Bill Cope's R&D explores the pedagogical affordances of technology mediated learning environments. From 2010-2013 he was Chair of the Journals Publication Committee of the American Educational Research Association.

Key Professional Appointments

ProfessorEducational Policy Studies, University of Illinois at Urbana Champaign, 2006 - present

Adjunct ProfessorGlobalism Institute, RMIT University, Melbourne, Australia, 2006 - present

DirectorCommon Ground Publishing, 2001 - present

Research AssociateGlobalism Institute, RMIT University, Melbourne, Australia, 2001 - 2005

First Assistant SecretaryDept. of the Prime Minister & Cabinet, Government of Australia, 1995 - 1996

DirectorOffice of Multicultural Affairs, Government of Australia, 1995 - 1996

DirectorBureau of Immigration, Multiculral and Population Research, Dept of Immigration & Multicultural Affairs, Government of Australia, 1995 - 1996

DirectorCentre for Workplace Communication and Culture, University of Technology Sydney & James Cook University of North Queensland, 1993 - 1995


Ph.D., History, Macquarie University, Sydney, Australia, 1987

B.A., History, Macquarie University, Sydney, Australia, 1979

Research & Service

Bill Cope is a Professor in the Department of Educational Policy Studies at the University of Illinois. He is Principal Investigator in a series of major projects funded by the Institute of Educational Sciences in the US Department of Education and the Bill and Melinda Gates Foundation researching and developing educational technologies. Recent books include The Future of the Academic Journal, (with Angus Phillips, eds) Chandos, Oxford, 2009/2nd edition 2014, and Towards a Semantic Web: Connecting Knowledge in Academic Research, (with Kalantzis and Magee), Woodhead, Cambridge, 2010. He is has one patent and two patents pending in the fields of e-learning and web publishing. With Mary Kalantzis, he is co-author of New Learning: Elements of a Science of Education, Cambridge University Press, 2008/2nd edition 2012 and Literacies, Cambridge University Press, 2012/2nd edition 2015; and co-editor of Ubiquitous Learning, University of Illinois Press, 2009.


Kalantzis, M., Cope, B., & Cope, W. (2013) Multiliteracies in Education.. The Encyclopedia of Applied Linguistics Blackwell: Oxford

Kalantzis, M., Cope, B., & Cope, W. (2012) Literacies.. Cambridge University Press: Cambridge UK

Kalantzis, M., Cope, B., & Cope, W. (2012) The work of writing in the age of its digital reproducibility. In Sandra Schamroth Abrams and Jennifer Rowsell (Eds.), Rethinking Identity and Literacy Education in the 21st Century. National Society

Kalantzis, M., Cope, B., & Cope, W. (2012) New learning: A charter for change in education Critical Studies in Education

Wilson, D., Cope, W., & Peters, M. (2012) The Parable of the Physicist and the Postmodernists Policy Futures in Education

Cope, B., & Cope, W. (2011) Method for the Creation, Location and Formatting of Digital Content.. US Patent No

Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., Kline, S., & Cope, W. (2011) Technology-Mediated Writing Assessments: Paradigms and Principles.. Computers and Composition

Cope, B., Kalantzis, M., & Cope, W. (2011) “Design” in Principle and Practice: A Reconsideration of the Terms of Design Engagement The Design Journal

Vojak, C., Kline, S., Cope, B., McCarthey, S., Kalantzis, M., & Cope, W. (2011) New Spaces and Old Places: An Analysis of Writing Assessment Software Computers and Composition

Cope, B., Kalantzis, M., & Cope, W. (2008) The social web: Changing knowledge systems in higher education. Geographies of knowledge, geometries of power: Framing the future of higher education. World Yearbook of Education Routledge: London

Kalantzis, M., Cope, B., & Cope, W. (2008) New learning: Elements of a science of education Cambridge University Press: NY

Kalantzis, M., Cope, B., & Cope, W. (2008) ‘From Literacy to Multiliteracies: Learning to Mean in the New Communications Environment’, English Studies (South Africa)...

Kalantzis, M., Cope, B., & Cope, W. (2008) Language education and multiliteracies. Encyclopedia of language and education Springer: New York

Cope, B., Kalantzis, M., & Cope, W. (2007) New media: new learning

Kalantzis, M., Cope, B., & Cope, W. (2006) On globalisation and diversity Computers and Composition

Kalantzis, M., Cope, B., & Cope, W. (2006) A question of truth: The role of the 'critical' in pedagogy Journal of Educational Change

Kalantzis, M., Cope, B., & Cope, W. (2006) Multicultural education and cultural diversity. Early Childhood Education: An International Encyclopedia 4

Cope, B., Phillips, A., & Cope, W. (2006) The future of the book in the digital age.. Chandos Publishing: Oxford

Cope, B., Kalantzis, M., & Cope, W. (2000) A place in the sun: Recreating the Australian way of life. Sydney,. Harper Collins: Australia

Cope, B., Kalantzis, M., & Cope, W. (2000) Multiliteracies: Literacy learning and the design of social futures.. Routledge: London

Cope, B., Kalantzis, M., & Cope, W. (1996) Productive diversity: A new Australian approach to work and management. Sydney,. Pluto Press: Australia

Cope, B., Kalantzis, M., & Cope, W. (1993) The powers of literacy: A genre approach to teaching writing.. University of Pittsburgh Press: Pittsburgh


Chair, Journal Publications CommitteeAmerican Educational Research Association, 2010 - 2013

Co-ordinator and speakerAmerican Educational Research Association, 2011 - 2011

Invited LectureUniversity of British Columbia, 2011 - 2011

Plenary Session ChairHavana, Cuba, Unknown, 2004 - 2004

Plenary Session ChairUCLA, Unknown, 2004 - 2004

Session ChairInstitute of Education, University of London, Unknown, 2003 - 2003

Keynote SpeakerUniversiti Sains Malaysia, Penang, Malaysia, Unknown, 2003 - 2003


Bill Cope is lead in the Learning Design and Leadership concentration in the Department of Educational Policy, Organization and Leadership, offering certificate, masters and doctoral degrees.


Assessment for Learning Pushes the boundaries of theory and practice, forges strong connections between both, encourages lateral relationships of professional learning and focuses on the effect of this professional learning on the performance/outcomes of the students of course participants. Participants in the program will focus on the investigation of language across the curriculum and the broader question of the communicative or representational conditions of learning. Participants will be able to join the program whose training and professional experience ranges from the early years of schooling to adult learning. The program supplements traditional, alphabetical notions of literacy (including the literacies required for learning across a wide range of discipline areas), with a broader conception of literacy in the context of new media, global communications and cultural and linguistic diversity. Course Information: Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and

Technology &Educational Reform Examines the normative and policy issues raised by the use of new information and communication technologies in education. The course is interdisciplinary, drawing from social and historical as well as philosophical perspectives on these issues. Course Information: 2 or 4 undergraduate hours. 2 or 4 graduate hours.

Independent Study Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Course Information: May be repeated with approval. Prerequisite: Approval of study outline by adviser and the department chairman prior to enrollment.

Analysis of Adv Instruct Tech This seminar will assist in acquiring expertise with advanced technologies for learning. This includes the design of electronic portfolios (e-portfolios) according to state and national standards, design and application of multimedia in teaching and learning, familiarization with web usability and accessibility, and reflection on the uses of technologies in education. Course Information: Prerequisite: EPSY 457.

Trends & Issues Language Arts Advanced seminar in literacy for teachers, researchers, and specialists. Focuses on trends and issues in elementary and middle school language arts. Current theories, relevant research and practical applications are considered in relation to reading, writing, listening, and speaking.

New Learning An introduction to the changing social and cultural contexts of education. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? Examines the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the 'knowledge society', and, in these contexts, changing learner needs and sensibilities. Contrasts canonical and classical theories and practices of education with new and emerging educational institutions and pedagogies. Course Information: No undergraduate credit. 4 graduate hours. Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and New Literacies program.

e-Learning Ecologies An examination of emerging environments of e-learning, some setting out to emulate the heritage social relationships and discourses of the classroom, others attempting to create new forms of learning. Aims to push the imaginative boundaries of what might be possible in e-learning environments. Explores the ways in which assessments can be constructed and implemented which are integral to the learning process, with the assistance of today's social networking and other information technologies. Course Information: Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and New Literacies program.

Teachers and Tech Integration Designed to help enhance the understanding of computers in the schools. This course looks at computers in the broadest sense and considers a variety of aspects of technologies and digital media that impact pedagogy, curriculum, and student learning. The course considers the context of computing by exploring the history of computing, what is currently occurring in the schools, and how technologies and student expectations are encouraging teachers to redefine the classroom experience. The main goal of this course is to enable students to develop a flexible and working knowledge of computers as educational resources in order to better reach students - students of the 21st century. Course Information: 3 undergraduate hours. 4 graduate hours. Prerequisite: EPSY 480 or equivalent, or consent of instructor.

New Media &Learner Differences An investigation of the dimensions of learner diversity: material (class, locale), corporeal (age, race, sex and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender, family, affinity and persona). Examines social-cultural theories of difference, as well as considering alternative responses to these differences in educational settings - ranging from broad, institutional responses to specific pedagogical responses within classes of students. Course Information: No undergraduate credit. 4 graduate hours. Prerequisite: Acceptance into the Master of Education with an emphasis on New Learning and New Literacies program.

Bill Cope

Professor, Education Policy, Organization and Leadership



326 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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