Mary Kalantzis is Professor in the Department of Education, Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. She is a world leader in the ‘new literacy studies’, focusing on multimodality and diversity in contemporary communications. In recent years she worked to conceptualize the nature of communication and learning in the digital age, focusing on the policy, practice and pedagogical design implications of new technologies in education, from early childhood to higher education. With Bill Cope, she is co-author or editor of: Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, 2000; New Learning: Elements of a Science of Education, Cambridge University Press, 2008/2nd edition 2012; Ubiquitous Learning, University of Illinois Press, 2009; and Literacies, Cambridge University Press, 2012. In recent years, her work research and development work has focused on developing and testing a web application supporting teachers in the pedagogical design process (the Learning by Design Project - ), and Scholar, an online, multimodal student work space, supporting intensive peer-to-peer feedback and multifaceted formative assessment -

Key Professional Appointments

Professor Department of Education Policy, Organization and Leadership, University of Illinois at Urbana-Champaign, 2006 - present

Dean College of Education, University of Illinois at Urbana-Champaign, 2006 - 2016

Executive Dean Faculty of Education, Language and Community Services, RMIT University, Melbourne, 1997 - 2003

Director Institute of Interdisciplinary Studies, James Cook University of North Queensland, Townsville, Australia, 1994 - 1997

Professor Education, James Cook University of North Queensland, Townsville, Australia, 1994 - 1997

Director NLLIA Centre for Workplace Communication & Culture, University of Technology, Sydney & James Cook University, Townsville, Australia, 1990 - 1994

Director Center for Workplace Communication & Culture, University of Technology, Sydney, Australia, 1990 - 1993

Fulbright Scholar in Residence Keene State College, University of New Hampshire System, 1990 - 1991

Senior Research Fellow Centre for Multicultural Studies, University of Wollongong, New South Wales, Australia, 1984 - 1990

Teacher Primary, Secondary, & Tertiary Schools, Australian Public School System, 1979 - 1983


Ph.D., School of History, Philosophy, & Politics, Macquarie University, Sydney, Australia, 1991

B.A., History and Linguistics, Macquarie University, Sydney, Australia, 1980

Awards, Honors, Associations

Appointment as a Fulbright Ambassador 2016 - 2016

Ranked 2nd on the 30 Most Influential Deans of Education in the US Mometrix, 2015 - 2015

Australian Council of Deans of Education Award for Distinguished Service Australian Council of Deans of Education, 2005 - 2005

Radford Award & Annual Radford Lecture Australian Association for Research in Education, 2005 - 2005

In Our News

The test is dead. Cope and Kalantzis redefine ‘mastery learning’ (7/31/2018)

Mary Kalantzis to be recognized in Greece with honorary degree (6/5/2018)

Education scholars collaborating on WHO immunization project (7/25/2017)

Hardie connection funds Australian scholars conducting e-learning research in College (7/12/2017)

Education at Illinois scholars produce most widely read research of 2016 (3/21/2017)

Cope, Kalantzis collaborating on NSF-funded study (10/10/2016)

Mary Kalantzis: A leader through service (10/7/2016)

Group from Taiwan visits College of Education (7/7/2016)

Longstanding UI-Njala bond rekindled during Sierra Leone visit by Illinois scholars (6/16/2016)

Alumni efforts foster exciting opportunities for Education students (3/11/2015)

College's 1st MOOC highlights importance of digital technology in education (8/7/2014)

College of Education honors 2013 Distinguished Alumni, James Scholars (5/14/2013)

Scholarship recipients, donors honored at Student Recognition Brunch (10/26/2012)

College increases presence and outreach in Asia with Greater China Initiative (10/16/2012)

Kalantzis and Cope part of team helping to improve access to education for Greek Roma children (10/9/2012)

Politeness and Impoliteness conference runs through August 31 (8/30/2012)

Education students welcomed with a 'splash' during Welcome Celebration (8/24/2012)

Dean Mary Kalantzis and Professor William Cope's 'New Learning' book published in UK, Europe (8/2/2012)

Ubiquitous Learning Institute Launch Event and Book Release (4/1/2010)

Research & Service

My academic research crosses a number of disciplines, including history, linguistics, education and sociology; and examines the varied themes of immigration, education, ethnicity, gender, culture, leadership and workplace change, professional learning and training, pedagogy and literacy learning.

My research activities in Australia have involved responsibilty for the management of, or major participant in, 116 research and development projects since 1991. I have been the recipient of ten large and four small Australian Research Council grants. A key set of projects have involved Multiliteracies research. This has been a decade long research initiative with colleagues from Australia, the United States and Britain to investigate the dual challenges for literacy teaching of cultural diversity and new communication technologies. It includes, participatory research in the area of multimodality and pedagogy working with teachers in Victoria, Australian Capital Territory (ACT), New South Wales and Queensland.

My efforts on issues related to immigration have included an international comparative study conducted for the Organisation for Economic Cooperation and Development, Paris, the development and documentation of Australian national policies linking school to work, several Queensland government-funded evaluations of services for immigrant communities that include Aboriginal and Torres Strait Islander people, and an Australian federally-funded project on literacy skills required for work and training.


Cope, W., & Kalantzis, M. (2017) e-Learning Ecologies: Principles for New Learning and Assessment Routledge: New York

Kalantzis, M., & Cope, W. (2016) New Media and Productive Diversity in Learning. Diversity in der LehrerInnenbildun Waxmann: Münster, Germay

Kalantzis, M., Cope, W., & , . (2015) Regimes of Literacy. Negotiating Spaces for Literacy Learning: Multimodality and Governmentality Bloomsbury: London, UK

Kalantzis, M., & Cope, W. (2014) “Education is the New Philosophy”, to Make a Metadisciplinary Claim for the Learning Sciences. Companion to Research in Education Springer: Dordrecht, Germany

Kalantzis, M., Cope, W., & , . (2014) Changing Knowledge Ecologies and the Transformation of the Scholarly Journal. The Future of the Academic Journal Elsevier: Oxford, UK

Kalantzis, M., Cope, W., Olmanson, J., Kennett, K., Searsmith, D., McCarthey, S., & , . (2014) Visualizing Revision: Between-Draft Diagramming in Academic Writing

Kalantzis, M., & Cope, W. (2013) ??a µ???s? Kritiki: Athens, Greece

Kalantzis, M., & Cope, W. (2013) Immigration and Multiculturalism. The Whitlam Legacy Federation Press: Sydney, Australia

Kalantzis, M., & Cope, W. (2013) Multiliteracies in Education. Blackwell

Kalantzis, M., & Cope, W. (2013) On Transformations: Reflections on the Work of, and Working with, Gunther Kress. Multimodality and Social Semiosis: Communication, Meaning-Making and Learning in the Work of Gunther Kress Routledge: London

Kalantzis, M., & Cope, W. (2013) Towards a New Learning: The “Scholar” Social Knowledge Workspace, in Theory and Practice e-Learning and Digital Media 10 (4), pp.334-358

Kalantzis, M., Cope, W., Abd El Khalick, F., & Elizabeth, B. (2013) Science in Writing: Learning Scientific Argument in Principle and Practice e-Learning and Digital Media 10 (4), pp.420-441

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

Kalantzis, M., & Cope, W. (2012) New learning: A charter for change in education Critical Studies in Education 53 (1), 83-94

Kalantzis, M., & Cope, W. (2012) New learning: Elements of a science of education (2nd ed.).. Cambridge University Press: Cambridge UK

Kalantzis, M., & 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, W. (2011) “Design” in Principle and Practice: A Reconsideration of the Terms of Design Engagement The Design Journal 14 (1), 45-63

Kalantzis, M., Cope, W., & Magee, L. (2011) Connecting knowledge in academic research: Towards a semantic web.. Cambridge UK: Woodhead Publishing

Kalantzis, M., Cope, W., McCarthey, S., Vojak, C., & Kline, S. (2011) Technology-Mediated Writing Assessments: Paradigms and Principles. Computers and Composition 28 (2), 79-96

Kalantzis, M., Cope, W., Vojak, C., Kline, S., & McCarthey, S. (2011) New Spaces and Old Places: An Analysis of Writing Assessment Software Computers and Composition 28 (2), 97-111

Kalantzis, M., & Cope, B. (2010) Towards a Semantic Web: connecting knowledge in academic research.. Woodhead: Cambridge, MA

Kalantzis, M., & Cope, B. (2010) Ubiquitous Learning Urbana and Chicago: University of Illinois Press

Kalantzis, M., & Cope, B. (2009) 'Signs of epistemic disruption: transformations in the knowledge system of the academic journal.' Chandos , 13-55

Kalantzis, M., & Cope, B. (2008) New learning: elements of a science eduction.. Cambrindge University Press: New York

Cope, B., & Kalantzis, M. (2007) New media, new learning International Journal of Learning 14, 75-79

Kalantzis, M., Cope, B., Burrows, P., Cloonan, A., Neville, M., Haren, V., & R., e. (2005) Learning by design. Melbourne,. The Learner: Australia

Kalantzis, M., & Cope, B. (2004) Designs for learning E-learning 1 (1), 38-92

Kalantzis, M., Cope, B., & Harvey, A. (2003) Assessing multiliteracies and the new basics Assessment in Education 10 (1), 15-26

Kalantzis, M. (2003) Immigration, multiculturalism and racism. The hawke government: A critical perspective Pluto Press: Melbourne

New London Group: Courtney Cazden, B., Norman Fairclough, J., Mary Kalantzis, G., Carmen Luke, S., Martin Nakata, ., & Kalantzis, M. (1996) A Pedagogy of Multiliteracies: Designing Social Futures Harvard Education Review 66 (1), 60-92

Kalantzis, M., Cope, B., Noble, G., & Poynting, S. (1991) Cultures of schooling: Pedagogies for cultural difference and social access.. The Falmer Press: London

Kalantzis, M., & Cope, W.. Cope, Bill and Mary Kalantzis, ‘“Education is the New Philosophy”, to Make a Metadisciplinary Claim for the Learning Sciences’, in Companion to Educational Research, edited by Allan Reid, P. Hart, C...


Ontario Institute for Studies in Education (OISE) University of Toronto,

Quality Assurance, University of Ioannina,

Member, Board of Trustees Illinois Mathematics and Science Academy, 2007 - present

Board Member National Institute for Quality Teaching and School Leadership, 2004 - 2005

President Australia Council of Deans of Education, 2000 - 2004

Vice-President Community Broadcasting Foundation, 2000 - 2003

Hearing Commissioner Human Rights and Equal Opportunity Commission, 1995 - 1997


Learning Technologies Same as HRD 472. See HRD 472.

New Learning Education is in a state of flux - transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological change of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are 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? This course explores three pedagogical paradigms: "didactic", "authentic" and "transformative" learning. It takes a historical perspective in order to define the contemporary dimensions of what we term "new learning". It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals. 3 undergraduate hours. 4 graduate hours.

New Learning Seminar on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty members. May be repeated to a maximum of 8 hours.

New Media and Literacies This course is designed to address issues of language and literacy, not only for language arts teachers, but all educators in all disciplines and at all levels, where students are required to represent their knowledge in writing as well as other media. It will introduce the 'Multiliteracies' theory of literacy learning which recognizes that the contemporary communications environment is increasingly multimodal. Written language today is more closely connected with oral, visual, gestural, tactile and spatial modes. To remain relevant, effective pedagogy needs to connect with the new communications media, and to explore their underlying processes. The course will focus on current trends in literacy instruction, not only in language arts or composition classes, but academic literacies across all curriculum areas. The course will also investigate the implications of new media of language and literacy and explore the implications of developments in the contemporary media, particularly the new, digital media. 4 graduate hours. No professional credit.

Learning Technologies The course addresses two important needs of educators. First, educators should be aware of recent developments in the area of instructional technology. Second, educators must be able to select, develop, and effectively use appropriate instructional technologies to enhance learning and communication. To meet these needs, this course covers a wide range of instructional technologies that are used for instructional and administrative purposes. Traditional instructional media are considered in the course although significant emphasis is placed on more recent developments that involve the use of the computer and its applications in education. Instructional technologies such as computer-based instruction, computer-based testing, distance learning, interactive video, and intelligent instructional technologies are covered. Through course readings, discussions, and projects, students in the course are expected to gain skills in choosing appropriate instructional technologies, designing effective presentations that rely on those technologies, and properly using instructional technologies to enhance communication with an audience. Same as CI 484. 3 undergraduate hours. 4 graduate hours.

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. No undergraduate credit. 4 graduate hours.

Mary Kalantzis

Professor, Education Policy, Organization and Leadership



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

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