Biography

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 - http://newlearningonline.com/learning-by-design/ ), and Scholar, an online, multimodal student work space, supporting intensive peer-to-peer feedback and multifaceted formative assessment - http://learning.cgscholar.com/.

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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

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Education

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

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

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Awards, Honors, Associations

Honorary Doctorate University of the Aegean, 2018 - 2018

Honoris causa Doctorate The National and Kapodistrian University of Athens, 2018 - 2018

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

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.

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Publications

Cope, W., & Kalantzis, M. (2017). e-Learning Ecologies: Principles for New Learning and Assessment. ( pp. 218). New York: Routledge.

Kalantzis, M., & Cope, W. (2016). New Media and Productive Diversity in Learning. Diversity in der LehrerInnenbildun ( pp. 310-325). Münster, Germay: Waxmann.

Kalantzis, M., Cope, W., & , . (2015). Regimes of Literacy. Negotiating Spaces for Literacy Learning: Multimodality and Governmentality ( pp. 15-24). London, UK: Bloomsbury.

Kalantzis, M., & Cope, W. (2014). “Education is the New Philosophy”, to Make a Metadisciplinary Claim for the Learning Sciences. Companion to Research in Education ( pp. pp. 101-115). Dordrecht, Germany: Springer.

Kalantzis, M., Cope, W., & , . (2014). Changing Knowledge Ecologies and the Transformation of the Scholarly Journal. The Future of the Academic Journal ( pp. 9-84). Oxford, UK: Elsevier.

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? ( pp. 481). Athens, Greece: Kritiki.

Kalantzis, M., & Cope, W. (2013). Immigration and Multiculturalism. The Whitlam Legacy ( pp. 244-254). Sydney, Australia: Federation Press.

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 ( pp. pp.16-32). London: Routledge.

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 UK: Cambridge University Press.

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 UK: Cambridge University Press.

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 Woodhead Publishing: Cambridge UK.

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 Cambridge, MA: Woodhead.

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 New York: Cambrindge University Press.

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 Australia: The Learner.

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 ( pp. 311-324). Melbourne: Pluto Press.

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 London: The Falmer Press.

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.

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Service

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

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Courses

Learning Technologies (CI 484) Same as HRD 472. See HRD 472.

New Learning (EPS 431) 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 (EPS 500) 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.

Knowledge, Learning & Pedagogy (EPS 532) Investigates a variety of pedagogical paradigms, including didactic, authentic and transformative pedagogies. Develops the concept of a pedagogical repertoire, as a way of interpreting the ways in which learners engage in a variety of 'knowledge processes" or task types. The course introduces major philosophies or theories of knowledge. As a counterpoint, it also reflects on the practicalities of learning knowledge-making in informal as well as consciously designed learning environments.

New Media and Literacies (EPS 554) 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 (HRD 472) 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 (SPED 413) 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.

Kalantzis, Mary

Professor, Education Policy, Organization and Leadership

Contact

Office

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

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