Kristina Love has worked at the University of Melbourne since 1987, having taught English in secondary schools for 13 years prior to that and having completed her Master of Arts in Applied Linguistics at Melbourne University. Her Ph.D thesis, entitled "The Whole Class Text Response Discussion Genre: A Case Study", used a systemic functional grammar (Halliday, 1994) to analyse the spoken discourse of secondary English classrooms. Kristina has since been using the grammar extensively in both her pre-service and post-graduate teaching and in her research.

She is immediate past president of the Australian Systemic Functional Linguistics Association (http://www.asfla.org.au/) and on the executive of the Australian Association of Applied Linguistics.

Kristina was also the editor of the Australian Review of Applied Linguistics from 2002-2004 (http://www.arts.usyd.edu.au/departs/langcent/alaa/aral.htm) and is now on the Editorial Board of that journal.

From 2000-2003, she was Chief Examiner for the VCE English Language subject and Chair of the Examination setting panel for that subject.

Dip Ed Melb, MA Melb, PhD Melb

Recent Supervision

Kristina has supervised Masters and PhD students in the areas of classroom discourse analysis, implementation of English curriculum policy, the use of computer technology in English classrooms and application of Systemic Functional Linguistic approaches to teaching.


Teaching

At the Masters and D.Ed level, Kristina teaches the subjects 'Language Education: Functional Perspectives', 'Doing Discourse Analysis', 'ICT's in English and Literacy' and 'Practical Language Awareness'. She has also taught the subjects 'Assessing Language Development' and 'Researching Language Classrooms'. In addition, she teaches in the Bachelor of Teaching and Diploma of Education courses, specifically in the secondary English Learning Area Studies and in the core Language and Education subject, which she has co-ordinated for ten years. In 2005, she developed a new Learning Area Study entitled 'English Language and Literacy' which prepares pre-service teachers for teaching the VCE subject 'English Language' and for working with literacy within English and across the secondary subjects.

Kristina's major research interest for the last ten years has been in the area of classroom discourse, where she has focussed on a sociolinguistic examination of the talk that accompanies exploration of texts in secondary English classes. She has been building on the work of her Ph.D thesis by analysing electronic forms of discussion in secondary English, having been involved as a consultant in the evaluation of a trial electronic text response discussion approach in the English department of a high profile secondary school (see publications below).

Her second area of research interest is in the application of multimedia tools as learning technologies in secondary English classrooms and in classrooms across the key learning areas. She has trialled a number of approaches to teaching with computer technology, having been awarded a research grant for monitoring some of these approaches (see 'Old Cyborgs, Young Cyborgs and those in between'in publications below).

A third area of research interest is in Boys and Reading. Along with a colleague (Julie Hamston) she has been awarded a number of grants to explore the influence of family reading-related practices in the leisure reading practices of teenage boys identified as either committedor reluctant readers. Kristina and Julie have presented results of this work at various conferences and written a number of articles on the results of this research (see publications below).

Most recently, Kristina, in collaboration with Sophie Arkoudis, has been conducting research into the language and academic demands on Chinese international students undertaking senior school study in Australia, resulting in a number of publications (see publications below).

BOOK CHAPTERS

*1. Love, K. (In Press for 2008) Scaffolding Literacy in the Content Areas In L. Unsworth
Multimodal Semiotics and Multiliteracies Education Vol 1 Continuum Press

*2. Love, K. (In Press for 2008) Appreciation and interpretation of prose fiction online
In L. Unsworth Multimodal Semiotics and Multiliteracies Education Vol 2 Continuum Press

*3. Hamston, J. & Love, K. (2007) Mythos, boys and literacy:
Adolescent boys and their leisure reading choices. In R. Hammett & K. Sandford (Eds.), Boys, Girls and the Myths of Literacies and Learning

*4. Love, K. (2006). Literacy in K-12 teacher education: the case study of a multimedia resource. In L. Hin & R. Subramaniam (Eds) Handbook of Research on Literacy in Technology at the K-12 Level. (pp. 469-492). Idea Group Reference: Hershey, USA.

*5. Love, K. (2005). On line discussion in secondary English: Shaping interactive practice for ESL students In Information Technology and Innovation in Language Education (Christine Davison, Ed) pp. 149-172. Hong Kong University Press. Hong Kong.

*6. Love, K. (1999) Unpacking Arguments: the need for a metalanguage In Responding to Students' Writing: Continuing Conversations. Brenton Doeke (Ed), Norwood, South Australia. pp 195-216.

EDITED JOURNALS
*7. Love, K. (2005) (ed), Special Edition of the Australian review of Applied Linguistics Language and Social Life: Functional perspectives Series S19.

JOURNAL ARTICLES (* = REFEREED)
*8. Arkoudis, S. & Love, K. (2008) Imagined communities in senior school mathematics: beyond issues of English language ability. Journal of Asian Pacific Communication 18 (1) 71-90

* 9. Clarke, M., Hamston, J. & Love, K. (2007). New Teachers on the Job: Investigating Trajectories of HCT B.Ed. Graduates,. Teacher Education and Continuing Professional Development: Insights from the Arabian Gulf. 95-112. Eds Lauren Stephenson and Peter Davidson TESOL ARABIA

*10. Love, K. & Arkoudis, S. (2006) ‘Teachers’ stances towards international students: an Australian case study’. In Linguistics and Education 17 (3) 258 -282

*11. Love, K. (2006) Appraisal in online discussion of literary text. In Text and Talk 26 (2) 217-244

*12. Love, K. & Iles, M. (2006) ‘Welcome to the online discussion group’: a diagnostic framework for teachers In Australian Journal of Language and Literacy 29 (3) 210 - 225.

*13. Love, K. (2005) Framing in online school discussions: a new mode of educational inequity? In the Australian Review of Applied Linguistics, Special Edition Language and Social Life: Functional Perspectives Series S19. K. Love (Ed.) 64-86.

*14. Love, K. & Simpson, A. (2005) Online discussion in schools: towards a pedagogical framework International Journal of Educational Research 43 (2005) 446-463

*15. Hamston, J. & Love, K. (2005). Voicing resistance: adolescent boys and the cultural practice of leisure reading In Discourse 26 (2) 183-202

*16. Love, K. & Arkoudis, S. (2004). Sinking or Swimming? Chinese international students and high stakes school exams The Australian Review of Applied Linguistics, 27 (1) 58-71

*17. Arkoudis, S. & Love, K. (2004). They’re all over the shop: Chinese International students in the VCE, TESOL in Context, 14, (1)

*18. Love, K. & Hamston, J. (2004) Committed and reluctant male teenage readers: beyond bedtime stories. In Journal of Literacy Research 36 (3) 335-400

*19. Baird, J. & Love, K. (2003) Teaching purposes, learning goals and multimedia production in teacher education In Journal of Educational Multimedia and Hypermedia.13 (3) 243-265

*20. Love, K. (2003) Mediating generational shift in secondary English teaching in Australia: the case study of BUILT. In L1:Educational Studies in Language and Literature 3 (1-2) 21-51

*21. Love, K & Hamston J. (2003) Teenage boys' leisure reading dispositions: Juggling male youth culture and family cultural capital. In Educational Review 55 (2) 161-177

*22. Hamston, J. & Love, K. (200

MULTIMEDIA DEVELOPMENT

Kristina has headed up a team of academics responsible for the production of the multi-media resource “BUILT - Building Understanding in Literacy and Teaching”. The CD ROM “BUILT (First, Second and Third editions : 2001, 2002, 2005)” is used by over 1000 pre-service students in the Diploma of Education, Bachelor of Teaching and Bachelor of Education courses at the University of Melbourne. It is also being used extensively as a professional development resource by teachers and systems (see the web site http://www.extranet.edfac.unimelb.edu.au/LLAE/BUILT) and has been the basis for a number of academic papers (see publications).

BUILT was awarded both an ASCILITE award and the Norm Curry prize for innovation and excellence in the support of, and service to teaching and learning. The prize money for this award has supported the development of a new multimedia resource, a DVD entitled 'Literacy Across the School Subjects' (see the web site http://www.extranet.edfac.unimelb.edu.au/LLAE/LASS).

TENDERS

With Julie Hamston, Kristina won and completed a significant ($100,000) contract with the Victorian Department of Education to design an ‘Evidence-Based Literacy Professional Learning Package’ rolled out to all Victorian teachers in 2007

Also in conjunction with Dr. Julie Hamston, Kristina has undertaken a certification of the Bachelor of Education Course (Teaching of English to Young Learners) across various Emirates in the Higher Colleges of Technology in the UAE.

Refereed Conference Papers

Love, K. & Shrimpton, B. (2002) Can one size fit all? The case study of a CD ROM in teacher education. In Proceedings of the ASCILITE 2002 conference, Auckland, New Zealand.

Love, K. (2001) ESL students and On-Line discussion in Senior Secondary English. In Innovation and Language Education: Selected papers from the International Language in Education Conference. Joseph Hung, Vivian Berry, Vernon Crew & Chris Davison (Editors) Hong Kong, pp 52-76.


Hamston, J. & Love, K. (2000). Committed to reading: a profile of boys' apprenticeship into reading practices. In Discourses and Development in Language Education : selected papers from the International Language