Rate My Professor Jon Callow

Callow's research specializations include visual literacy, multimodality, the use of information and communication technologies to bolster literacy learning, and children's literature. His Google Scholar profile documents 1,458 citations across his scholarly outputs. Key publications feature 'Principles for assessing students' visual literacy' (2008, cited 232 times), 'Images, politics and multiliteracies: Using a visual metalanguage' (2006, cited 122 times), 'Literacy and the visual: Broadening our vision' (2005, cited 117 times), and 'Image matters: Visual texts in the classroom' (1999, cited 111 times). Other significant works comprise 'Visual and verbal intersections in picture books – multimodal assessment for middle years students' (2020), contributions to Screen Education (2012), and co-authorship of the book 'Language and Literacy Development in Early Childhood' (Cambridge University Press). These publications examine strategies for assessing multimodal texts, the role of images in learning, and adaptations of literacy in digital environments. Callow's academic interests extend to engagement in literacy education and the analysis of picture books for upper primary students.