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Mary Kalantzis

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Professor, Education Policy, Organization and Leadership

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

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Mary Kalantzis

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/.

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

Education

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

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

Links

New Learning Online

Dean's Blog 2006 - 2016

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.

Publications

Cope, W., & Kalantzis, M. (2020). Making Sense: Reference, Agency and Structure in a Grammar of Multimodal Meaning. ( pp. 364). Cambridge, UK: Cambridge University Press.

Cope, W., Kalantzis, M., & Searsmith, D. (2020). Artificial Intelligence for Education: Knowledge and its Assessment in AI-enabled Learning Ecologies. Educational Philosophy and Theory, 52 (16), 1-17.

Kalantzis, M., & Cope, W. (2020). Adding Sense: Context and Interest in a Grammar of Multimodal Meaning. ( pp. 386pp). Cambridge, UK: Cambridge University Press.

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. (2020). The Problem of Empathy. Parent-Child Research Reimagined Leiden, NL: Brill.

Kalantzis, M., Cope, W., & Zapata, G. (2020). Las alfabetizaciones múltiples: teoría y práctica. Barcelona, Spain: Ediciones Octaedro.

Cope, W., Kalantzis, M., Ste?????? , ?., & ??ßa??t?, ?. (2019). G?aµµat?sµ?? – ??a ?a?da?????? ??af???p???µ???? S?ed?asµ?? ?a? ????t??p???? ???µat?d?t?se?? Athens, Greece: d?se?? ???t.

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.

McMichael, M., Allender, M., Ferguson, D., Cope, W., Kalantzis, M., Searsmith, D., & Haniya, S. (2020). Use of a Novel Learning Management System for Teaching Critical Thinking to First Year Veterinary Students. Journal of Veterinary Medical Education.

Pinheiro, P., Cope, W., & Kalantzis, M. (2019). Changing Forms and Uses of Citations in the Journal Article Genre: Disruptive Change and Changing Knowledge Ecologies in the Era of Digital Text. 17 (2), 1-17.

Shubhra Kanti, K., Geigle, C., Duncan, F., Cope, W., Kalantzis, M., Searsmith, D., & Zhai, C. (2019). SOFSAT: Towards a Set-like Operator Based Framework for Semantic Analysis of Text.

Services

Ontario Institute for Studies in Education (OISE) University of Toronto, 2016

Quality Assurance, University of Ioannina, 2015

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

Courses

Learning Technologies (CI 484)

New Learning (EPOL 481) 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. Same as EPS 431. 3 undergraduate hours. 4 graduate hours. EdM and EdD students will meet online from 6:30-7:30 PM.

New Learning (EPOL 481) 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. Same as EPS 431. 3 undergraduate hours. 4 graduate hours. Synchronous attendance not required. Scholar LMS.

New Media &Learner Differences (EPOL 486) An investigation of the dimensions of learner diversity: material (class, locale), corporeal (age, race, sex and sexuality, and ability) 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. Synchronous attendance recommended. Scholar LMS.

Knowledge, Learning & Pedagogy (EPOL 581) Investigates a variety of pedagogical paradigms, including didactic, authentic and critical 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 focuses on approaches to literacy teaching and learning, but course participants can address parallel examples from other discipline areas and across all levels of education. As a counterpoint, it also reflects on the practicalities of learning knowledge-making in informal as well as consciously designed learning environments. Synchronous attendance not required. Scholar LMS.

Knowledge, Learning & Pedagogy (EPOL 581) Investigates a variety of pedagogical paradigms, including didactic, authentic and critical 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 focuses on approaches to literacy teaching and learning, but course participants can address parallel examples from other discipline areas and across all levels of education. 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 (EPOL 582) 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 read and 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. This reflects an expansive view of literacy in which reading and writing includes media objects such as embedded video, datasets, infographics, digital story boards. The course investigates the implications of new media and technology-mediated learning for teaching methods and pedagogical designs. Same as EPS 554. 4 graduate hours. No professional credit.

New Media and Literacies (EPOL 582) 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 read and 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. This reflects an expansive view of literacy in which reading and writing includes media objects such as embedded video, datasets, infographics, digital story boards. The course investigates the implications of new media and technology-mediated learning for teaching methods and pedagogical designs. Same as EPS 554. 4 graduate hours. No professional credit. Synchronous attendance not required. Scholar LMS.

Thesis Research (EPOL 599) Individual direction of research and thesis writing.

New Learning (EPS 431) EdM and EdD students will meet online from 6:30-7:30 PM.

New Learning (EPS 431) Synchronous attendance not required. Scholar LMS.

New Learning (EPS 431) EdM students will meet online from 5:30-6:30 PM. EdD students will meet online from 6:30-7:30 PM.

New Learning (EPS 500) Seminar on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty members.

Knowledge, Learning & Pedagogy (EPS 532) Master's students meet from 5:30-6:30 PM and doctoral students meet from 6:30-7:30 PM.

Knowledge, Learning & Pedagogy (EPS 532)

New Media and Literacies (EPS 554) Master's students meet from 5:30-6:30 PM and doctoral students meet from 6:30-7:30 PM.

New Media and Literacies (EPS 554)

Analysis of Educational Tech (EPSY 556) This course will analyze currently available technologies for learning. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usually and accessibility, and critical analysis of the benefits of technologies in education. EdM students will meet online from 5:30-6:30 PM. EdD students will meet online from 6:30-7:30 PM.

Advanced Learning Technologies (EPSY 559) In this course participants identify and justify the implementation of advanced learning technologies in the overall environment of learning. They investigate the ways in which advanced technologies influence the design process and how the design process may be enhanced. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usability and accessibility, and critical analysis of the benefits of technologies in education. 4 graduate hours. No professional credit. Synchronous attendance not required. Scholar LMS.

Advanced Learning Technologies (EPSY 559) In this course participants identify and justify the implementation of advanced learning technologies in the overall environment of learning. They investigate the ways in which advanced technologies influence the design process and how the design process may be enhanced. Areas addressed include: learning management systems, intelligent tutors, computer adaptive testing, gamification, simulations, learning in and through social media and peer interaction, universal design for learning, differentiated instruction systems, big data and learning analytics, attention monitoring, and affect-aware systems. Participants will explore the processes for selection and implementation of suitable technologies, the design of electronic learning resources, design and application of digital media in teaching and learning, familiarization with web usability and accessibility, and critical analysis of the benefits of technologies in education. 4 graduate hours. No professional credit.

Tech & Educational Change (EPSY 560) Today's wave of educational technologies foreshadow what may be a second great education revolution, after the rise of mass-institutional education in the nineteenth century. This has the potential to transform the characteristic communication artifacts of classrooms, teacher lecture, classroom discourse and textbooks. This course explores the possibilities for educational technologies to influence educational change. However, with a critical eye, we also raise the concerns - we can use digital media to prolong the life of old ways of learning, for instance, where the video-lecturing teacher, the monovocal e-textbook or the bullet-pointed PowerPoint presentation transmit facts and concepts. How can we use the affordances of networked digital media to do something different? Can we imagine learning where the knowledge that learners bring to the table is valued, where learners' knowledge repertoires are extended as they actively make new knowledge, and which build collaborative knowledge cultures? 4 graduate hours. No professional credit. EdM students will meet from 5:30-6:30pm and EdD students will meet from 6:30-7:30pm. Sessions will be recorded, so attendance at these times is not required.

Tech & Educational Change (EPSY 560) Today's wave of educational technologies foreshadow what may be a second great education revolution, after the rise of mass-institutional education in the nineteenth century. This has the potential to transform the characteristic communication artifacts of classrooms, teacher lecture, classroom discourse and textbooks. This course explores the possibilities for educational technologies to influence educational change. However, with a critical eye, we also raise the concerns - we can use digital media to prolong the life of old ways of learning, for instance, where the video-lecturing teacher, the monovocal e-textbook or the bullet-pointed PowerPoint presentation transmit facts and concepts. How can we use the affordances of networked digital media to do something different? Can we imagine learning where the knowledge that learners bring to the table is valued, where learners' knowledge repertoires are extended as they actively make new knowledge, and which build collaborative knowledge cultures? 4 graduate hours. No professional credit. Synchronous attendance recommended. Scholar LMS.

Learning Technologies (HRD 472) EdM students will meet online from 5:30-6:30 PM. EdD students will meet online from 6:30-7:30 PM.

Learning Technologies (HRD 472)

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. EdM students will meet from 5:30-6:30pm and EdD students will meet from 6:30-7:30pm. Sessions will be recorded, so attendance at these times is not required.

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. Master's students meet from 5:30-6:30 PM and doctoral students meet from 6:30-7:30 PM.