Disciplinary Literacies In The Arts: Semiotic Explorations of Teachers’ Use of Multimodal and Aesthetic Metalanguage

Article


Barton, Georgina, Burke, Katie and Freebody, Peter. 2022. "Disciplinary Literacies In The Arts: Semiotic Explorations of Teachers’ Use of Multimodal and Aesthetic Metalanguage." International Journal of Education and the Arts. 23 (8), pp. 1-22.
Article Title

Disciplinary Literacies In The Arts: Semiotic Explorations of Teachers’ Use of Multimodal and Aesthetic Metalanguage

ERA Journal ID10379
Article CategoryArticle
AuthorsBarton, Georgina (Author), Burke, Katie (Author) and Freebody, Peter (Author)
Journal TitleInternational Journal of Education and the Arts
Journal Citation23 (8), pp. 1-22
Number of Pages22
Year2022
PublisherPenn State University Libraries Open Publishing
Place of PublicationUnited States
ISSN1529-8094
Web Address (URL)http://www.ijea.org/v23n8/index.html
Abstract

Effective arts learning requires the development of important literacies. While investigation of discipline-specific literacies has filtered the literature, it is unclear if these literacies are acknowledged, understood, and/or taught. In this paper, we share the classroom discourse of two arts teachers in early and middle years across visual art and music—to determine how discipline-specific literacies are used and taught. Findings show that these teachers intuitively and consistently share age-appropriate arts-literacies and use semiotic metalanguage with their students to express and make meaning through arts practices. With contemporary research in the field of literacy consistently acknowledging the diverse ways we communicate and the importance of creative thinking and aesthetic-artistic reasoning, it is critical that classroom data, such as shared in this paper, is considered for future curriculum development. We conclude by recommending strategies and considerations for arts teachers when planning and implementing arts literacies to improve students’ applied understanding.

Keywordsarts; literacies; semiotic metalanguage; creative thinking
ANZSRC Field of Research 2020390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390101. Creative arts, media and communication curriculum and pedagogy
Byline AffiliationsSchool of Education
University of Wollongong
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q75z4/disciplinary-literacies-in-the-arts-semiotic-explorations-of-teachers-use-of-multimodal-and-aesthetic-metalanguage

Download files


Published Version
v23n8.pdf
License: CC BY-NC 4.0
File access level: Anyone

  • 100
    total views
  • 56
    total downloads
  • 2
    views this month
  • 2
    downloads this month

Export as

Related outputs

Student perceptions of supports for managing study in higher education according to internal and external locus of control 
Burke, Katie and Fanshawe, Melissa. 2024. "Student perceptions of supports for managing study in higher education according to internal and external locus of control ." Journal of Further and Higher Education. 48 (5), pp. 555-566. https://doi.org/10.1080/0309877X.2024.2362843
Teacher perspectives on enhancing well-being education through integrating arts‐based practices
Moar, Sigrid, Burke, Katie and Watson, Marthy. 2024. "Teacher perspectives on enhancing well-being education through integrating arts‐based practices." British Educational Research Journal. https://doi.org/10.1002/berj.4029
The criticality of teacher educator wellbeing: Reflecting through arts-based methods
Turner, Kristina, Barton, Georgina M., Garvis, Susanne and Larsen, Ellen. 2024. "The criticality of teacher educator wellbeing: Reflecting through arts-based methods." Australian Journal of Teacher Education. 48 (4), pp. 96-117. https://doi.org/10.14221/1835-517X.6146
Aesthetic Positive Pedagogy: Aspiring to Empowerment in the Classroom and Beyond
Barton, Georgina and Burke, Katie. 2024. Aesthetic Positive Pedagogy: Aspiring to Empowerment in the Classroom and Beyond. Switzerland . Springer.
When constellations align: What early childhood pre-service teachers need from online learning to become confident and competent teachers of the arts
Cain, Melissa, Burke, Katie and Nislev, Eva. 2024. "When constellations align: What early childhood pre-service teachers need from online learning to become confident and competent teachers of the arts." British Educational Research Journal. 50 (1), pp. 331-347. https://doi.org/10.1002/berj.3924
Quality indicators of effective teacher-created summative assessment
Brownlie, Nicole, Burke, Katie and van der Laan, Luke. 2024. "Quality indicators of effective teacher-created summative assessment ." Quality Assurance in Education. 32 (1), pp. 30-45. https://doi.org/10.1108/QAE-04-2023-0062
Online engagement through praxis-based assessment
Burke, Katie and Fanshawe, Melissa. "Online engagement through praxis-based assessment." 2022 Australian Teacher Education Association Conference (2022 ATEA). Online 06 - 08 Jul 2022
Getting hands-on: Praxis-focused assessment to enhance online arts teacher education
Burke, Katie, Baker, William and Hobdell, Glenda. 2023. "Getting hands-on: Praxis-focused assessment to enhance online arts teacher education." Distance Education. https://doi.org/10.1080/01587919.2023.2198486
PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study
Fanshawe, Melissa and Barton, Georgina. 2023. "PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study." Australasian Journal of Educational Technology. 39 (4), pp. 104-126. https://doi.org/10.14742/ajet.8615
Initial teacher education: Are we missing something?
Larsen, E., Burke, K., Fanshawe, M., Oliver, M. and Salton, Y.. 2023. "Initial teacher education: Are we missing something?" BERA.
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools
Fanshawe, Melissa, Barton, Georgina, Mandarakas, Monique, Cain, Melissa and Todd, Nicole. 2023. "Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools." International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2023.2265915
Reflexivity and children's exploration of moral aesthetics in creative writing
Weber, L.A., Barton, G., Mary, R. and Khosronejad, M.. 2023. "Reflexivity and children's exploration of moral aesthetics in creative writing ." English in Education. 57 (4), pp. 334-358. https://doi.org/10.1080/04250494.2023.2269973
Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity
Barton, Georgina, Khosronejad, Maryam, Mary, Ryan, Kervin, Lisa and Myhill, Debra. 2023. "Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity." The Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00641-9
The importance of aesthetics in workplace environments: an investigation into employees’ satisfaction, feelings of safety and comfort in a university
Barton, Georgina and Le, Anh Hai. 2023. "The importance of aesthetics in workplace environments: an investigation into employees’ satisfaction, feelings of safety and comfort in a university ." Facilities. https://doi.org/10.1108/F-03-2023-0016
Effective teacher-created summative assessment survey results
Brownlie, Nicole, Burke, Katie and van der Laan, Luke. 2023. Effective teacher-created summative assessment survey results. G407.
The importance of aesthetics for curriculum and job readiness: an exploration of student, teacher, and employer perceptions through Appraisal Theory
Barton, Georgina and Le, Anh Hai. 2023. "The importance of aesthetics for curriculum and job readiness: an exploration of student, teacher, and employer perceptions through Appraisal Theory." Curriculum Perspectives. 43, pp. 157-167. https://doi.org/10.1007/s41297-023-00197-9
Working toward a place-based online pedagogy
Maxwell, Jacinta, Burke, Katie and Salton, Yvonne. 2023. "Working toward a place-based online pedagogy." Journal of Geography in Higher Education. 48 (2). https://doi.org/10.1080/03098265.2023.2198199
Metafictive devices in children’s picturebooks and the development of children’s critical multimodal literacies
Turner, Carmel, Barton, Georgina and Riddle, Stewart. 2023. "Metafictive devices in children’s picturebooks and the development of children’s critical multimodal literacies ." Australian Journal of Language and Literacy. 46, pp. 73-87. https://doi.org/10.1007/s44020-023-00032-8
When school’s in a caravan on the road to an astonishing world
English, Rebecca English, Burke, Katie and Dale, Naomi. 2023. "When school’s in a caravan on the road to an astonishing world ." EduResearch Matters: A Voice for Australian Education Researchers.
Aesthetic literacies in school and work: New pathways in education
Barton, Georgina. 2023. Aesthetic literacies in school and work: New pathways in education. Singapore. Springer.
Why practical content really matters for assessment in online learning
Fanshawe, Melissa and Burke, Katie. 2021. "Why practical content really matters for assessment in online learning ." EduResearch Matters: A Voice for Australian Education Researchers. 8 March 2021.
Exploring the Impact of a Reflexive, co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms
Ryan, Mary, Weber, Lauren, Barton, Georgina and Dutton, Janet. 2023. "Exploring the Impact of a Reflexive, co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms." Reading Research and Instruction. 62 (4), pp. 371-403. https://doi.org/10.1080/19388071.2022.2130115
Literacy teachers as researchers: Developing small inclusive projects in your classroom
Barton, Georgina and Watson, Marthy. 2022. "Literacy teachers as researchers: Developing small inclusive projects in your classroom." Practical Literacy: the Early and Primary Years. 27 (3), pp. 8-10. https://doi.org/10.3316/informit.668060883927820
How do homeschoolers approach creative arts learning and how can they be supported? Developing a flexible framework for homeschool contexts
Burke, Katie. 2022. "How do homeschoolers approach creative arts learning and how can they be supported? Developing a flexible framework for homeschool contexts." British Educational Research Journal. 48 (5), pp. 974 - 995. https://doi.org/10.1002/berj.3804
Instagram and the museum experience: theorising the connection through aesthetics, space and sharing
Suess, Adam and Barton, Georgina. 2022. "Instagram and the museum experience: theorising the connection through aesthetics, space and sharing." Museum Management and Curatorship. 37 (6), pp. 641-656. https://doi.org/10.1080/09647775.2022.2073563
Publishing in the academy: An arts-based, metaphorical reflection towards self-care
Barton, Georgina, Bromdal, Annette, Burke, Katie, Fanshawe, Melissa, Farwell, Vicki, Larsen, Ellen and Pillay, Yosheen. 2023. "Publishing in the academy: An arts-based, metaphorical reflection towards self-care." The Australian Educational Researcher. 50 (4), pp. 1105-1126. https://doi.org/10.1007/s13384-022-00547-y
The Homeschool Choice: Parents and the Privatization of Education by Kate Henley Averett
Burke, Katie. 2022. "The Homeschool Choice: Parents and the Privatization of Education by Kate Henley Averett." Children and Society: the international journal of childhood and children's services. https://doi.org/10.1111/chso.12561
A survey of middle years students’ perceptions of aesthetic literacies, their importance and inclusion in curriculum and the workforce
Barton, Georgina and Le, Anh Hai. 2022. "A survey of middle years students’ perceptions of aesthetic literacies, their importance and inclusion in curriculum and the workforce." Australian Journal of Language and Literacy. 45 (1), pp. 71-84. https://doi.org/10.1007/s44020-022-00006-2
Culturally responsive and meaningful music education: multimodality, meaning-making, and communication in diverse learning contexts
Barton, Georgina and Riddle, Stewart. 2022. "Culturally responsive and meaningful music education: multimodality, meaning-making, and communication in diverse learning contexts." Research Studies in Music Education. 44 (2), pp. 345-362. https://doi.org/10.1177/1321103X211009323
Capacity and opportunity in creating effective summative assessment: The practice based perceptions of early career teachers in Queensland
Brownlie, Nicole, van der Laan, Luke and Burke, Katie. 2021. "Capacity and opportunity in creating effective summative assessment: The practice based perceptions of early career teachers in Queensland." 43rd Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2021). Brisbane, Australia 07 - 10 Jul 2021 Australia.
Arts-based reflection for care of self and others in the academy: a collaged rhizomatic journey
Watson, Marthy and Barton, Georgina. 2021. "Arts-based reflection for care of self and others in the academy: a collaged rhizomatic journey." Black, Alison and Dwyer, Rachael (ed.) Reimagining the Academy: ShiFting Towards Kindness, Connection, and an Ethics of Care. Cham, Switzerland. Springer. pp. 135-156
'I got a badge!' Using badges to promote student engagement
Fanshawe, Melissa and Burke, Katie. 2022. "'I got a badge!' Using badges to promote student engagement." ASCILITE TELall Blog.
International students and work experience: mapping of key research themes - executive summary and recommendations
Barton, Georgina. 2018. International students and work experience: mapping of key research themes - executive summary and recommendations. Toowoomba, Australia. Georgina Barton.
The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education
Burke, Katie and Fanshawe, Melissa. 2021. "The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education." Australian Journal of Teacher Education. 46 (10), pp. 91-109. https://doi.org/10.14221/ajte.2021v46n10.6
Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences
Ryan, M., Khosronejad, M., Barton, Georgina, Myhill, D. and Kervin, L.. 2022. "Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences." Assessing Writing. 51, pp. 1-20. https://doi.org/10.1016/j.asw.2021.100592
Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia
Leach, Tania, Le, Anh Hai and Barton, Georgina M.. 2022. "Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia." Australian Journal of Teacher Education. 47 (9), pp. 19-42. https://doi.org/http://dx.doi.org/10.14221/ajte.2022v47n9.2
Disciplinary Literacies In The Arts: Semiotic Explorations of Teachers' Use of Multimodal and Aesthetic Metalanguage
Barton, Georgina, Burke, Katie and Freebody, Peter. 2022. "Disciplinary Literacies In The Arts: Semiotic Explorations of Teachers' Use of Multimodal and Aesthetic Metalanguage." International Journal of Education and the Arts. 23 (8), pp. 1-22. https://doi.org/10.26209/ijea23n8
Investigating the Benefits and Challenges of Workplace Volunteering Experiences for International Students' Employability Literacies
Barton Georgina, Kavanagh Marie, Watson, Marthy, Hartwig, Kay and Hu, Yijun. 2022. "Investigating the Benefits and Challenges of Workplace Volunteering Experiences for International Students' Employability Literacies." Journal of International Students. 12 (3), pp. 777-793. https://doi.org/10.32674/jis.v12i3.3493
Capacity and opportunity in creating effective summative assessment: the the practice-based perceptions of early career teachers in Queensland
Brownlie, Nicole, Burke, Katie and van der Laan, Luke. 2021. "Capacity and opportunity in creating effective summative assessment: the the practice-based perceptions of early career teachers in Queensland." 43rd Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2021). Brisbane, Australia 07 - 10 Jul 2021 Australia.
A critical semiotic investigation of Asian stereotypes in the short film Bao : implications for classroom practice
Barton, Georgina, Lowien, Nathan and Hu, Yijun. 2021. "A critical semiotic investigation of Asian stereotypes in the short film Bao : implications for classroom practice." Australian Journal of Language and Literacy. 44 (1), pp. 5-17.
‘I didn’t know that multimodal texts could be more than iMovie trailers’: An exploration of the diversity of comprehending and composing multimodal texts
Barton, Georgina. 2021. "‘I didn’t know that multimodal texts could be more than iMovie trailers’: An exploration of the diversity of comprehending and composing multimodal texts." Practical Literacy: the Early and Primary Years. 26 (1), pp. 6-9.
“I get all my ideas from the tree”: investigating elementary students’ views as reflexive writers
Khosronejad, M., Ryan, M., Barton, G. and Kervin, L.. 2023. "“I get all my ideas from the tree”: investigating elementary students’ views as reflexive writers." Research Papers in Education. 38 (2), pp. 227-249. https://doi.org/10.1080/02671522.2021.1961299
A reflexive approach to teaching writing: enablements and constraints in primary school classrooms
Ryan, Mary, Khosronejad, Maryam, Barton, Georgina, Kervin, Lisa and Myhill, Debra. 2021. "A reflexive approach to teaching writing: enablements and constraints in primary school classrooms." Written Communication: an international quarterly of research, theory, and application. 38 (3), pp. 417-446. https://doi.org/10.1177/07410883211005558
Language Is a Verb: A Review of Teaching Language as Action in the ELA Classroom
Barton, Georgina McFarlane and Daffurn, Narelle. 2021. "Language Is a Verb: A Review of Teaching Language as Action in the ELA Classroom." Journal of Adolescent and Adult Literacy. 64 (4), pp. 480-482. https://doi.org/10.1002/jaal.1118
Examining how classroom talk shapes students' identities as reflexive writers in elementary classrooms
Khosronejad, Maryam, Ryan, Mary, Barton, Georgina, Myhill, Debra and Kervin, Lisa. 2022. "Examining how classroom talk shapes students' identities as reflexive writers in elementary classrooms." Classroom Discourse. 13 (1), pp. 64-82. https://doi.org/10.1080/19463014.2021.1936584
Mapping pedagogical touchpoints: Exploring online student engagement and course design
Tualaulelei, Eseta, Burke, Katie, Fanshawe, Melissa and Cameron, Cathy. 2022. "Mapping pedagogical touchpoints: Exploring online student engagement and course design." Active Learning in Higher Education. 23 (3), pp. 189-203. https://doi.org/10.1177/1469787421990847
To STEAM or not to STEAM: investigating arts immersion to support children’s learning
Chapman, Susan Narelle, Barton, Georgina and Garvis, Susanne. 2021. "To STEAM or not to STEAM: investigating arts immersion to support children’s learning." Cohrssen, Caroline and Garvis, Susanne (ed.) Embedding STEAM in early childhood education and care. Cham, Switzerland. Palgrave Macmillan. pp. 155-172
We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care
Burke, Katie, Fanshawe, Melissa and Tualaulelei, Eseta. 2022. "We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care." Journal of Further and Higher Education. 46 (3), pp. 287-300. https://doi.org/10.1080/0309877X.2021.1909712
Formative assessment and the Craft of Writing Framework: A response to Cremin and Twiner
Hegazy, Hind and Barton, Georgina. 2020. "Formative assessment and the Craft of Writing Framework: A response to Cremin and Twiner." Literacy Learning: The Middle Years. 28 (3), pp. 14-18.
Using Arts-Based Methods and Reflection to Support Postgraduate International Students' Wellbeing and Employability through Challenging Times
Watson, M. and Barton, Georgina. 2020. "Using Arts-Based Methods and Reflection to Support Postgraduate International Students' Wellbeing and Employability through Challenging Times." Journal of International Students. 10 (S2), pp. 101-118. https://doi.org/10.32674/jis.v10iS2.2849
What Does Reflection Look and Feel Like for International Students? An Exploration of Reflective Thinking, Reflexivity and Employability
Barton, Georgina and Ryan, Mary. 2020. "What Does Reflection Look and Feel Like for International Students? An Exploration of Reflective Thinking, Reflexivity and Employability." Journal of International Students. 10 (S2), pp. 1-16. https://doi.org/10.32674/jis.v10iS2.2848
International Students, Reflection, and Employability
Ryan, Mary and Barton, Georgina. 2020. "International Students, Reflection, and Employability." Journal of International Students. 10 (S2), pp. i-v. https://doi.org/10.32674/jis.v10iS2.3234
How arts-based methods are used to support the resilience and well-being of young people: a review of the literature
MacDonald, Abbey, Baguley, Margaret, Barton, Georgina and Kerby, Martin. 2020. "How arts-based methods are used to support the resilience and well-being of young people: a review of the literature." McKay, Loraine, Barton, Georgina, Garvis, Susanne and Sappa, Viviana (ed.) Arts-based research, resilience and well-being across the lifespan. Switzerland. Palgrave Macmillan. pp. 29-46
'How can the creative arts possibly be taught online?' Perspectives and experiences of online educators in Australian higher education
Burke, Katie. 2020. "'How can the creative arts possibly be taught online?' Perspectives and experiences of online educators in Australian higher education." Asia-Pacific Journal of Teacher Education. 49 (3), pp. 347-361. https://doi.org/10.1080/1359866X.2020.1777531
Creating Emotional Engagement in Online Learning
Fanshawe, Melissa, Burke, Katie, Tualaulelei, Eseta and Cameron, Cathy. 2020. "Creating Emotional Engagement in Online Learning." EDUCAUSE Review. 31 August 2020.
Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care
Burke, Katie and Larmar, Stephen. 2021. "Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care." Journal of Further and Higher Education. 45 (5), pp. 601-615. https://doi.org/10.1080/0309877X.2020.1804536
Virtual praxis: Constraints, approaches, and innovations of online creative arts teacher educators
Burke, Katie. 2020. "Virtual praxis: Constraints, approaches, and innovations of online creative arts teacher educators." Teaching and Teacher Education. 95. https://doi.org/10.1016/j.tate.2020.103143
Professional experience for international students within the Australian teacher education context
Barton, Georgina and Hartwig, Kay. 2019. "Professional experience for international students within the Australian teacher education context." Lampert, Jo (ed.) The Oxford encyclopedia of global perspectives on teacher education. Oxford, United Kingdom. Oxford University Press. pp. 1-20
Reading Success in the Primary Years: An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention
Westerveld, Marleen F., Armstrong, Rebecca M. and Barton, Georgina M.. 2020. Reading Success in the Primary Years: An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention. Singapore. Springer.
The digital mediation of emotions in late modernity
Mills, Kathy A., Unsworth, Len and Barton, Georgina. 2019. "The digital mediation of emotions in late modernity." Patulny, Roger, Bellocchi, Alberto, Olson, Rebecca E., Khorana, Sukhmani, Mckenzie, Jordan and Peterie, Michelle (ed.) Emotions in Late Modernity. Abingdom, United Kingdom. Routledge. pp. 190-208
Introduction: Defining and Theorising Key Concepts of Resilience and Well-Being and Arts-Based Research
Barton, Georgina, McKay, Loraine, Garvis, Susanne and Sappa, Viviana. 2020. "Introduction: Defining and Theorising Key Concepts of Resilience and Well-Being and Arts-Based Research." McKay, Loraine, Barton, Georgina, Garvis, Susanne and Sappa, Viviana (ed.) Arts-Based Research, Resilience and Well-being Across the Lifespan. Cham, Switzerland. Palgrave Macmillan. pp. 1-12
Personal and social capabilities in early adolescents’ literacy practices at home
Barton, Georgina and Ronksley-Pavia, Michelle. 2020. "Personal and social capabilities in early adolescents’ literacy practices at home." Literacy Learning: The Middle Years. 28 (1), pp. 41-50.
Investigating the assessment practices within an Initial Teacher Education program in an Australian university: staff perceptions and practices
Barton, Georgina M., Baguley, Margaret, Kerby, Martin and MacDonald, Abbey. 2020. "Investigating the assessment practices within an Initial Teacher Education program in an Australian university: staff perceptions and practices." Australian Journal of Teacher Education. 45 (3), pp. 34-47.
Workplace experience of international students in Australia
Barton, Georgina and Hartwig, Kay. 2020. "Workplace experience of international students in Australia." Journal of International Students. 10 (2), pp. viii-xi. https://doi.org/10.32674/jis.v10i2.1946
Developing literacy and the arts in schools
Barton, Georgina. 2020. Developing literacy and the arts in schools. Abingdon Oxon, United Kingdom. Routledge.
The challenges of facilitating arts learning in home education
Burke, Katie. 2019. "The challenges of facilitating arts learning in home education." British Educational Research Journal. 45 (5), pp. 961-978. https://doi.org/10.1002/berj.3546
Arts-Based Research Across the Lifespan and Its Contribution to Resilience and Well-Being
McKay, Loraine, Barton, Georgina, Sappa, Viviana and Garvis, Susanne. 2020. "Arts-Based Research Across the Lifespan and Its Contribution to Resilience and Well-Being." McKay, Loraine, Barton, Georgina, Garvis, Susanne and Sappa, Viviana (ed.) Arts-Based Research, Resilience and Well-being Across the Lifespan. Switzerland. Springer. pp. 339-346
The art of home education: an investigation into the impact of context on arts teaching and learning in home education
Burke, Katie and Cleaver, David. 2019. "The art of home education: an investigation into the impact of context on arts teaching and learning in home education." Cambridge Journal of Education. 49 (6), pp. 771-788. https://doi.org/10.1080/0305764X.2019.1609416
Planning for literacies learning in the Arts: a dual view
Barton, Georgina and Riddle, Stewart. 2019. "Planning for literacies learning in the Arts: a dual view." Henderson, Robyn (ed.) Teaching literacies: pedagogies and diversity. Melbourne, Australia. Oxford University Press. pp. 120-134
Multiage education: an exploration of advantages and disadvantages through a systematic review of the literature
Ronksley-Pavia, Michelle, Barton, Georgina M. and Pendergast, Donna. 2019. "Multiage education: an exploration of advantages and disadvantages through a systematic review of the literature." Australian Journal of Teacher Education. 44 (5), pp. 24-41. https://doi.org/10.14221/ajte.2018v44n5.2
Literacy teachers as reflexive agents? Enablers and constraints
Ryan, Mary and Barton, Georgina. 2020. "Literacy teachers as reflexive agents? Enablers and constraints." The Australian Educational Researcher. 47 (2), pp. 219-238. https://doi.org/10.1007/s13384-019-00349-9
Exploring how quality children's literature can enhance compassion and empathy in the classroom context
Barton, Georgina, Baguley, Margaret, Kerby, Martin and MacDonald, Abbey. 2019. "Exploring how quality children's literature can enhance compassion and empathy in the classroom context." Barton, Georgina and Garvis, Susanne (ed.) Compassion and empathy in educational contexts. Switzerland. Palgrave Macmillan. pp. 165-188
Theorizing compassion and empathy in educational contexts: what are compassion and empathy and why are they important?
Barton, Georgina and Garvis, Susanne. 2019. "Theorizing compassion and empathy in educational contexts: what are compassion and empathy and why are they important?" Barton, Georgina and Garvis, Susanne (ed.) Compassion and empathy in educational contexts. Cham, Switzerland. Palgrave Macmillan. pp. 3-14
Thinking about mode in becoming literate: oral and visual pathways to print
Barton, Georgina. 2019. "Thinking about mode in becoming literate: oral and visual pathways to print." Woods, Annette and Exley, Beryl (ed.) Literacies in early childhood: foundations for equity and quality. South Melbourne, Australia. Oxford University Press Australia and New Zealand. pp. 210-226
Recollage as a tool for self-care: reflecting multimodally on first five years in the academy through Schwab’s lines of flight
Barton, Georgina. 2020. "Recollage as a tool for self-care: reflecting multimodally on first five years in the academy through Schwab’s lines of flight." Qualitative Research Journal. 20 (1), pp. 49-62. https://doi.org/10.1108/QRJ-04-2019-0039
Music learning and teaching in culturally and socially diverse contexts: implications for classroom practice
Barton, Georgina. 2018. Music learning and teaching in culturally and socially diverse contexts: implications for classroom practice. Cham, Switzerland. Palgrave Macmillan.
Emotion resonance and divergence: a semiotic analysis of music and sound in 'The Lost Thing', an animated short film and 'Elizabeth' a film trailer
Noad, Betty and Barton, Georgina. 2020. "Emotion resonance and divergence: a semiotic analysis of music and sound in 'The Lost Thing', an animated short film and 'Elizabeth' a film trailer." Social Semiotics. 30 (2), pp. 206-224. https://doi.org/10.1080/10350330.2018.1543115
International students' perception of workplace experiences in Australian study programs: a large-scale survey
Barton, Georgina, Hartwig, Kay and Le, Anh Hai. 2019. "International students' perception of workplace experiences in Australian study programs: a large-scale survey." Journal of Studies in International Education. 23 (2), pp. 248-264. https://doi.org/10.1177/1028315318786446
A child-centred approach to multimodal text composition in the early years
Trimble-Roles, Rebecca and Barton, Georgina. 2018. "A child-centred approach to multimodal text composition in the early years." Practical Literacy: the Early and Primary Years. 23 (3), pp. 39-43.
The World Alliance for Arts Education (WAAE)
Baguley, Margaret and Barton, Georgina. 2017. "The World Alliance for Arts Education (WAAE)." NiTRO: Creative Matters. 6.
Search engine use as a literacy in the middle years: the need for explicit instruction and active learners
Morrison, Renee and Barton, Georgina. 2018. "Search engine use as a literacy in the middle years: the need for explicit instruction and active learners." Literacy Learning: The Middle Years. 26 (3), pp. 37-47.
Exploring how arts-based reflection can support teachers' resilience and well-being
McKay, Loraine and Barton, Georgina. 2018. "Exploring how arts-based reflection can support teachers' resilience and well-being." Teaching and Teacher Education. 75, pp. 356-365. https://doi.org/10.1016/j.tate.2018.07.012
Music education in schools – what is taught? A comparison of curriculum in Sweden and Australia
Garvis, Susanne, Barton, Georgina and Hartwig, Kay. 2017. "Music education in schools – what is taught? A comparison of curriculum in Sweden and Australia." Australian Journal of Music Education. 51 (1), pp. 3-12.
The paradox of Nathan Thambu Paramanathan
Kerby, Martin and Barton, Georgina. 2018. "The paradox of Nathan Thambu Paramanathan." Australian Art Education. 39 (2), pp. 206-222.
Doctoral supervision with colleagues
Baguley, Margaret, Kerby, Martin and Barton, Georgina. 2018. "Doctoral supervision with colleagues." Padro, Fernando F., Erwee, Ronel, Harmes, Meredith A., Harmes, Marcus K. and Danaher, Patrick Alan (ed.) Postgraduate education in higher education. Singapore. Springer. pp. 409-423
Changing literacies-people, place and objects: a review essay
Barton, Georgina. 2018. "Changing literacies-people, place and objects: a review essay." Pedagogies: an international journal. 13 (3), pp. 280-287. https://doi.org/10.1080/1554480X.2018.1498602
Exploring arts learning in Australian home education: understanding and improving practice though design-based research
Burke, Katie M.. 2017. Exploring arts learning in Australian home education: understanding and improving practice though design-based research. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/5c0864a7d8a8a
Developing literacy in the secondary classroom
Barton, Georgina and Woolley, Gary. 2017. Developing literacy in the secondary classroom. United Kingdom. SAGE Publications Ltd.
'Authentic' arts teaching and learning: an investigation into the practices of Australian home educators
Burke, Katie and Cleaver, David. 2018. "'Authentic' arts teaching and learning: an investigation into the practices of Australian home educators." Other Education: The Journal of Educational Alternatives. 7 (1), pp. 18-42.
What does internationalisation or interculturalisation look like in the future in the higher education sector?
Hartwig, Kay, Barton, Georgina, Bennett, Dawn, Cain, Melissa, Campbell, Marilyn, Ferns, Sonia, Jones, Liz, Joseph, Dawn, Kavanagh, Marie, Kelly, Ann, Larkin, Ingrid, O'Connor, Erin, Podorova, Anna, Tangen, Donna and Westerveld, Marleen. 2017. "What does internationalisation or interculturalisation look like in the future in the higher education sector?" Barton, Georgina and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 313-324
Work Placement for International Student Programmes (WISP): A Model of Effective Practice
Barton, Georgina, Hartwig, Kay, Bennett, Dawn, Cain, Melissa, Campbell, Marilyn, Ferns, Sonia, Jones, Liz, Joseph, Dawn, Kavanagh, Marie, Kelly, Ann, Larkin, Ingrid, O'Connor, Erin, Podorova, Anna, Tangen, Donna and Westerveld, Marleen. 2017. "Work Placement for International Student Programmes (WISP): A Model of Effective Practice ." Barton, G. and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 13-34
Exploring the arts and literacy in curriculum: a cross-cultural comparison of Australia, Canada and France
Barton, Georgina, Lemieux, Amelie and Chabanne, Jean-Charles. 2018. "Exploring the arts and literacy in curriculum: a cross-cultural comparison of Australia, Canada and France." Australian Art Education. 39 (1), pp. 50-68.
The importance of storytelling as a pedagogical tool for Indigenous children
Barton, Georgina and Barton, Robert. 2017. "The importance of storytelling as a pedagogical tool for Indigenous children." Garvis, Susanne and Pramling, Niklas (ed.) Narratives in early childhood education: communication, sense making and lived experience. Milton Park, United Kingdom. Routledge. pp. 45-58
How to write what you want to say ... about visual images
Hipwell, Patricia, Carter, Lyn and Barton, Georgina. 2017. How to write what you want to say ... about visual images. Brisbane, Australia. Boolarong Press.
Ethnography in music education research
Barton, Georgina. 2014. "Ethnography in music education research." Hartwig, K. (ed.) Research Methodologies in Music Education. London. Cambridge Scholars Publishing. pp. 97-116
Reflective practice in music: a collaborative professional approach
Barton, Georgina. 2014. "Reflective practice in music: a collaborative professional approach." Ryan, M. E. (ed.) Teaching reflective learning in higher education: a systematic approach using pedagogic patterns. Switzerland. Springer. pp. 65-76
Supporting middle years students in creating multimodal texts with iPad apps
Barton, Georgina and Trimble-Roles, Rebecca. 2016. "Supporting middle years students in creating multimodal texts with iPad apps." Literacy Learning: The Middle Years. 24 (3), pp. i-vii.
Encouraging a dynamic relationship between the arts and literacy
Barton, Georgina and Ewing, Robyn. 2017. "Encouraging a dynamic relationship between the arts and literacy." Barton, Georgina and Baguley, Margaret (ed.) The Palgrave handbook of global arts education. Basingstoke, United Kingdom. Palgrave Macmillan. pp. 221-243
Unpacking visual literacy for early years learners
Barton, Georgina. 2016. "Unpacking visual literacy for early years learners." Practical Literacy: the Early and Primary Years. 21 (1), pp. 6-8.
Exploring the development of cultural awareness amongst post-graduate speech-language pathology students
Howells, Simone R., Barton, Georgina M. and Westerveld, Marleen F.. 2016. "Exploring the development of cultural awareness amongst post-graduate speech-language pathology students." International Journal of Speech-Language Pathology. 18 (3), pp. 259-271. https://doi.org/10.3109/17549507.2016.1154982
Conceptualising a literacy education model for junior secondary students: The spatial and reflective practices of an Australian school
Barton, Georgina and McKay, Loraine. 2016. "Conceptualising a literacy education model for junior secondary students: The spatial and reflective practices of an Australian school." English in Australia. 51 (1), pp. 37-45.
Formative assessment in the middle years: a review of literature and alignment with the Guiding Principles for Junior Secondary
Hegazy, Hind and Barton, Georgina. 2017. "Formative assessment in the middle years: a review of literature and alignment with the Guiding Principles for Junior Secondary." Australian Journal of Middle Schooling. 17 (2), pp. 6-19.
Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework
Westerveld, Marleen F. and Barton, Georgina. 2017. "Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework." Australian Journal of Teacher Education. 42 (12). https://doi.org/10.14221/ajte.2017v42n12.6
Reflection and reflective practice for international students and their supervisors in context
Barton, Georgina and Ryan, Mary. 2017. "Reflection and reflective practice for international students and their supervisors in context." Barton, Georgina and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 93-110
The importance of positive intercultural exchanges for international students on work placements in higher education
Barton, Georgina and Hartwig, Kay. 2017. "The importance of positive intercultural exchanges for international students on work placements in higher education." Barton, Georgina and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 3-12
Practicum for international students in teacher education programs: an investigation of three university sites through multisocialisation, interculturalisation and reflection
Barton, Georgina, Hartwig, Kay, Joseph, Dawn and Podorova, Anna. 2017. "Practicum for international students in teacher education programs: an investigation of three university sites through multisocialisation, interculturalisation and reflection." Barton, Georgina and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 129-146
Personal epistemologies and disciplinarity in the workplace: implications for international students in higher education
Barton, Georgina and Billett, Stephen. 2017. "Personal epistemologies and disciplinarity in the workplace: implications for international students in higher education." Barton, Georgina and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 111-128
Literacy, multiliteracies and the teaching of reading and writing
Barton, Georgina and Lennon, Sherilyn. 2017. "Literacy, multiliteracies and the teaching of reading and writing." Pendergast, Donna, Main, Katherine and Bahr, Nan (ed.) Teaching middle years: rethinking curriculum, pedagogy and assessment. Australia. Allen & Unwin. pp. 115-132
Encouraging productive arts-literacy dialogues: a call to action
Barton, Georgina. 2014. "Encouraging productive arts-literacy dialogues: a call to action." Barton, Georgina (ed.) Literacy in the arts: retheorising learning and teaching. Switzerland. Springer. pp. 287-293
Literacy and knowledge: classroom practice in the arts
Barton, Georgina and Freebody, Peter. 2014. "Literacy and knowledge: classroom practice in the arts." Barton, Georgina (ed.) Literacy in the arts: retheorising learning and teaching. Switzerland. Springer. pp. 93-110
Literacy and the arts: interpretation and expression of symbolic form
Barton, Georgina. 2014. "Literacy and the arts: interpretation and expression of symbolic form." Barton, Georgina (ed.) Literacy in the arts: retheorising learning and teaching. Switzerland. Springer. pp. 3-19
Storytelling as an Arts Literacy: Use of Narrative Structure in Aboriginal Arts Practice and Performance
Barton, Robert and Barton, Georgina. 2014. "Storytelling as an Arts Literacy: Use of Narrative Structure in Aboriginal Arts Practice and Performance ." Barton, Georgina (ed.) Literacy in the arts: retheorising learning and teaching. Switzerland. Springer. pp. 251-268
Literacy education: about being in the world
Freebody, Peter, Barton, Georgina and Chan, Eveline. 2014. "Literacy education: about being in the world." Leung, Constant and Street, Brian V. (ed.) The Routledge companion to English studies. London. Routledge. pp. 419-434
Just keep following the heartlines on your hand
Barton, Georgina. 2014. "Just keep following the heartlines on your hand." Lemon, Narelle and Garvis, Susanne (ed.) Being 'in and out': providing voice to early career women in academia. Rotterdam, Netherlands. Sense Publishers. pp. 9-17
Writing practices today and in the future: multimodal and creative text composition in the 21st century
Barton, Georgina, Arnold, Julie and Trimble-Roles, Rebecca. 2015. "Writing practices today and in the future: multimodal and creative text composition in the 21st century." Turbill, Jan, Barton, Georgina and Brock, Cynthia (ed.) Teaching writing in today's classrooms: looking back to look forward. South Australia. Australian Literacy Educators' Association (ALEA). pp. 241-261
Seeing the bigger picture: investigating tertiary arts educators' views on the Australian arts curriculum
Barton, Georgina, MacDonald, Abbey and Baguley, Margaret. 2012. "Seeing the bigger picture: investigating tertiary arts educators' views on the Australian arts curriculum." Wright, Jan (ed.) Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research. Sydney, Australia 02 - 06 Dec 2012 Sydney, Australia.
Rising to the challenge: supporting educators without arts experience in the delivery of authentic arts learning
Burke, Katie. 2016. "Rising to the challenge: supporting educators without arts experience in the delivery of authentic arts learning." Baguley, Margaret (ed.) 2016 Australian Association for Research in Education Conference (AARE 2016). Melbourne, Australia 27 Nov - 01 Dec 2016 Melbourne, Australia.
Perspectives on schooling from early adolescent video diaries
Barton, Georgina and Bahr, Nan. 2013. "Perspectives on schooling from early adolescent video diaries." The International Journal of Technologies in Learning. 19 (4), pp. 63-75.
Multimodal approaches to reflective teaching and assessment in higher education
Barton, Georgina and Ryan, Mary. 2013. "Multimodal approaches to reflective teaching and assessment in higher education." Higher Education Research and Development. 33 (3), pp. 409-424. https://doi.org/10.1080/07294360.2013.841650
The arts and literacy: what does it mean to be arts literate?
Barton, Georgina. 2013. "The arts and literacy: what does it mean to be arts literate?" International Journal of Education and the Arts. 14 (18), pp. 1-21.
The spatialized practices of teaching writing in Australian elementary schools: diverse students shaping discoursal selves
Ryan, Mary and Barton, Georgina. 2014. "The spatialized practices of teaching writing in Australian elementary schools: diverse students shaping discoursal selves." Research in the Teaching of English. 48 (3), pp. 303-329.
Working towards a ‘thirdspace’ in the teaching of writing to middle years students
Ryan, Mary and Barton, Georgina. 2013. "Working towards a ‘thirdspace’ in the teaching of writing to middle years students." Literacy Learning: The Middle Years. 21 (3), pp. 71-81.
Music, multiliteracies and multimodality: exploring the book and movie versions of Shaun Tan’s The Lost Thing
Barton, Georgina and Unsworth, Len. 2014. "Music, multiliteracies and multimodality: exploring the book and movie versions of Shaun Tan’s The Lost Thing." Australian Journal of Language and Literacy. 37 (1), pp. 3-20.
Reflexivity and self-care for creative facilitators: stepping outside the circle
Moffatt, Amanda, Ryan, Mary and Barton, Georgina. 2014. "Reflexivity and self-care for creative facilitators: stepping outside the circle." Studies in Continuing Education. 38 (1), pp. 29-46. https://doi.org/10.1080/0158037X.2015.1005067
Arts-based educational research in the early years
Barton, Georgina. 2015. "Arts-based educational research in the early years." International Research in Early Childhood Education. 6 (1), pp. 62-78.
Literacy in the middle years visual arts classroom: a ‘functional’ approach
Barton, Georgina. 2015. "Literacy in the middle years visual arts classroom: a ‘functional’ approach." Literacy Learning: The Middle Years. 23 (2), pp. 40-52.
Adolescent learners and reading: exploring a collaborative, community approach
Barton, Georgina and McKay, Loraine. 2016. "Adolescent learners and reading: exploring a collaborative, community approach." Australian Journal of Language and Literacy. 39 (2), pp. 162-175.
Developing confidence and competence as a pre-service music teacher: personal epistemology in a middle years course
Barton, Georgina. 2015. "Developing confidence and competence as a pre-service music teacher: personal epistemology in a middle years course." Australian Journal of Music Education.
Multimodal reflection for creative facilitators: an approach to improving self-care
Moffatt, Amanda, Barton, Georgina and Ryan, Mary. 2016. "Multimodal reflection for creative facilitators: an approach to improving self-care." Reflective Practice. 17 (6), pp. 762-788. https://doi.org/10.1080/14623943.2016.1220935
The phonological awareness skills of education and speech pathology higher education students during their first semester of study
Westerveld, Marleen F. and Barton, Georgina. 2016. "The phonological awareness skills of education and speech pathology higher education students during their first semester of study." Journal of Clinical Practice in Speech-Language Pathology. 18 (2), pp. 84-88.
Urban pre-service teachers’ conceptions of teaching in rural communities
Adie, Lenore and Barton, Georgina. 2012. "Urban pre-service teachers’ conceptions of teaching in rural communities." Australian Journal of Teacher Education. 37 (6), pp. 111-123. https://doi.org/10.14221/ajte.2012v37n6.7
Where is Music?: A philosophical approach inspired by Steve Dillon
Barton, Georgina and Hartwig, Kay. 2012. "Where is Music?: A philosophical approach inspired by Steve Dillon." Australian Journal of Music Education.
Curriculum to the classroom: investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education
Barton, Georgina M., Garvis, Susanne and Ryan, Mary E.. 2014. "Curriculum to the classroom: investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education." Australian Journal of Teacher Education. 39 (3), pp. 166-177. https://doi.org/10.14221/ajte.2014v39n3.9
International students’ experience of practicum in teacher education: an exploration through internationalisation and professional socialisation
Barton, Georgina M., Hartwig, Kay A. and Cain, Melissa. 2015. "International students’ experience of practicum in teacher education: an exploration through internationalisation and professional socialisation." Australian Journal of Teacher Education. 40 (8), pp. 149-163. https://doi.org/10.14221/ajte.2015v40n8.9
Investigating creative arts practices in Australian home education through design-based research: entering the research maze with the spirit of adventure
Burke, Katie. 2016. "Investigating creative arts practices in Australian home education through design-based research: entering the research maze with the spirit of adventure." Rossi, Dolene, Gacenga, Francis and Danaher, Patrick Alan (ed.) Navigating the education research maze: contextual, conceptual, methodological and transformational challenges and opportunities for researchers. Switzerland. Palgrave Macmillan. pp. 115-130
Home is where the art is: using design-based research to support arts engagement in Australian home education
Burke, Katie. 2016. "Home is where the art is: using design-based research to support arts engagement in Australian home education." Australian Art Education. 37 (2), pp. 133-150.
Editors' introduction: the World Alliance for Arts Education: forging forward in and through the arts
Barton, Georgina and Baguley, Margaret. 2017. "Editors' introduction: the World Alliance for Arts Education: forging forward in and through the arts." Barton, Georgina and Baguley, Margaret (ed.) The Palgrave handbook of global arts education. Basingstoke, United Kingdom. Palgrave Macmillan. pp. 1-16
The formation of the Australian Arts Education Practice and Research Special Interest Group (AEPR SIG)
Baguley, Margaret, Barton, Georgina and MacDonald, Abbey. 2014. "The formation of the Australian Arts Education Practice and Research Special Interest Group (AEPR SIG)." Australian Art Education. 36 (2), pp. 8-21.
Teachers' curriculum stories: perceptions and preparedness to enact change
MacDonald, Abbey, Barton, Georgina, Baguley, Margaret and Hartwig, Kay. 2016. "Teachers' curriculum stories: perceptions and preparedness to enact change." Educational Philosophy and Theory. 48 (13), pp. 1336-1351. https://doi.org/10.1080/00131857.2016.1210496
The Educational Change Model: reforming Year 7 and junior secondary in Queensland
Dowden, Tony, Pendergast, Donna, Main, Katherine, Kanasa, Harold, Barton, Georgina, Hearfield, Susan and Geelan, David. 2014. "The Educational Change Model: reforming Year 7 and junior secondary in Queensland." Joint Australian Association for Research in Education and New Zealand Association for Research in Education International Conference 2014 (AARE-NZARE 2014). Brisbane, Australia 30 Nov - 04 Dec 2014 Australia.
An ongoing journey: evaluation of the Junior Secondary Leading Change Development Program
Pendergast, Donna, Main, Katherine, Kanasa, Harry, Barton, Georgina, Hearfield, Susan, Geelan, David and Dowden, Tony. 2014. An ongoing journey: evaluation of the Junior Secondary Leading Change Development Program. Brisbane, Australia. Griffith University.
The education change model as a vehicle for reform: shifting Year 7 and implementing junior secondary in Queensland
Pendergast, Donna, Main, Katherine, Barton, Georgina, Kanasa, Harry, Geelan, David and Dowden, Tony. 2015. "The education change model as a vehicle for reform: shifting Year 7 and implementing junior secondary in Queensland." Australian Journal of Middle Schooling. 15 (2), pp. 4-18.
Learning through story: a collaborative multimodal arts approach
Barton, Georgina and Baguley, Margaret. 2014. "Learning through story: a collaborative multimodal arts approach." English Teaching: Practice and Critique. 13 (2), pp. 93-112.
Seeing the bigger picture: investigating the state of the arts in teacher education programs in Australia
Barton, Georgina M., Baguley, Margaret and MacDonald, Abbey. 2013. "Seeing the bigger picture: investigating the state of the arts in teacher education programs in Australia." Australian Journal of Teacher Education. 38 (7), pp. 75-90. https://doi.org/10.14221/ajte.2013v38n7.5
Literacy and curriculum: language and knowledge in the classroom
Freebody, Peter, Chan, Eveline and Barton, Georgina. 2013. "Literacy and curriculum: language and knowledge in the classroom." Hall, Kathy, Cremin, Teresa, Comber, Barbara and Moll, Luis C. (ed.) International handbook of research on children's literacy, learning, and culture. United Kingdom. John Wiley & Sons. pp. 304-318