The University of Queensland

Shaping school success: empowering educational leaders

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth, Armour, Danielle, McLay, Katherine, Abdul Hameed, Suraiya, Beencke, Andrew, Lee, Richard, Rueda Balaguera, Laura and Ocriciano, Michelle (2024). Shaping school success: empowering educational leaders. London, United Kingdom: Routledge.

A blended model for higher education

Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2022). A blended model for higher education. International handbook of psychology learning and teaching. (pp. 1-24) edited by Joerg Zumbach, Douglas Bernstein, Susanne Narciss and Giuseppina Marsico. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-26248-8_65-3

Inclusive language education and digital games : a literature review and EFL students' perceptions

Soyoof, Ali, Vazquez-Calvo, Boris and McLay, Katherine Frances (2022). Inclusive language education and digital games : a literature review and EFL students' perceptions. Research anthology on developments in gamification and game-based learning. (pp. 1920-1937) edited by Information Resources Management Association. Hershey, PA USA: IGI Global. doi: 10.4018/978-1-6684-3710-0.ch092

Designing blended university courses for transaction from academic learning to professional competences

Ligorio, M. Beatrice, Amenduni, Francesca, Sansone, Nadia and McLay, Katherine (2020). Designing blended university courses for transaction from academic learning to professional competences. Cultural views on online learning in higher education: a seemingly borderless class. (pp. 67-86) edited by María Gabriela Di Gesú and María Fernanda González. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-030-63157-4_4

Inclusive language education and digital games: a literature review and EFL students' perceptions

Soyoof, A., Vazquez-Calvo, B. and McLay, K. (2020). Inclusive language education and digital games: a literature review and EFL students' perceptions. Inclusive theory and practice in special education. (pp. 156-173) edited by Henriette van Rensburg and Shirley O’Neill. Hershey, PA United States: IGI Global. doi: 10.4018/978-1-7998-2901-0.ch008

Triangulating identity, groups and objects: a university case

Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2019). Triangulating identity, groups and objects: a university case. The Routledge International Handbook of Research on Dialogic Education. (pp. 509-523) edited by Neil Mercer, Rupert Wegerif and Louis Major. Abingdon, Oxon, United Kingdom: Routledge Editor. doi: 10.4324/9780429441677-41

“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture

McLay, Katherine Frances and Renshaw, Peter David (2024). “Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture. Asia-Pacific Journal of Teacher Education, 1-16. doi: 10.1080/1359866x.2024.2330081

Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds

Heinrichs, Danielle H., Hameed, Suraiya, Tsao, Jack, McLay, Katherine, Nguyen, Huong and Alhadad, Sakinah (2023). Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds. Critical Studies in Education, ahead-of-print (ahead-of-print), 1-21. doi: 10.1080/17508487.2023.2252469

Massive online multiplayer games as an environment for English learning among Iranian EFL students

Soyoof, Ali, Reynolds, Barry Lee, Chan, Kan Kan, Tseng, Wen-Ta and McLay, Kate (2023). Massive online multiplayer games as an environment for English learning among Iranian EFL students. Computer Assisted Language Learning, ahead-of-print (ahead-of-print), 1-44. doi: 10.1080/09588221.2023.2171065

Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry

McLay, Katherine Frances, Thomasse, Lauren and Reyes, Vicente Chua (2023). Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry. Educational Technology Research and Development, 71 (3), 1-17. doi: 10.1007/s11423-023-10192-6

The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review

Soyoof, Ali, Reynolds, Barry Lee, Neumann, Michelle, Scull, Janet, Tour, Ekaterina and McLay, Katherine (2023). The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review. Journal of Computer Assisted Learning, 40 (1), 65-88. doi: 10.1111/jcal.12866

Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach

Annese, Susanna , Amenduni, Francesca , Candido, Vito , McLay, Katherine Francis and Ligorio, Maria Beatrice (2022). Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach. Frontiers in Psychology, 12 799456, 799456. doi: 10.3389/fpsyg.2021.799456

The designing and re-designing of a blended university course based on the trialogical learning approach

Sansone, Nadia, Cesareni, Donatella, Bortolotti, Ilaria and McLay, Katherine Frances (2021). The designing and re-designing of a blended university course based on the trialogical learning approach. Education Sciences, 11 (10) 591. doi: 10.3390/educsci11100591

Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development

Smala, Simone, Gillies, Robyn, McLay, Katherine and Ngyuen, Huong (2021). Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development. Australian Journal of Teacher Education, 46 (9), 39-54. doi: 10.14221/ajte.2021v46n9.3

Blending academic and professional learning in a university course for future e-learning specialists: the perspective of company tutors

Amenduni, Francesca, Annese, Susanna, Candido, Vito, McLay, Kate and Ligorio, Maria Beatrice (2021). Blending academic and professional learning in a university course for future e-learning specialists: the perspective of company tutors. Education Sciences, 11 (8) 415, 415. doi: 10.3390/educsci11080415

Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come

Soyoof, Ali, Reynolds, Barry Lee, Vazquez-Calvo, Boris and McLay, Katherine (2021). Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come. Computer Assisted Language Learning, 36 (4), 1-27. doi: 10.1080/09588221.2021.1936562

Enacting smart pedagogy in higher education contexts: sensemaking through collaborative biography

Reyes, Vicente, McLay, Katherine, Thomasse, Lauren , Olave-Encine, Karen, Karimi, Arafeh, Rahman, Modammed Tareque , Seneviratne, Lalanthi and Tran, ran Le Nghi (2021). Enacting smart pedagogy in higher education contexts: sensemaking through collaborative biography. Technology, Knowledge and Learning, 26 (4), 1153-1168. doi: 10.1007/s10758-021-09495-5

Toward a psychosocial model of employees’ participation in corporate social responsibility. Evidence from Italian small and medium-sized enterprises

D'Aprile, Gianvito and McLay, Katherine (2020). Toward a psychosocial model of employees’ participation in corporate social responsibility. Evidence from Italian small and medium-sized enterprises. Journal of Promotion Management, 27 (2), 1-26. doi: 10.1080/10496491.2020.1829772

Remembering, reflecting, reframing: examining students’ long-term perceptions of an innovative model for university teaching

Ritella, Giuseppe, Di Maso, Rosa, McLay, Katherine, Annese, Susanna and Ligorio, Maria Beatrice (2020). Remembering, reflecting, reframing: examining students’ long-term perceptions of an innovative model for university teaching. Frontiers in Psychology, 11 565, 565. doi: 10.3389/fpsyg.2020.00565

Identity and digital equity: Reflections on a university educational technology course

McLay, Katherine Frances and Reyes, Vicente Chua (2019). Identity and digital equity: Reflections on a university educational technology course. Australasian Journal of Educational Technology, 35 (6), 15-29. doi: 10.14742/ajet.5552

Problematising technology and teaching reforms: Australian and Singapore perspectives

McLay, Katherine Frances and Reyes Jr, Vicente Chua (2019). Problematising technology and teaching reforms: Australian and Singapore perspectives. International Journal of Comparative Education and Development, 21 (4), 277-294. doi: 10.1108/IJCED-10-2018-0045

Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology

McLay, Katherine Frances and Renshaw, Peter David (2019). Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology. British Educational Research Journal, 46 (1) berj.3565, 44-57. doi: 10.1002/berj.3565

The impact of video game intervention on reducing stress and enhancing language achievement and communication skills

Soyoof, Ali and McLay, Katherine Frances (2018). The impact of video game intervention on reducing stress and enhancing language achievement and communication skills. International Journal of Pedagogies and Learning, 14 (1), 45-58.

The “friend of zone of proximal development” role: ePortfolios as boundary objects

Impedovo, M. A., Ligorio, M. B. and McLay, K. F. (2018). The “friend of zone of proximal development” role: ePortfolios as boundary objects. Journal of Computer Assisted Learning, 34 (6), 753-761. doi: 10.1111/jcal.12282

Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis

McLay, Katherine F. (2018). Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. Discourse, 40 (6), 1-16. doi: 10.1080/01596306.2018.1457625

iBecome: iPads as a tool for self-making

McLay, Katherine, Renshaw, Peter and Phillips, Louise Gweneth (2017). iBecome: iPads as a tool for self-making. International Journal of Educational Research, 84, 68-78. doi: 10.1016/j.ijer.2016.05.009

Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice

D'Aprile, Gianvito , Racano, Margherita , Annese, Susanna and McLay, Katherine (2016). Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice. QWERTY - Open and Interdisciplinary Journal of Technology, Culture and Education, 11 (1), 44-62.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5

Kubler, M., McLay, K. and Johnstone, M. (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5. Brisbane, QLD, Australia: University of Queensland.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4

Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4. Brisbane, QLD, Australia: Institute for Social Sciences.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3

Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3. Brisbane, QLD Australia: The University of Queensland.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2

Kubler, Matthias, Johnstone, Melissa and McLay, Kate (2022). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2. Brisbane, QLD Australia: The University of Queensland.

Consultation report on proposed revisions to the Australian Curriculum: Arts

Kubler, Matthias, Johnstone, Melissa, McLay, Katherine, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Arts. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: Cross-curriculum Priorities

Johnstone, Melissa, Kubler, Matthias, McLay, Katherine, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Cross-curriculum Priorities. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: English

McLay, Kate, Kubler, Matthias, Johnstone, Melissa, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: English. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: General Capabilities

Johnstone, Melissa, Kubler, Matthias, McLay, Katherine, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: General Capabilities. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: Health and Physical Education

Johnstone, Melissa, Kubler, Matthias, McLay, Katherine, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Health and Physical Education. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: Humanities and Social Sciences

Kubler, Matthias, Johnstone, Melissa, McLay, Kate, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Humanities and Social Sciences. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: Languages

McLay, Katherine, Kubler, Matthias, Johnstone, Melissa, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Languages. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: Mathematics

Kubler, Matthias, McLay, Katherine, Clague, Denise, Johnstone, Melissa and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Mathematics. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: Science

Kubler, Matthias, Johnstone, Melissa, McLay, Katherine, Clague, Denise and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Science. Brisbane, QLD Australia: Institute for Social Science Research.

Consultation report on proposed revisions to the Australian Curriculum: Technologies

McLay, Katherine, Kubler, Matthias, Clague, Denise, Johnstone, Melissa and Tomaszewski, Wojtek (2021). Consultation report on proposed revisions to the Australian Curriculum: Technologies. Brisbane, QLD Australia: Institute for Social Science Research.

iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students

McLay, Katherine Frances (2016). iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2016.190