Prof Kathy Mills - Institute for Learning Sciences & Teacher Education (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Kathy A. Mills is Professor of Literacies and Digital Change at the Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane. Professor Mills holds the only Australian Research Council (ARC) Future Fellowship 2018 won in education and is developing interdisciplinary methods of sensory orchestration for multimodal literacy learning in primary education nationally and internationally (FT18010009; 2019-2022). Mills is simultaneously implementing two other ARC grants across the Linkage and Discovery schemes as lead investigator and second CI respectively, with total 'category one' grant income to date of $2.47 million. This success builds on her continuous and exceptional trajectory of competitive research fellowships and grant funding from her first full time academic position in 2009. She was first awarded 1 of 2 ARC Australian Post Doctoral (Industry) fellowships nationally in education in 2009. Her ARC APDI Fellowship and later chief investigator role on Linkage (LP150100030) involved leading a design-based research intervention that successfully developed students' digital literacy practices in the context of school reform for socially disadvantaged students. She then achieved 1 of only 5 Discovery Early Career Research Awards nationally in education, Jan 2014-Dec 2017. The DECRA research project made a unique contribution to enhancing Indigenous students' multimodal literacy learning in ways that are consistent with Indigenous ways of knowing and being (DE140100047). Mills' current ARC Linkage grant involves strategic partnerships with five organisations to develop teaching approaches to strengthen the effective multimodal communication of emotions and opinions of disadvantaged students (LP150100030, 2016-2019). The Discovery grant develops novel teaching methods to develop students' vital coding and animation skills across the curriculum, with other leading national and international researchers, Professors Len Unsworth (ACU), Garry Falloon (Macquarie) and Andrew Burn (University College London), DP190100228, 2019-2021. Professor Mills is actively sought as an international grant collaborator, reviewer, and assessor, and has forged a number of industry partnerships across education and cultural sectors nationally and internationally.
Mills has published over 100 academic works, including 6 sole-authored books, and high quality journal articles and chapters in the discipline of education. While her grants and outputs are primarily in education, her interdisciplinary project leadership, methods, and collaborators span other fields in the social sciences. Professor Mills' research on literacies and digital cultures in education has 2119 citations and a h-index of 24 (July 2019, Harzing), with a focus on improving teaching and learning of literacies by creating innovative digital environments for school students. Her most cited work is 'A Review of the 'Digital Turn' in the New Literacy Studies' published in the highest-ranked educational journal, Review of Educational Research. Her research monograph, Literacy Theories for the Digital Age, won the Literacy Research Association's, Edward Fry Book Award, USA. The edited Handbook of Writing, Literacies and Education in Digital Cultures won the 2018 Divergent Award for Excellence in 21st Century Literacies, with an attached keynote in Oklahoma, USA.
Professor Mills serves on the Editorial Board of the Journal of Literacy Research (USA), and the Review boards for English Teaching Practice and Critique (NZ) and the Australian Journal of Language and Literacy. Mills recently completed a two-year international research leadership role as elected President, American Educational Research Association, Writing and Literacies SIG, USA (2017-2019). She also maintains a strong public research voice for literacy research through national radio, TV, news media and social media, and assesses research grants in Australia and internationally.
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- The affordances of online multiplayer games for the social interaction of middle primary aged students with ASD (PhD) (Principal Supervisor)
- Pedagogies and power relations in Thai English foreign language writing classrooms : a critical ethnography (PhD) (Principal Supervisor)
- Improving outcomes for adult learners (Master) (Principal Supervisor)
- Powering a curriculum for all: a critical ethnographic study of inclusive education. (PhD) (Co-Supervisor)
- Pragmatics, perceptions and strategies in Chinese college English learning. (PhD) (Co-Supervisor)
- Measuring the value of developmentally appropriate pedagogy in the early years to improve literacy skills by prioritising oral language (PhD) (Co-Supervisor)
- Education for global citizenship and open class climate. Video-analysis of verbal and non-verbal interactions in the classroom (PhD) (Associate Supervisor)
- Globalisation and cultural difference: A critical analysis of classroom action (PhD) (Principal Supervisor)
Big Data for Qualitative Research, in Routlege
Shrek meets Vygotsky: Rethinking adolescents' multimodal literacy practices in schools, in Journal of Adolescent & Adult Literacy 54 (1), 35-45
A review of the digital turn in the new literacy studies, in Review of Educational Research, 80 (2), 246-271
Multiliteracies: Interrogating competing discourses, in Language and Education 23 (2), 103-116