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Dr Jon Callow

BA(Sydney), DipEd(Sydney), MEd(Sydney), EdD(UWS), GradCert(Sydney)

Lecturer, English Education K–6, undergraduate and graduate-entry programs

Program Director, MTeach(Primary)

Email:

Phone: +61 2 9351 2613

Fax: +61 2 9351 4580

Building.Room: A35.809

Research interests

Research on teaching and learning

  • English and literacy

Social structures, inequalities and social justice

  • Social change

Keywords

visual literacy, literacy, pedagogy, equity, technology


Professional biography

Jon is an experienced teacher, having worked in primary schools, universities and in professional development for teachers. He has been teaching tertiary classes in the areas of primary English and multiliteracies, as well as areas of pedagogy and social justice. As a professional literacy consultant, he has worked alongside teachers in their classrooms, in Australia and the US. He is passionate about engaging and equitable education for all his students.


Awards

  • Recipient of a Faculty of Education and Social Work Teaching Excellence Award 2010

    The purpose of these awards is to recognise the contribution made to teaching excellence by members of staff across the faculty

    Criteria

    • Approaches to teaching that influence, motivate and inspire students to learn
    • Development of curricula and resources that reflect a command of the field
    • Approaches to assessment and feedback that foster independent learning
    • Respect and support for the development of students as individuals
    • Scholarly activities that have influenced and enhanced learning and teaching

     


Current projects

  • Teachers for a fair go: A study of teachers who ‘make a difference’ to students in poverty (ARC, 2008)
  • Students experiences of interactive white boards relating to learning and presenting at a tertiary level Teaching Inquiry Grants (TIGS) 2011-2012 for $5,000

Current research students

Project title Degree Research student
Graphic novels in the NSW secondary English classroom: teachers’ perceptions and practice. (Associate supervisor) Ed D Dianne Laycock
A systematic analysis of the impact of metafiction on award winning picturebooks. (Associate supervisor) PhD Rachel Nolde

Selected publications

Books

  • Callow, Jon. (2013). The Shape of Text to Come: how image and text work. Marrickville: Primary English Teaching Association Australia (PETAA)..

Book chapters

  • Sawyer, W., Callow, J., Munns, G., Zammit, K. (2013). What exemplary teachers do . In G. Munns, W. Sawyer & B. Cole (Eds.) (Ed.), Exemplary Teachers of Students in Poverty London: Routledge.
  • Zammit, K. & Callow, J. (2013). Literacies in challenging contexts . In Munns, Sawyer & Cole (Ed.), Exemplary Teachers of Students in Poverty London: Routledge.

Journal articles

  • Callow, Jon & Zammit, Katina. (2012). “Where lies your text?” (Twelfth Night Act I, Scene V): Engaging high school students from low socioeconomic backgrounds in reading multimodal texts . English in Australia, 47(2), 69–77.
  • Callow, J. (2012). The rules of visual engagement: images as tools for learning . Screen Education, 65(Winter), 72–79.
  • Callow, J. (2011). When image and text meet - teaching with visual and multimodal texts. . PETA Paper (Primary English Teaching Association Australia.), 181.
  • Peralta, L., Callow, J., Freebody, K., & Zhang, H. . (2010). Planning for student engagement in lecture contexts. Synergy,. Synergy, 30, 41–47.
  • Callow, Jon. (2010). Spot the Difference: The Changing Nature of Page-based and Screen-based Text . Screen Education, 58, 106–110.
  • Callow, Jon. (2010). “I’m way more interested “: Using visual texts to engage students from low SES backgrounds. SCAN, 29(3).
  • Callow, J. . (2008). New literacies, New York & Web 2.0: a little knowledge is a helpful thing! . SCAN , 27(4), 13–16.
  • Callow, J. (2008). Show Me: Principles for Assessing Students' Visual Literacy. The Reading Teacher , 61(8), 616–626.

Other

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