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Jones, Pauline Dr

Associate Professor

  • Faculty of the Arts, Social Sciences and Humanities
  • School of Education
  • Adjunct Associate Professor - University of New England 2018 -
  • President, Chair of the Board - Primary English Teaching Association Australia (PETAA) 2020 -

Top Publications


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 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. Her current research focusses on the dialogic basis on argumentation in secondary curricula. 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 2021 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.


Available for Collaborative Projects

Member Of


Selected Publications


Impact Story


  • <p>"Literacy is the ultimate transformative technology" - Professor Peter Freebody<br /><br />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, 32 papers in Research Online have been downloaded more than 40,000 times by over 450 institutions in 131 countries since 2010. </p><p></p>

Potential Supervision Topics


  • Literacy transitions across school and university settings

    Multimodal literacies

    Classroom discourse

    Students' metasemiotic development

     

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) Teaching English Language at Primary Schools in Saudi Arabia: Challenges and Difficulties that English language teachers encounter. Almansour, Sami
    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 'They write like they talk'. Building argumentative competence in spoken and written text for EAL/students in secondary History. Turnbull, Margaret
    Doctor of Philosophy Blended Learning Enironments: How interpersonal relations support knowledge construction Googol, Nasim

Reviewer Of


Education And Training


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

Top Publications


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 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. Her current research focusses on the dialogic basis on argumentation in secondary curricula. 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 2021 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.


Member Of


Selected Publications


Impact Story


  • <p>"Literacy is the ultimate transformative technology" - Professor Peter Freebody<br /><br />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, 32 papers in Research Online have been downloaded more than 40,000 times by over 450 institutions in 131 countries since 2010. </p><p></p>

Potential Supervision Topics


  • Literacy transitions across school and university settings

    Multimodal literacies

    Classroom discourse

    Students' metasemiotic development

     

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) Teaching English Language at Primary Schools in Saudi Arabia: Challenges and Difficulties that English language teachers encounter. Almansour, Sami
    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 'They write like they talk'. Building argumentative competence in spoken and written text for EAL/students in secondary History. Turnbull, Margaret
    Doctor of Philosophy Blended Learning Enironments: How interpersonal relations support knowledge construction Googol, Nasim

Reviewer Of


Education And Training


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 Focus