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.
Year | Title |
---|---|
2020 | Awarded by: Funding Scheme: Education Strategic Research Fund |
2015 - 2017 | Awarded by: Funding Scheme: Seed Projects |
Awarded by: Funding Scheme: Discovery Projects |
Literacy transitions across school and university settings
Multimodal literacies
Classroom discourse
Students' metasemiotic development
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 |
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.
digital literacy
multimodality
disciplinary literacies
educational linguistics
classroom discourse
c/o School of Education Faculty of Social Sciences
Northfields Ave
Wollongong
NSW
2522
Australia
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.
Year | Title |
---|---|
2020 | Awarded by: Funding Scheme: Education Strategic Research Fund |
2015 - 2017 | Awarded by: Funding Scheme: Seed Projects |
Awarded by: Funding Scheme: Discovery Projects |
Literacy transitions across school and university settings
Multimodal literacies
Classroom discourse
Students' metasemiotic development
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 |
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.
digital literacy
multimodality
disciplinary literacies
educational linguistics
classroom discourse
c/o School of Education Faculty of Social Sciences
Northfields Ave
Wollongong
NSW
2522
Australia