Dr Jennifer (Jan) Connelly

Biography

Dr Jennifer (Jan) Connelly is currently a part-time lecturer in the Learning and Teaching team having returned to UNE after working in Hong Kong universities. Jan’s background spans years of classroom teaching at Primary, Secondary levels and tertiary Teacher Education at University level, with the focus on pedagogy related to literacy, English language teaching, and ethnic and minority education.

Jan holds a PhD from the University of Queensland in the field of pedagogy and Indigenous Education, and has conducted research in Hong Kong most recently in ethnic and minority education and in Youth’s Digital Literacies Practices https://digital-literacies-practices.com/.

At UNE Jan teaches graduate and postgraduate units in the Promotion of Effective Learning, and Rural and Urban Classrooms.

Qualifications

PhD, Queensland University, Australia
RSA Cambridge CELTA, Certificate in English Language Teaching to Adults
Insearch UTS, Sydney, Australia
MEd (Hons), University of Wollongong, Australia
Graduate Diploma, Education Studies Reading/ E.S.L. University of Wollongong, Australia
Bachelor of Social Science, University of New England, Armidale, Australia

Publications

Deng, L., Connelly, J. and Lau, M. Interest-driven Digital practices of Secondary Students: Cases of Connected Learning . Learning, Culture and Social Interaction. Feb, 2016. (Paper accepted)

Lau, M., Connelly, J. and Deng, L. Connected learning and digital literacies of youth across the divide of cultural and linguistic differences in Hong Kong and China. Fourth International Conference of Media Literacy: Multidisciplinary Approach of Media Literacy Research and Practice. Nov., Hong Kong.

Deng, L., Connelly, J. and Lau, M. Exploring Hong Kong Youth’s engagement with digital technologies outside school. In Will W.K. Ma, Allan H.K. Yuen, Jae Park, Wilfred W.F. Lau, Liping Deng (Eds.) New Media, Knowledge Practices and Multiliteracies. Singapore: Springer Ch. 14 pp.149-158.

Connelly, J. and Deng, L. Review of ‘Reading in a Participatory Culture: Remixing Moby-Dick in the English Classroom’. Jenkins, H. and Kelley, W. Pedagogies: An International Journal. Vol.9. Iss. 2. Pp.172-175.

Connelly, J. Virtual clay or virtual play: Identity shaping, consumer building and corporate affiliation versus new literacies affordance inside barbiegirls.com. In J. Marsh & A. Burke (Eds.) Children’s virtual play worlds: Culture, learning and participation. Ch. 7 pp.99-118.New York: Peter Lang. ISBN 9781433118265

Connelly, J., Gube, J. & Thapa, C. Hong Kong’s Ethnic Minorities: An evaluation of educational support measures. In E. L. Brown and A. Krasteva (Ed), Migrants and Refugees: Equitable Education for Displaced Populations Section III Ch.10. pp.191-214. Charlotte, NC: Information Age Publishing. [Recently reviewed in Teachers College Record]

Connelly, J & Gube, J. Equity and Ethnicity in Hong Kong: Implications for Teacher Education. Journal of the International Society for Teacher Education Vol. 17. No.1 pp.113-124.

Connelly, J. Where equity is a dirty word: Contradictions in Hong Kong’s policy of support measures for ethnic and linguistic minority students. AARE-APERA 2012 Conference ‘Regional and Global Cooperation in Educational Research. Sydney, 2-6^th Dec., 2012.

Connelly, J., Leveraging Positive Educational Outcomes or Creating Impoverished Separatist Education: the effect of Hong Kong support measures for non-Chinese-speaking ethnic minority students. In May, Stephen (Ed.) (2012). LED 2011: Refereed conference proceedings of the 3nd International Conference: Language, Education & Diversity.  New Zealand: University of Auckland. ISBN: 978-0-473-24021-9

Connelly, J.  New Literacies: A Pedagogical Framework for Reading Virtual Worlds – A Journey into Barbiegirls.com . English in Australia Vol. 46 No 3, pp.21-31. Journal of the Australian Association for the Teaching of English ISSN 0155-2147