For a more comprehensive list of publications, download this PDF.
Over ten years ago, during my post-doctoral fellowship, I worked on a comprehensive literature review of literacy education studies carried out in disadvantaged communities. The project was led by Professor Peter Freebody and resulted in this report. It still has relevance today for all literacy educators. Enjoy reading!
Trivial facts - my books, book chapters and journal articles have been cited over 620 times (Google Scholar) and downloaded over 100 000 times! Thanks so much to everyone who reads my work. Two of my most recent books are now available. Please see below for a discounted opportunity!
Barton, G. M. (2019). Developing literacy and the arts in schools. London: Routledge Publishers.
Barton, G. M., & Garvis, S. (Eds.). Compassion and empathy in educational contexts. London: Palgrave Macmillan.
Another book titled: Arts-based research, resilience and wellbeing across the lifespan edited by Loraine McKay, myself, Susanne Garvis and Viviana Sappa is now in production. We have all worked hard to present a robust and beautifully poignant volume about the transformative power of the arts. The chapters range from arts-based researchers working with children through to late adult stage in life. It really is a fantastic book and we hope you enjoy reading it.
I have just had a co-authored article with Professor Mary Ryan accepted for publication in the Australian Educational Researcher (AER) journal. In the paper we share interview data from teachers about literacy education and we use a reflexive model to unpack their experiences in schools. The paper is titled: Literacy teachers as reflexive agents? Enablers and constraints.
Another article has been recently published in the Qualitative Research Journal. It is titled: Recollage as a tool for self-care: Reflecting multimodally on first five years in the academy through Schwab’s lines of flight. As an early-career academic I regularly reflected on my practice through collage and improvised music works. This paper reports on the collaged work - which I term Recollage. I hope you enjoy reading it here.
I am really excited about my book on the arts and literacy. Please find a discounted price to purchase here.
I present a model of arts-literacies that I hope will improve the partnership between the arts and literacy. Many teachers I work with report on how time for the arts is often decreased due to directives to work more on literacy. This doesn't make sense to me. The arts can offer so much in relation to a more contemporary perspective on literacy including: aesthetic-artistic inquiry, creative and design thinking, working with others, and being able to communicate effectively across a range of modes and contexts. I am currently working on a journal article that explores classroom practice in the arts. I am aiming to submit it to Harvard Educational Review which has been a major goal of mine for a while. Wish me luck!
For now please enjoy my model, which is featured below. Also below is a research award for publication excellence. Congratulations to Dr Loraine McKay who co-authored this paper with me ;)
Peer-reviewed journal articles:
Barton, G. M. (2019). 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.
Barton, G. M. (2018). Changing literacies—people, place and objects: A review essay. Pedagogies: An International Journal, DOI: 10.1080/1554480X.2018.1498602
Barton, G. M., Hartwig, K., & Le, A. (2018). International students’ perceptions of workplace experiences in Australian study programs: A Large-Scale Survey. Journal of Studies in International Education, https://doi.org/10.1177/1028315318786446
Morrison, R., & Barton, G. M. (2018). Search engine use as a literacy in the middle years: The need for explicit instruction and unlearning old habits. Literacy Learning: The Middle Years.
McKay, L., & Barton, G. M. (2018). Exploring how arts-based reflection can support teachers’ resilience and wellbeing. Teaching and Teacher Education, 75, 356-365. https://doi.org/10.1016/j.tate.2018.07.012
Barton, G. M., Lemieux, A., & Chabanne, J-C. (2018). Exploring the arts and literacy in curriculum: A cross-cultural comparison of Australia, Canada and France Part A. Art Education Australia, 39(1), 50-68.
Hegazy, H., & Barton, G. M. (2017). Formative assessment in the middle years: A review of literature and alignment with the Guiding Principles for Junior Secondary. Australian Journal of Middle Years Education. (Accepted October 17th 2017)
Westerveld, M., & Barton, G. M. (2017). Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework. Australian Journal of Teacher Education, 42(12), http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3574&context=ajte
Barton, G. M., & McKay, L. (2016). Conceptualising a literacy education model for Junior Secondary students: The spatial practices of an Australian school. English in Australia, 51(1), 37-45.
Westerveld, M., & Barton, G. M. (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), 84-88.
MacDonald, A., Baguley, M., Barton, G. M., & Hartwig, K. (2016). Teachers’ curriculum stories: Thematic perceptions and capacities. ACCESS: Critical Perspectives on Communication, Cultural and Policy Studies, 48(13), 1336-1351.
Moffatt, A., Barton, G. M., & Ryan, M.E. (2016). Multimodal reflection for creative facilitators: An approach to improving self-care. Journal of Reflective Practice: International and Multidisciplinary Perspectives, 17(6), 762-788.
Barton, G. M., & McKay, L. (2016). An effective model of reading instruction for adolescent learners: A collaborative approach. Australian Journal of Language and Literacy, 39(2), 162-175.
Non-peer reviewed journal articles/blogs:
Barton, G. M., Lemieux, A., & Chabanne, J. (2018). ‘Invisible’ literacies are literacies for the future. What are they? Why is teaching them vital? Australian Association for Research in Education Blog—EduResearch Matters. https://www.aare.edu.au/blog/?p=3097
Barton, G. M., & Trimble-Roles, R. (2017). A child-centred approach to multimodal text composition in the early years. Practical Literacy: The Early and Primary Years. (submitted November 2017)
Barton, G. M., & Trimble-Roles, R. (2016). Supporting middle years students in creating multimodal texts with iPad apps. Literacy Learning: The Middle Years. (Submitted July 2016).
Barton, G. M. (2016). Unpacking visual literacy for early years learners. Practical Literacy: The Early and Primary Years, 21(1), 6-9.