Carey Jewitt is a Professor in Education and Technology and an Academic Fellow funded by the UK Research Council.Carey's research interests are in representation and technology mediated learning, with a focus on visual and multimodal theory and research methods. She is involved in the development of research focusing on the potentials of new media to reshape knowledge, literacy, learning and teaching

Academic qualifications

PhD Education,Institute of Education, University of London (1999-2003)Title: A multimodalframework for technology mediated learning

M.Sc. Social Research Methods (withdistinction), Sociology Department, The University of Surrey, Guildford (1994-1996)

BA Fine Art and Media, Northumbria University, Newcastle (1981-1984)

Academic Positions

Deputy Director of the London Knowledge Lab

Visitng professor (20%), Argen University, Norway

Research Director of the Centre for Multimodal Research at the Institute of Education

Current Research (further information available on the research link)

GeoSciTeach

Intergrated institutional technologies for learning teaching and management

ITL research UK

MODE: Multimodal methodologies for digital environments

Next-Tell

Evaluation of the 'Learner Home Access to technology programme BECTA

Previous Research

Knowledge,Creativity and Communication (Challenge Lead), Beyond Current Horizons Program,DCSF Future Program

http://www.beyondcurrenthorizons.org.uk/

SociolinguisticEthnography in a Changing Society ESRC Researcher Development Initiative. With Kings College London,an ESRC-funded Researcher Development Initiative on Ethnography, Language andCommunication. For more details see the RDI website

http://www.ioe.ac.uk/schools/clc/elc/

The construction of the subject English in secondary schools inLondon, Johannesburg and Delhi†British Academy andAssociation of Commonwealth Universities funding. This project is an ongoing collaboration between scholars based at the IoE, Witwatersrand University (Johannesburg) and Delhi University researching the multimodal production of subject English in secondary schools in Delhi,Johannesburg and London.

The Evaluation of SchoolsWhiteboard Expansion (SWE) Project: LondonChallenge Dept. For Education and Skills (Co-director with Dr. Gemma Moss andProf. Levacic)

http://www.dfes.gov.uk/research/data/uploadfiles/RR816.pdf

DigitalDesign, Representation, Communication and Interaction: Screens and the SocialLandscape AHRB/EPSRC Desigining forthe 21^st Century Research Cluster

The Production of School English (2000-2003)
 Gunther Kress, CareyJewitt, Ken Jones, Jill Bourne, Anton Franks, John Hardcastle, Euan Reid. ESRCfunded research project. The project explores the relationship between'official' versions of English (eg. the National Curriculum, school policies)and 'actual' versions of English as realized through teacher and studentpractices in the classroom. We understand this realization as multimodal, thatis happening through a range of communicative modes.

Books

Jewitt, C. (in preparation) Researching the visual, London: Sage.

Jewitt, C., Price, S., and Brown, B. (in preparation) Sage Handbook of Researching Digital Technologies, London: Sage.

Jewitt, C. (ed.) (2009) The Routledge Handbook of Multimodal Analysis , London:Routledge.

Jewitt, C. (2008) Technology, Literacy, Learning: A Multimodality Approach , London: Routledge. (Reprinted in paperback, Hardback 2006)

Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K. and Reid, E. (2005) Urban Classrooms, Subject English: Multimodal Perspectives on Teaching and Learning . London: RoutledgeFalmer.

Jewitt, C. and Kress, G. (2003) (eds.) Multimodal Literacy . New York: Peter Lang.

Kress, G., Jewitt, C., Ogborn, J. and Tsatsarelis, C. (2001) Multimodal Teaching and Learning: Rhetorics of the Science Classroom . London: Continuum.

van Leeuwen, T. and Jewitt, C. (2001) (eds.) A Handbook of Visual Analysis . London: Sage.

Published Research Reports

Jewitt, C., Meecham, P. and Stylianou, E. (2010) The museum, the Exhibition, and the Visitor: Interactive digital communication: Institute of Education, University of London

Evaluation of the Home Access programme:† Pilot progress report (2009) Coventry: Becta.

Jewitt, C. Clark, W., Hadjithoma-Garstka, C. Banaji, S. Selwyn, N. (2010) Benefits of Learning Platforms and Integrated Technologies. Coventry:Becta.

Jewitt, C. (2008) The Visual in Learning and Creativity, Report 6. London: Creative Partnerships.

Moss,G. Jewitt, C., Levacic, R., Armstrong, V. Cardini, A., Castle, F. (2007) The Interactive Whiteboards, Pedagogy and Pupil Performance Evaluation (Research report 816), London: DfES.

Peer Reviewed Journal Articles

Jewitt, C. (2011) 'Video based research: special issue', International Journal of Research Methods

Jewitt, C., Bezemer, J. Kress, G. (2010) Annotation in School English: A Social Semiotic Historical Account', National Society for the Study of Education Yearbook, 110(1).

Jewitt, C., Bezemer, J., Jones, K. and Kress, G. (2009)Changing English? The impact of technology and policy on a school subject in the 21st century. English Teaching: Practice and critique 8(3): 21-40.

Jewitt, C. Multimodal classroom research (2008) AERA Review of Research in Education, Vol 32: 241- 267.

Jewitt, C. (2008) Multimodality, Media, learning and identity, Medien Journal, 32(1): 31-39.

Jewitt, C. (2008) Teachers' Pedagogic Design of Digital Interactive Whiteboard Materials in the UK Secondary School, Designs for Learning, 1(1): 42 - 54

Jewitt, C., Moss, G. and Cardini, A. (2007) ėPace, interactivity and multimodality in teacher design of texts for IWBs', Learning, Media and Technology, Autumn 32(3): 302-318.

Jewitt, C. (2007) A Multimodal Perspective on Textuality and Contexts, Pedagogy and Culture, 15 (3): 275- 290.

Bhattacharly, R. Gupta, S. , Jewitt, C., Newfield, D. Reid, Y. and Stein, P. (2007) The Policy-Practice Nexus in English Classrooms in Delhi, Johannesburg and London: Teachers and the Textual Cycle, TESOL Quarterly, 41(3): 465-487

Jewitt, C. (2006) Invisible systems: some ideas on the work of Tino Sehgal, 54, 55 Newspaper Jan Mot Issue 52 (May): 2-4.

Jewitt, C. and Teal, T. (2006) Screens and the Social Landscape, Special Issue, Visual Communication 6(2) 131-140.

Jewitt, C. (2005) ėClassrooms and the Design of Pedagogic Discourse: A Multimodal Approach' Culture and Psychology 11(3): 309-320.

Shortis, T. and Jewitt, C. (2005) A Multimodal Ecology of Text in Advanced Level English Language Examinations', English in Education 39(2): 76 - 95.

Jewitt, C. (2005) ėMultimodal ėreading' and ėwriting' on screen', Discourse: Studies in the Cultural Politics of Education (special edition ėDigital childhood and youth: new texts, new literacies') 26 (3): 315-332.

Jewitt, C., Jones, K. and Kress, G. (2005) ėEnglish In Classrooms: Only Write Down What You Need To Know: Annotation For What?' English in Education 39 (1): 5-18.

Jewitt, C. and Adamson, R. (2003) 'The multimodal construction of rule in computer programming applications', Education, Communication and Information 3 (3): 361-382.

Bourne, J. and Jewitt, C. (2003) ėOrchestrating debate: a multimodal approach to the study of the teaching of higher-order literacy skills', Reading (UKRA) 37 (2): 64-72.†

Jewitt, C. (2003) ėRe-thinking assessment: multimodality, literacy and computer mediated learning', Assessment in Education 10 (1): 82-102.

Jewitt, C. (2003) ėReshaping learning: new technology and multimodality', International Journal of Learning 10: 2652-60.

Scott, P. and Jewitt C. (2003) ėTalk, action, and visual communication in the teaching and learning science', School Science Review 84 (308): 117-124.

Jewitt, C. (2002) ėVisual representation in the science classroom: Modal affordance and learning', Aula de InnovaciŪn Educativa, Special Issue on visual communication, XI (117): 41-44.

Jewitt, C. (2002) ėThe move from page to screen: the multimodal reshaping of school English', Journal of Visual Communication 1(2): 171-196.

Jewitt, C., Kress, G., Ogborn, J. and Tsatsarelis, C. (2001)† ėTeaching and learning: beyond language', Teaching Education 11 (3): 327 - 343.

Jewitt, C., Kress, G., Ogborn, J. and Tsatsarelis, C. (2001) 'Learning in the multimodal environment of the classroom',† Educational Review 53(1): 5-18.

Franks, A. and Jewitt, C. (2001) 'The meaning of action in the science classroom', British Education Research Journal 27 (2): 201-218.

Tsatsarelis, C., Ogborn, J., Jewitt, C., and Kress, G. (2001) 'Rhetorical construction of cells in science and in a science classroom', Research in Science Education 30 (4): 451-64.

Jewitt, C., Kress, G., Ogborn, J. and Tsatsarelis, C. (2000) 'Learning as sign making: materiality as an aspect of learning in the science classroom', Zeitschrift fur Erziehungswissenschaft (2): 267-284.

Kress, G., Jewitt, C., and Tsatsarelis, C. (2000) 'Knowledge, identity and pedagogy', Linguistics and Education 11(1): 7 - 30.

Jewitt, C. (1998)† 'A social semiotic analysis of male heterosexuality in sexual health resources: the case of images', International Journal of Social Research methodology: Theory and Practice 1(4): 263 - 280.

Jewitt, C. (1997) 'Images of men', Sociological Research Online 2 (2).