Dr Jon Callow

BA(Sydney), MEd(Sydney), EdD(UWS), GradCert(Sydney), DipEd(Sydney)
Senior Lecturer, English Education K-6, undergraduate and graduate-entry programs
Program Director, MTeach(Primary)

A35 - Education Building
The University of Sydney

Telephone +61 2 93512613
Fax +61 2 93514580

Website Contact details

Biographical details

Jon is an experienced teacher, having worked in primary schools, universities and in professional development for teachers. His areas of expertise include primary English and literacy teaching. His research areas include visual literacy, multimodality, the use of ICT to support literacy and multimodal learning, as well as student creativity and engagement.

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.

Interview with Dr Jon Callow-

http://www.youtube.com/watch?v=ENqntWkkMNU

Research interests

Research on teaching and learning

  • English and literacy
  • multimodality
  • visual literacy
  • functional semiotics
  • ICT and literacy, including the use of ipads in the K-6 classroom

Social structures, inequalities and social justice

  • Social change
  • student engagment

Keywords: pedagogy, equity, technology, visual literacy, literacy, multimodality, semiotics

Current research students

Project title Degree Research student
Graphic novels in the NSW secondary English classroom: teachers' perceptions and practice. (Associate supervisor) EdD Dianne LAYCOCK
How do teachers read the graphics in informational trade book read aloud sessions? MEd (Research) Rayanne SHAKRA

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 levelTeaching Inquiry Grants (TIGS) 2011-2012 for $5,000
  • Pilot project - How can we assess students' understanding of visual and multimodal texts?Developing a theoretical and practical model of assessing student comprehension of visual and multimodal texts for K-6 students.
  • Engagement 2014-a qualitative study using ethnographic techniques to deepen our understanding of the lived experience of teacher and student engagement in the language arts. Working with colleagues Sara Ann (Sally) Beach (University of Oklahoma, USA) and Angela Ward (University of Saskatchewan, Canada).

Associations

Member of PETAA - Primary English Teaching Association of Australia

Member of ALEA - Australian Literacy Educators Association

Awards and honours

  • 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

Selected grants

2012

  • Analysing strategies and pedagogies that foster student engagement in literacy through a primary school classroom case study; Callow J; Department of Education and Training (NSW)/State Education Research Approvals Process (SERAP).

Selected publications

Download citations: PDF RTF Endnote

Books

  • Callow, J. (2013). The shape of text to come: How image and text work. Sydney, Australia: Primary English Teachers Association Australia (PETAA).

Book Chapters

  • Arthur, L., Callow, J., Cole, B., Gilbert, S., Hatton, C., Hertzberg, M., Mooney, M., Munns, G., Nanlohy, P., Orlando, J., et al (2013). A new Monday morning and beyond. In Geoff Munns, Wayne Sawyer, Bronwyn Cole (Eds.), Exemplary Teachers of Students in Poverty, (pp. 187-190). Oxon, UK: Routledge.
  • Zammit, K., Callow, J. (2013). Literacies in challenging contexts. In Geoff Munns, Wayne Sawyer, Bronwyn Cole (Eds.), Exemplary Teachers of Students in Poverty, (pp. 109-122). Oxon, UK: Routledge.
  • Sawyer, W., Callow, J., Munns, G., Zammit, K. (2013). What exemplary teachers do. In Geoff Munns, Wayne Sawyer, Bronwyn Cole (Eds.), Exemplary Teachers of Students in Poverty, (pp. 90-108). Oxon, UK: Routledge.
  • Callow, J., Hertzberg, M. (2006). Helping children learn to read. In R Ewing (Eds.), Beyond the Reading Wars. Towards a balanced approach to helping children learn to read, (pp. 41-53). Sydney: Primary English Teachers Association Australia (PETAA).
  • Callow, J., Hunter, D., Walsh, T. (2006). Visual literacy. In Fair Go Project (Eds.), School Is For Me: Pathways to Student Engagement, (pp. 33-39). Sydney: NSW Department of Education and Training.

Journals

  • Callow, J., Zammit, K. (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, 72-79.
  • Callow, J. (2010). "I'm way more interested": Using visual texts to engage students from low SES backgrounds. Scan (Ryde), 29(3), 28-34.
  • Peralta, L., Callow, J., Freebody, K., Zhang, H. (2010). Planning for student engagement in lecture contexts. Synergy, 30, 41-47.
  • Callow, J. (2010). Spot the Difference: The Changing Nature of Page-based and Screen-based Texts. Screen Education, 58, 106-110.
  • Callow, J. (2008). Literacy and diversity - From Shakespeare to Second Life. E Q Australia, Winter, 34-35.
  • Callow, J. (2008). New literacies, New York & Web 2.0: a little insider knowledge is a helpful thing!. Scan (Ryde), 27(4), 13-16.
  • Callow, J. (2008). Show Me: Principles for Assessing Students' Visual Literacy. The Reading Teacher, 61(8), 616-626.
  • Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy, 29(1), 7-23.
  • Callow, J. (2005). Literacy and the visual: Broadening our vision. English Teaching: Practice and Critique, 4(1), 6-19.
  • Callow, J. (2003). Talking About Visual Texts With Students. Reading Online, 6(8), 1-16.

Other

  • Callow, J. (2010), NOW literacies--everyday classrooms reading, viewing and creating multimodal texts - video.

2013

  • Arthur, L., Callow, J., Cole, B., Gilbert, S., Hatton, C., Hertzberg, M., Mooney, M., Munns, G., Nanlohy, P., Orlando, J., et al (2013). A new Monday morning and beyond. In Geoff Munns, Wayne Sawyer, Bronwyn Cole (Eds.), Exemplary Teachers of Students in Poverty, (pp. 187-190). Oxon, UK: Routledge.
  • Zammit, K., Callow, J. (2013). Literacies in challenging contexts. In Geoff Munns, Wayne Sawyer, Bronwyn Cole (Eds.), Exemplary Teachers of Students in Poverty, (pp. 109-122). Oxon, UK: Routledge.
  • Callow, J. (2013). The shape of text to come: How image and text work. Sydney, Australia: Primary English Teachers Association Australia (PETAA).
  • Sawyer, W., Callow, J., Munns, G., Zammit, K. (2013). What exemplary teachers do. In Geoff Munns, Wayne Sawyer, Bronwyn Cole (Eds.), Exemplary Teachers of Students in Poverty, (pp. 90-108). Oxon, UK: Routledge.

2012

  • Callow, J., Zammit, K. (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, 72-79.

2010

  • Callow, J. (2010). "I'm way more interested": Using visual texts to engage students from low SES backgrounds. Scan (Ryde), 29(3), 28-34.
  • Callow, J. (2010), NOW literacies--everyday classrooms reading, viewing and creating multimodal texts - video.
  • Peralta, L., Callow, J., Freebody, K., Zhang, H. (2010). Planning for student engagement in lecture contexts. Synergy, 30, 41-47.
  • Callow, J. (2010). Spot the Difference: The Changing Nature of Page-based and Screen-based Texts. Screen Education, 58, 106-110.

2008

  • Callow, J. (2008). Literacy and diversity - From Shakespeare to Second Life. E Q Australia, Winter, 34-35.
  • Callow, J. (2008). New literacies, New York & Web 2.0: a little insider knowledge is a helpful thing!. Scan (Ryde), 27(4), 13-16.
  • Callow, J. (2008). Show Me: Principles for Assessing Students' Visual Literacy. The Reading Teacher, 61(8), 616-626.

2006

  • Callow, J., Hertzberg, M. (2006). Helping children learn to read. In R Ewing (Eds.), Beyond the Reading Wars. Towards a balanced approach to helping children learn to read, (pp. 41-53). Sydney: Primary English Teachers Association Australia (PETAA).
  • Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy, 29(1), 7-23.
  • Callow, J., Hunter, D., Walsh, T. (2006). Visual literacy. In Fair Go Project (Eds.), School Is For Me: Pathways to Student Engagement, (pp. 33-39). Sydney: NSW Department of Education and Training.

2005

  • Callow, J. (2005). Literacy and the visual: Broadening our vision. English Teaching: Practice and Critique, 4(1), 6-19.

2003

  • Callow, J. (2003). Talking About Visual Texts With Students. Reading Online, 6(8), 1-16.

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