Dr Gloria Latham

MA(Wis), PhD(Sydney)

Honorary Senior Lecturer

Email:

Phone: +61 2  9351

Fax: +61 2 9351 2606

Building.Room: A35.

Awards

  • Lecturer of the Year Finalist, Unijobs, 2009

  • ALTC Award, 2009

  • RMIT Research Innovation Award, 2002

  • FELCS (College) Teaching Award, 2002

  • RMIT Teaching Award, 2002

  • RMIT Quality Award, 2000

  • Candidate for Australian University Teaching Awards, 1999



Professional and community roles

  • Senior Lecturer in Literacy, RMIT, Melbourne



Current projects

  • Online Collaboration between pre-service teachers at the University of Sydney, University of Queensland and RMIT University using Edmodo to discuss critical incidents in teaching and learning.
  • Lathner Primary School is a Virtual School created in 2003 and updated regularly. It is a school with 21st Century ideas. It is also a school that attempts to disrupt normative practices. There are Teaching Resources as an additional resource attached to the school. Parents, Teachers, Students and Scholars continue to contribute. Visit: https://www.dlsweb.rmit.edu.au/education/lathnervirtualschool/index.htm Password: Explore


Selected publications

Book chapters

  • Latham, G. (2012). Creating tension: Orchestrating disruptive pedagogies in a virtual school environment. In J. Faulkner (Ed.), Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches (pp. 256–266), UK: IGI Publishing.
  • Latham, G. & Faulkner, J. (2010). A virtual school for rethinking learning. In D. Cole & D. Pullen (Ed.), Multiliteracies in motion (pp. 239–255), UK: Routledge.
  • Latham, G. & Faulkner J. (2009). Finding our way while leading the way. In J Yamamoto (Ed.), In Technology Leadership in Teacher Education: Integrated Solutions and Experiences (pp. 144–153), USA: IGI Publishing.
  • Peters, J., Latham, G., Ragland, D., Donaghy, RC. (2008). Three Cultures of Teaching and Learning: Dialoguing across Continents. In J. Reischmann & M. Bron Jr. (Ed.), Comparative Adult Education 2008 (pp. 115–250), New York: Peter Lang.

Journal articles

  • Latham, G. (2013). The responsive reading teacher. Australian Journal of Teacher Education, 38(8), 62–72. DOI:10.14221/ajte.2013v38n8.3
  • Faulkner, J. and Latham G. (2013). Disturbing stories: Literature as pedagogical disruption . English in Education, 47(2), 102–117. DOI:10.1111/eie.12010
  • Latham, G. and Faulkner, J. (2013). Teachers of Reading: Where new narratives in the virtual inform practice. Australian Journal of Language and Literacy.
  • Latham, G. (2009). The third reader: Driving curiosity. Literacy learning in the Middle Years, 17(2), 54–61.
  • Latham, G. (2004). The resonance of children: Educating the educator. Australian.
  • Latham, G. (2004). The bookcase at the end of the thesis: Examining a literature review. Journal of Educational Enquiry, 5(2), 105–115.
  • Latham, G. (1997). When thoughts sing: The poetic voice in literacy learning. Forum of Education. Journal of Language and Literacy, 26(2), 43–53.
  • Latham, G. (1996). Collaborative theory building in pre service teacher education. The Australian Journal of Teacher Education, 21(2), 43–47.
  • Latham, G. (1996). Fostering and preserving wonderment. The Australian Journal of Teacher Education, 21(1), 12–15.
  • Latham, G. (1996). Practical strategies for teaching and learning in small groups. Literacy ilearning: Secondary thoughts, 4(1), i–viii.
  • Latham, G. (1994). A Meeting of Minds. The Australian Journal ojTeacher Education, 2, 35–39.