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)
Phone: +61 2 9351 2613
Fax: +61 2 9351 4580
Research on teaching and learning
- English and literacy
Social structures, inequalities and social justice
- Social change
visual literacy, literacy, pedagogy, equity, technology
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.
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
- 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
- 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|
- Callow, Jon. (2013). The Shape of Text to Come: how image and text work. Marrickville: Primary English Teaching Association Australia (PETAA)..
- 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.
- 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.
- Callow, Jon. (2010). NOW literacies--everyday classrooms reading, viewing and creating multimodal texts - video , Online video retrieved from http://www.nlnw.nsw.edu.au/videos10/Callow/7584/vid7584.htm.