

Keywords

Contact

Full Name

Mailing Address

Geographic Location

Located In Facility

Identity

Orcid Id

Overview

Top Publications

Research Areas

Research Overview

Geographic Focus

Affiliation

Head Of

Member Of

Clinical Activities

Publications

Selected Publications

Journal Article

Book

Chapter

Conference Paper

Editor Of

Book

Funding

Investigator On

Other Research Activities

Impact

Impact Story

Literacy for social transformation: Working with the profession to improve literacy outcomes

Supervision

Potential Supervision Topics

Teaching Activities

Advisees

Graduate Advising Relationship

Service

Reviewer Of

Organizer Of Event

Professional Service Activities

Background

Education And Training

Awards And Honors