Research output per year
Research output per year
Dr
Research activity per year
Kelly Carabott has a rich educational background spanning three decades in early childhood, primary, and tertiary settings. From a childhood proclamation of her desire to teach, she has built an academic career after 18 years of dedicated classroom practice in early childhood and primary contexts.
At Monash University's Faculty of Education, Kelly's research focuses on several interconnected areas: digital technologies in literacy education, multimodal text engagement, and innovative pedagogical approaches. Her investigations examine the literacy educational applications of digital tools and technology integration in classroom settings. Kelly's current research explores the use of multimodal texts in primary classrooms, demonstrated by her PhD thesis, "An Australian Primary School Teacher Teaching and Learning about Picturebooks: A Phenomenological Study," which received the Australian Literacy Educators Association (ALEA) Doctoral Thesis Award for outstanding research. This phenomenological study investigated how an upper primary school teacher designed, enacted, and reflected on teaching contemporary picturebooks across both paper and digital mediums. Her research transcends debates about the relative merits of different formats, arguing instead that teaching contemporary picturebooks necessitates similar pedagogical practices regardless of the medium, including extended 'talk around text' and intentional 'slowing down' of reading practices.
Kelly's academic approach is informed by phenomenological frameworks that privilege lived experiences and individual perspectives, as reflected in her co-authored book "Phenomenological Inquiry in Education: Theories, Practices, Provocations and Directions" (2021). This informs her research as she seeks to explore individual and group experiences in literacy education, delving into the complexity of literacy education in 21st-century classrooms.
A significant focus of Kelly's work involves building effective partnerships both in pre-service teacher education and school-university partnerships to foster meaningful dialogue around literacy education. Her publications address authentic assessment principles, collaborative storytelling for professional reflection, and creating "third spaces" where academic and professional knowledge converge to support pre-service teachers' literacy practices.
Kelly serves as co- editor of "Literacy Learning: The Middle Years," a peer-reviewed journal that promotes literacy education research and practice. She has shared her research extensively at international conferences in Australia, Fiji, Japan, Wales, Austria, England, Ireland and the USA, contributing to global conversations about digital literacy, teacher preparation, and innovative pedagogical approaches for contemporary classrooms.
Kelly's enduring passion for children's literature and literacy education continues to inspire her contributions to the field, particularly her work expanding our understanding of multimodal literacy practices in an increasingly digital educational landscape.
Literacy and Literature
Multimodal Texts
Phenomenology
Multiliteracies
The use of digital technolgoies in literacy classrooms
Literacy Teacher Education
21st Century Education
Education, PhD, An Australian primary teacher teaching and learning about picturebooks., MONASH UNIVERSITY
Award Date: 1 Aug 2023
Education, Masters of Education, MONASH UNIVERSITY
Award Date: 15 Apr 2014
Education, Bachelor of Education (Early Childhood), University of Melbourne
Award Date: 1 Dec 1998
Education, Bachelor of Education (Primary), MONASH UNIVERSITY
Award Date: 1 Dec 1997
Co-Editor, Australian Literacy Educators Association (ALEA)
Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review
Research output: Contribution to journal › Article › Research › peer-review
Research output: Contribution to journal › Article › Research › peer-review
Research output: Book/Report › Edited Book › peer-review
Research output: Chapter in Book/Report/Conference proceeding › Encyclopaedia / Dictionary Entry › Other › peer-review
Carabott, K. (Recipient), 2024
Prize: Prize (including medals and awards)
Carabott, K. (Recipient), Rennie, J. A. (Recipient) & Goff, W. (Recipient), 2012
Prize: Prize (including medals and awards)
Wilson, S. (Recipient), Carabott, K. J. (Recipient) & Corrigan, D. J. (Recipient), 14 Dec 2018
Prize: Prize (including medals and awards)
Carabott, K. (Recipient), 2013
Prize: Prize (including medals and awards)
Kirkby, B. J. (Recipient), Carabott, K. (Recipient) & Corrigan, D. J. (Recipient), 2017
Prize: Prize (including medals and awards)
Carabott, K. (Speaker)
Activity: Participating in or organising an event types › Contribution to conference
Carabott, K. (Speaker), Parr, G. (Speaker), Creely, E. (Speaker), McLeod, A. (Speaker) & Richardson, H. (Speaker)
Activity: Participating in or organising an event types › Contribution to conference
Carabott, K. (Keynote/plenary speaker)
Activity: Participating in or organising an event types › Contribution to conference
Carabott, K. (Facilitator)
Activity: Other Teaching Engagements and non-HDR Supervisions › Industry projects
Carabott, K. (Visiting academic) & McLeod, A. (Visiting academic)
Activity: Visiting an external institution types › Visiting an external academic institution
15/08/16
1 Media contribution
Press/Media: Expert Comment
29/03/16
1 Media contribution
Press/Media: Expert Comment