Dr Jane Tilson

2026

Journal - Research Article

Tilson, J., Trevethan, H., Cowie, B., & Carss, W. (2026). Illuminating the liminal lives of early career teachers. Teachers & Teaching. Advance online publication. doi: 10.1080/13540602.2026.2680699

Journal - Research Other

Sandretto, S., Carr, C., Faitala, N., Jesson, R., McDowall, S., McGilchrist, I., … Tilson, J. (2026). “More like a manifesto than a curriculum”: A collaborative, critical discussion on English curriculum-making. New Zealand Journal of Educational Studies. Advance online publication. doi: 10.1007/s40841-026-00437-2

Conference Contribution - Published proceedings: Abstract

Tilson, J., Trevethan, H., Carss, W., & Cowie, B. B. (2026). Early career teachers' transition from disequilibrium to flourishing. Proceedings of the Australian Teacher Education Association (ATEA) Conference: Transforming Teacher Education. (pp. 244). Retrieved from https://atea.edu.au/conferences/2026-atea-conference

Tilson, J., Wells, T., & Sandretto, S. (2026). Examining literacy identities through embodied learning to co-create vibrant literacy futures. Proceedings of the Australian Teacher Education Association (ATEA) Conference: Transforming Teacher Education. (pp. 174). Retrieved from https://atea.edu.au/conferences/2026-atea-conference

2025

Journal - Research Article

Kriewaldt, J., Carss, W., Cowie, B., Trevethan, H., Parks, M., Beasy, K., Tilson, J., & Ziebell, N. (2025). Exploring beginning teachers’ experiences in a liminal phase: Influential encounters of consequential and authoritative reassurance. Cambridge Journal of Education. Advance online publication. doi: 10.1080/0305764X.2025.2471878

2024

Conference Contribution - Published proceedings: Abstract

Kriewaldt, J., Carss, W., Cowie, B., Trevethan, H., Parks, M., Beasy, K., Tilson, J., & Ziebell, N. (2024). The role of consequential and authoritative reassurance in developing beginning teachers' professional identity. Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. 232. Retrieved from https://nzare.org.nz/

Other Research Output

Wells, P., Tilson, J., & Sandretto, S. (2024, October). Juggling the hybrid thesis in the humanities. College of Education, University of Otago, Dunedin, New Zealand. [Department Seminar].

2023

Journal - Research Article

Wells, T., Sandretto, S., & Tilson, J. (2023). Bridging the theory-practice divide in teacher education through process drama pedagogy: “You fully experience what you're learning”. Teaching & Teacher Education, 124, 103993. doi: 10.1016/j.tate.2022.103993

Wells, T., Sandretto, S., & Tilson, J. (2023). Metaxis moments prompted by authentic questions in primary classroom contexts. Research in Drama Education, 28(2), 195-209. doi: 10.1080/13569783.2022.2064738

Wells, T., Sandretto, S., & Tilson, J. (2023). Learning "what it's like to be someone else apart from yourself": Developing holistic empathy with process drama. Pedagogy, Culture & Society, 31(4), 809-825. doi: 10.1080/14681366.2021.1949633

Conference Contribution - Published proceedings: Abstract

Trevethan, H., Cowie, B., Carss, W., Tilson, J., Kriewaldt, J., Ziebell, N., … Parks, M. (2023). Influential encounters with authoritative reassurance: Beginning teachers' voices at a critical juncture. Proceedings of the Australian Association for Research in Education (AARE): Voice, Truth, Place: Critical Junctures for Educational Research. Retrieved from https://www.aareconference.com.au

2022

Chapter in Book - Research

Sandretto, S., Tilson, J., & Shafer, D. (2022). Critical literacy praxis in Aotearoa New Zealand. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden & R. S. de Roock (Eds.), The handbook of critical literacies. (pp. 117-124). New York, NY: Routledge. doi: 10.4324/9781003023425-13

Journal - Research Article

Tilson, J., & Sandretto, S. (2022). “I haven’t earned the right to just play around with my literacy programme”: Strategies, tactics and policy actors/subjects. English Teaching, 21(2), 143-155. doi: 10.1108/ETPC-11-2020-0152

2021

Other Research Output

Wells, T., Sandretto, S. & Tilson, J. (2021, July). Enhancing students' holistic empathy through process drama pedagogy evidenced in writing. College of Education Seminar Series. University of Otago, Dunedin, New Zealand. [Department Seminar].

2019

Conference Contribution - Published proceedings: Abstract

Sandretto, S., & Tilson, J. (2019). "I haven't earned the right to just play around with my literacy programme": When tactics fail. Te Hā o te Takata: Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. SAN19148. Retrieved from http://www.eenz.com/nzare19/

Kershner, R., Hennessy, S., Tilson, J., Slakmon, B., Calcagni, E., Kerslake, L., … Trevethan, H., Sandretto, S., & Seleznyov, S. (2019). T-SEDA: A flexible research-informed PD approach to teacher inquiry into dialogue. Proceedings of the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). (pp. 326-327). Retrieved from https://www.earli.org/book-abstracts

2018

Conference Contribution - Verbal presentation and other Conference outputs

Sandretto, S., Tilson, J., & Trevethan, H. (2018, October). Building a collegial dialogue about dialogue. Workshop presentation at the Teaching and Learning Symposium: Rebuilding Your Ship at Sea: Cultivating Identity, Integrity, Community and Collegiality in Times of Change, Dunedin, New Zealand.

Sailors, M., Aguirre, S. H., Alvermann, D., Duran, L., Dwyer, B., Graeber, L., … Sandretto, S., … Tilson, J., … Zimmermann, B. (2018, July). Conducting literacy research for social change with ILA's literacy research panel. Panel discussion at the International Literacy Association Conference, Austin, USA.

2017

Journal - Research Article

Tilson, J., Sandretto, S., & Pratt, K. (2017). Connecting theory to practice: Using preservice teachers' beliefs, theories and video-recorded teaching to prompt a cycle of praxis. Teaching & Teacher Education, 67, 454-463. doi: 10.1016/j.tate.2017.07.012

Sandretto, S., & Tilson, J. (2017). Discursive constructions of literacies: Shifting sands in Aotearoa New Zealand. Discourse: Studies in the Cultural Politics of Education, 38(2), 222-234. doi: 10.1080/01596306.2015.1075472

2016

Authored Book - Research

Tilson, J., & Sandretto, S. (2016). Integrating critical multiliteracies using the Four Resources Model: A New Zealand guide. Wellington, New Zealand: NZCER Press, 75p.

Journal - Research Article

Sandretto, S., & Tilson, J. (2016). Designing curriculum literacies. Set: Research Information for Teachers, 2, 3-11. doi: 10.18296/set.0040

Sandretto, S., & Tilson, J. (2016). Complicating understandings of students' multiliterate practices with practitioner inquiry. Journal of Adolescent & Adult Literacy, 60(1), 63-70. doi: 10.1002/jaal.524

Conference Contribution - Published proceedings: Abstract

Sandretto, S., & Tilson, J. (2016). How to incite change in literacy policy and practice: Strategies and tactics for teacher educators. Proceedings of the Teacher Education Forum of Aotearoa New Zealand - Te Rauika Titohu Kaiako o Aotearoa (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Conference Contribution - Verbal presentation and other Conference outputs

Sandretto, S., & Tilson, J. (2016). What do future-focused literacy practices look like in the classroom? Planning for curriculum literacies. Workshop presentation at the New Zealand Literacy Association 39th National Conference, Waitangi, New Zealand.

2015

Conference Contribution - Verbal presentation and other Conference outputs

Sandretto, S., & Tilson, J. (2015, November). Beyond the academy: Tracking preservice teachers’ literacy beliefs & practices. Verbal presentation at the 4th International Conference on Language, Education and Diversity (LED) Conference, Auckland, New Zealand.

Other Research Output

Sandretto, S. & Tilson, J. (2015, April). Discursive constructions of literacies: Enduring and emerging discourses in Aotearoa New Zealand. University of Otago College of Education, Dunedin, New Zealand. [Department Seminar].

2014

Journal - Research Article

Sandretto, S., & Tilson, J. (2014). "The problem with the future is that it keeps turning into the present": Preparing your students for their critically multiliterate future today. Set: Research Information for Teachers, 1, 51-60.

Conference Contribution - Published proceedings: Abstract

Sandretto, S., & Tilson, J. (2014). Discursive constructions of literacies: Enduring and emerging discourses in Aotearoa New Zealand. Proceedings of the Joint Australian Association for Research in Education and New Zealand Association for Research in Education (AARE-NZARE) Conference: Speaking Back Through Research. Retrieved from http://aare-nzare2014.com.au/

Other Research Output

Tilson, J. (2014, July). Supporting preservice teachers’ critically reflective practice using dialogue around their videotaped teaching. College of Education, University of Otago, Dunedin, New Zealand. [Department Seminar].

Awarded Doctoral Degree

Tilson, J. J. (2014). An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice (EdD). University of Otago. Retrieved from http://hdl.handle.net/10523/5128

2013

Conference Contribution - Published proceedings: Abstract

Sandretto, S., & Tilson, J. J. (2013). "Listen to the students a bit more": Bridging multiliterate funds of knowledge with student researchers. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net

Conference Contribution - Verbal presentation and other Conference outputs

Sandretto, S., & Tilson, J. (2013, November). Myth busting with teacher research on the multi-literate practices of one student. Verbal presentation at the New Zealand Association for Research in Education (NZARE) National Conference: Creativity in Research: Generative Inquiries for Educational Futures, Dunedin, New Zealand.

Working Paper; Discussion Paper; Technical Report

Sandretto, S., & Tilson, J. (2013). Reconceptualising literacy: Critical multiliteracies for "new times". Wellington, New Zealand: Teaching and Learning Research Initiative. 15p. Retrieved from http://www.tlri.org.nz/tlri-research/research-completed

Other Research Output

Sandretto, S. & Tilson, J. (2013, September). "Listen to students a bit more": Bridging multiliterate funds of knowledge with student researchers. College of Education Research Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].

2012

Conference Contribution - Published proceedings: Abstract

Cameron, J., Juntrasook, A., Morrison, C., Nairn, K., Renner, S., Sligo, J., Tilson, J., Trevethan, H., Wass, R., & Anakin, M. (2012). Negotiating and sustaining academic writing groups. Proceedings of the Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA). Retrieved from http://aare-apera2012.com.au/

Hokianga, T., Sandretto, S., & Tilson, J. (2012). Weaving critical multiliteracies into your classroom programme [Workshop]. Proceedings of the New Zealand Reading Association Conference. Retrieved from http://www.cvent.com/events/2012-new-zealand-reading-association-conference/custom-35-a2d22d51035e4fd9b7b0ad0c72fa54a4.aspx

Sandretto, S., & Tilson, J. (2012). "I sort of thought that I knew myself": Student autoethnographies into their multiliterate development [Workshop]. Proceedings of the New Zealand Reading Association Conference. Retrieved from http://www.cvent.com/events/2012-new-zealand-reading-association-conference/custom-35-a2d22d51035e4fd9b7b0ad0c72fa54a4.aspx

Conference Contribution - Verbal presentation and other Conference outputs

Prentice, S., Gray, K., Sandretto, S., & Tilson, J. (2012, July). Weaving multiliteracies into your classroom programme. Workshop presentation at the New Zealand Association for the Teaching of English (NZATE) Conference: Words to Burn: Ideas to Ignite, Dunedin, New Zealand.

2011

Conference Contribution - Published proceedings: Abstract

Anakin, M., Morrison, C., Nairn, K., Tilson, J., Trevethan, H., Cameron, J., Juntrasook, A., Wass, R., & Sligo, J. (2011). Collaborative academic writing group [Panel discussion]. In K. Shephard, T. Harland & A. Cohen (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 18). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Sandretto, S., & Tilson, J. (2011). Preparing students for multiliteracies: Looking to teacher research into the in and out-of-school multiliterate practices of their students. Proceedings of the 17th Biennial Conference of the Australasian Human Development Association (AHDA). (pp. 84). Retrieved from http://www.otago.ac.nz/ahda2011/

Conference Contribution - Verbal presentation and other Conference outputs

Sandretto, S., & Tilson, J. (2011, July). Teachers conducting research into the in and out–of–school multiliterate practices of their students: What can we learn? Verbal presentation at the Australian Literacy Educators' Association (ALEA) National Conference, Melbourne, Australia.

2010

Conference Contribution - Verbal presentation and other Conference outputs

Tilson, J. (2010, September). An exploration of the use of videotaped teaching and collaborative discussion to support preservice teachers to critically reflect on their emerging teaching practice. Verbal presentation at the University of Otago College of Education Researching Professionals Symposium, Dunedin, New Zealand.

Tilson, J., Anstey, M., Bull, G., McDowell, S., & Sandretto, S. (2010, July). Exploring the theory, practice and policy of multiliteracies: An international workshop. Verbal presentation at the 23rd International Reading Association (IRA) World Congress, Auckland, New Zealand.

2006

Journal - Research Article

Sandretto, S., and the Critical Literacy Research Team, including Tilson, J. (2006). Extending guided reading with critical literacy. Set: Research Information for Teachers, 3, 23-28.

Conference Contribution - Verbal presentation and other Conference outputs

Sandretto, S., & Tilson, J. (2006, July). Infusing critical literacy into teacher education: A teaching/research nexus case study. Verbal presentation at the Teacher Education Forum of Aotearoa New Zealand Biennial Conference, Dunedin, New Zealand.

Sandretto, S., Tilson, J., Hill, P., Howland, R., Parker, R., & Upton, J. (2006, April). Collaborative self-study research on critical literacy practices: Research practices as texts. Verbal presentation at the American Educational Research Association Annual Meeting, San Francisco, CA.

Working Paper; Discussion Paper; Technical Report

Sandretto, S., Tilson, J., Hill, P., Upton, J., Howland, R., & Parker, R. (2006). A collaborative self-study into the development of critical-literacy practices: A pilot study. Wellington, New Zealand: Teaching & Learning Research Initiative. 39p.

2005

Conference Contribution - Published proceedings: Abstract

Sandretto, S., Tilson, J., Hill, P., Upton, J., Howland, R., & Parker, R. (2005). Critical literacy as research process and product. Proceedings of the New Zealand Association for Research in Education National Conference. [CD-ROM], (pp. 119). [Abstract]

2003

Conference Contribution - Published proceedings: Full paper

Tilson, J. J., & Turner, J. (2003). One language - three nations: Perspectives on the teaching of literacy practices in New York, Cambridge and Dunedin. Proceedings of the Combined Annual Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education 2003 : Educational research, risks and dilemmas. [CD-ROM] Auckland: NZARE/AARE. [Full Paper]