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Dr Jennifer Rennie

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Job title:Senior Lecturer
Qualifications:BEd (Hons), PhD
Phone:+61 3 990 44332
Location:Peninsula, building A3, room 25
Email:

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Research interests

  • Rennies significant research interests are in the fields of Reading Instruction, Primary English Education and Indigenous literacies.

Selected publications

  • Scholarly Books
  • Rennie, J (2008). Oral Reading: The Silent Debate. Germany: VDM Verlag.
  • Rennie J, Sinclair K & Szarkowicz D. (2004). Pathways to Expertise, Darwin: CDU Press.
  • Book Chapters
  • Rennie (2009). If you see a bubble coming up: Reading and writing the landscape, In Somerville, M., Power, K., & de Carterez, P (eds) Landscapes and learning: Place studies for a global world, (89-100), Rotterdam: Sense Publishers.
  • Rennie, J & Patterson, A (2010). Young Australians Reading in a Digital World, In Cole & Pullen (Eds) Multiliteracies in Motion. Current Theory and Practice, (207-223), New York: Routledge
  • Rennie (2010). Rethinking Literacy in Culturally Diverse Classrooms, In Pullen & Cole (Eds) In Handbook of Research on Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom, (83-99), Hershey, New York: Information Science Reference, IGI Global
  • Rennie, J (2004). Teaching Reading: Oral reading practices as a pedagogical tool in the primary school, In Wray, David (ed) Reading: processes and teaching. Volume 2, (424-429), London and New York: Routledge Falmer
  • Rennie & Theriot (forthcoming) The Troika as a Balanced Approach to Literacy Education in the Primary Years, In Toomey & Lovatt (eds) Taking Values Education to Teacher Education. (Chapter 9)
  • Peer reviewed Journal publications
  • Rennie (2009). Diversity in Different Times. Literacy Learning in the Middle Years, ALEA, 17(3), 11-17.
  • Harper & Rennie (2009). I had to go out and get myself a book on grammar: A study of pre-service teachers knowledge about language. Australian Journal of Language and Literacy, ALEA, 32(1), 22-37.
  • Rennie & Patterson (2008). Reading and Identity: The Google Generation, Literacy Learning in the Middle Years, ALEA, 16(2), 53-58.
  • Rennie, (2006), wRiting Remotely Different, Literacy Learning in the Middle Years, ALEA, 14(2), 53-59.
  • Rennie, J (2006), Meeting Kids at the School Gate: The literacy and numeracy practices of a remote Indigenous Community, Australian Educational Researcher, 33(3),
  • Rennie, J & Falk, I (2005). Community Literate and Numerate Practices: Making the Connections to School, International Journal of Learning, 12(4), 219-228.
  • Rennie, J & Patterson, A (2005). The out of school reading habits of high school students in regional Australia, International Journal of Learning, 12(3), 283-290.
  • Rennie, J, (2004). Oral reading: Constructing School Readers, Learning Communities. The International Journal of Learning in Social Contexts, 1, 35-44.
  • Rennie, J. (2000). Teaching Reading: Oral reading practices as a pedagogical tool in the primary school, The Australian Journal of Language and Literacy, 23(3), 197-211.
  • Peer reviewed conference proceedings
  • Rennie, J. (2008). Reading and writing the landscape, Paper presented at the 2007 AARE Conference, Research Impacts: Proving or Improving, Fremantle, Western Australia
  • Rennie, Jennifer (2006). Literally remote: Identity, Knowledge and Learning. In A. Simpson (Ed.) Proceedings of the National Conference on Future Directions in Literacy, 177-187. Sydney: University of Sydney.
  • Rennie, J (Ed) 2006. Proceedings of the AATE/ALEA National Conference, Voices. Visions, Vibes: Hearing the Voices, Feeling the Vibes, Capturing the Visions, Darwin: CDU Press.
  • Rennie J & Harper H, (2005). I learned grammar through copying off the board: A study into pre-service teachers knowledge about language Proceedings of the 33rd ATEA Annual Conference, Teacher Education: Local and Global, 365-376. Gold Coast, QLD.
  • Rennie J, (2005). Listening to Children Read: What do we learn about reading? Proceedings of the AATE/ALEA Annual Conference, Pleasure Passion Provocation, 1-22. Gold Coast, QLD.
  • Rennie, J & Szarkowicz, D. (2004). Careers in education: Developing inside and outside the classroom. Paper presented at the 32nd ATEA Annual Conference, Making spaces: Regenerating the profession, Bathurst, NSW.
  • Rennie, J. (2003). Ethical Considerations: Tensions between research proposals and their implementation. Paper presented at the Continuity and Change: Transitions in Education, UWS, Sydney.
  • Reports
  • Rennie, Wallace, Falk & Wignell, (2004). Discontinuities in Literacy and Numeracy Practices between Indigenous community schooling and urban high school, DEST.
  • Doecke, B., Parr, G., North, S., Gale, T., Long, M., Mitchell, J., Rennie, J. & Williams, J. (2009). Report of the National mapping of teacher professional learning in Australia project. Canberra: DEEWR.
  • Doecke, B., Rennie. J., Kostogriz, A, Auld, G., Long, M. (2008). Evaluation of the National Accelerated Literacy Program (NALP) for Department of Science and Training (DEEWR) (This is a confidential evaluation of the National Accelerated Literacy program for Indigenous students. The literacy education of Indigenous students is a highly sensitive issue, and the report is not intended for wider distribution)
  • Rennie, J (2008). Change in teacher capacity: Gippsland Literacy Improvement Strategy (Unpublished report to DEECD).
  • Reviews Rennie, J (2009). Review of Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes, Australian Educational Researcher, 36(1), 111-112.

See Jennifer Rennie in the Monash Research Directory

Teaching commitments

Editorial

  • Managing Editor for the Australian Journal of Language and Literacy