Associate Professor Jon Callow is affiliated with the Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences at the University of Sydney. He possesses extensive experience as a primary school teacher, university academic, and provider of professional development for educators. His areas of expertise encompass primary English and literacy teaching. Callow delivers instruction in the Bachelor of Education (Primary) program and the Master of Teaching program, with a focus on English, literacy, and digital technologies. His teaching integrates visual literacy and multimodal approaches to support student engagement in literacy practices.

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.

Professional Email: jon.callow@sydney.edu.au