Dr. Shelley Jones is the associate professor in the Office of Interdisciplinary Studies of the Faculty of Social and Applied Sciences.
Dr. Jones has extensive teaching and research experience at all levels (pre-primary to tertiary) in diverse international contexts (Tanzania, Uganda, Canada, England, and Japan) in the areas of literacy, ESL, academic writing, gender in education, educational research, and global education. Her publications include articles and book chapters on girls’ and women’s literacy and empowerment, multimodality, children’s engagement with writing, and global education. Prior to joining Royal Roads University, Shelley held the position of assistant professor at the Aga Khan University-Institute for Educational Development, East Africa (Tanzania), and at the State University of New York, College at Potsdam. Shelley earned her PhD through the Department of Language and Literacy at the University of British Columbia.
(Language and Literacy Researchers of Canada, 2015) Jones, Shelley; ;
Authentic literacy activities engage children with meaningful reading and writing (Duke, Purcell-Gates, Hall, & Tower, 2006), but little investigation has been conducted into the relationship of the kinds of writing children enjoy and the authenticity of the writing activity and experience. This paper reports findings from a study that investigates the question: How, if at all, does authenticity factor into kinds of writing that children like and/or dislike? Findings indicate that children enjoy writing that purposefully engages them with the real world, and is therefore authentic, and do not enjoy writing that they perceive as merely "school work".
(Canadian Society for the Study of Education, 2008) Jones, Shelley
This Ugandan-based study examined how visual modes of communication provide insights into girls' perceptions of literacy, and open broader dialogues on literacy, women, and development. Twenty-nine primary school girls used drawing and 15 secondary school girls used photography to depict local literacy practices in relation to their own lives and experiences. The images they captured provide a window on the interface between local and global literacy practices, and the "freedoms" (Sen, 1999) associated with literacy. Drawing and photography move beyond language to make visible the barriers that have historically marginalized and excluded girls from full participation in the development process. /// Cette étude menée en Ouganda montre comment des modes de communication visuels permettent de mieux comprendre les perceptions qu'ont les fillettes de la littératie et favorisent le dialogue sur la littératie, les femmes et le développement. Vingt-neuf écolières du primaire et quinze du secondaire ont illustré, les premières par des dessins, les secondes par des photos, des méthodes de littératie locales en lien avec leur propre vie et leurs propres expériences. Ces images montrent l'interface entre les méthodes de littératie locales et internationales et les " libertés " (Sen, 1999) associées à la littératie. Au-delà du langage, les dessins et les photos rendent visibles les obstacles qui ont depuis toujours marginalisé les filles et les ont exclues d'une pleine participation au processus de développement.