Publications

A selection of our recent publications can be found below.

More information can be found at on our complete list of publications.

Reflective teaching in Higher Education

Paul Ashwin and Jan McArthur: Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education.  Written by an international collaborative author team of higher education experts which includes Jan McArthur and was led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education.

Negotiating spaces for literacy learning: multimodality and governmentality

Mary Hamilton: Negotiating spaces for literacy learning provides a needed discussion addressing the intersection of technologies of literacies, education, and self, and it does so through diverse foci including: philosophical, theoretical, and methodological treatments of multimodality and governmentality, early years and primary literacies, workplace literacies, digital literacies and higher education, middle and secondary school literacies, Indigenous literacies, adult literacies, and literacies of place. The breadth of these foci provide readers with the opportunity to see a range of multimodal practices and the ways in which governmentality plays out across domains.

Inclusive technology enhanced learning

Don Passey: Inclusive Technology Enhanced Learning draws together a remarkable breadth of research findings from across the field, providing useful data on the power of technology to solve cognitive, physical, emotional or geographic challenges in education. A far-ranging assessment, this book combines research, policy, and practical evidence to show what digital technologies work best for which learners and why. Inclusive Technology Enhanced Learning takes a number of unique perspectives, looking at uses of digital technologies through a detailed learning framework; considering different groups of users and how they can be individually supported through digital technologies; and exploring how those who support different categories of learners can apply technologies to their specific support needs. This powerful meta-analysis of research on technology enhanced learning will be invaluable reading for anyone concerned with the impacts of digital technologies on learning across subject areas, age ranges, and levels of ability.