All publications

Books

• Latham, G. & Ewing, R. (2018). Generative conversations for creative learning: Reimagining literacy education and understanding. Cham, Switzerland: Palgrave Macmillan.
• Kennedy, I., Latham, G. & Jacinto, H. (2016). Education skills for 21st century teachers: Voices from a global online educators’ forum. Switzerland: Springer.

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. (2018). The art of the early childhood researcher: Rediscovering music and movement in language. Journal of Early Childhood Research. DOI:10.1177/1476718X18812232
• Latham, G. & Ewing, R. (2018). Children's images of imagination: The language of drawings. Australian Journal of Language and Literacy, 41(1), 71–81.
• Latham, G. and Faulkner, J. . (2017). Teachers in the 21st Century: What Figurative Language reveals about Shifting Selves in Professional Landscapes. The Canadian Journal for Teacher Research, (May 2017).
• Faulkner, J. & Latham, G. (2016). Adventurous lives: Teacher qualities for 21st century learning. Australian Journal of Teacher Education, 41(4), 137–150. DOI:10.14221/ajte.2016v41n4.9
• Latham,G. (2016). Emotion in the design of students' writing. Practically Primary, 21(3), 30–32.
• Latham, G. & Carr, N. (2015). Building on authentic learning for pre-service teachers in a technology-rich environment. Journal of Learning Design, 8(3), 65–77.
• 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. (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. & Carr, N. (2012). Authentic learning for pre-service teachers in a technology-rich environment. Journal of Learning Design, 5(1), 32–42.
• Latham, G. (2009). The third reader: Driving curiosity. Literacy learning in the Middle Years, 17(2), 54–61.
• 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. (2004). The resonance of children: Educating the educator. Australian.
• 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). Practical strategies for teaching and learning in small groups. Literacy ilearning: Secondary thoughts, 4(1), i–viii.
• Latham, G. (1996). Fostering and preserving wonderment. The Australian Journal of Teacher Education, 21(1), 12–15.
• Latham, G. (1996). Collaborative theory building in pre service teacher education. The Australian Journal of Teacher Education, 21(2), 43–47.
• Latham, G. (1994). A Meeting of Minds. The Australian Journal ojTeacher Education, 2, 35–39.

Other

• Latham, G.,Blaise, M., Dole, S., Faulkner, J., Malone, K. (2011). Learning to Teach: New Times, New Practices (2nd Ed.), Book.