معرفی
Joy Wallace is a Senior Lecturer in the School of Humanities and Social Sciences at Charles Sturt University (CSU), specializing in English education and literacy studies. She teaches literacy subjects to trainee school teachers, many of whom have not chosen English as their primary discipline and come from generations increasingly distanced from traditional book-based learning.
Dr. Wallace's research focuses on key educational challenges including peer assessment methodologies, threshold learning outcomes, and curriculum development in humanities and social sciences. Her work examines how teacher librarians address contemporary pedagogical challenges, with particular attention to improving English standards and teacher training pedagogy. She is actively involved in the Libraries Research Group at CSU, which leverages the university's leadership in library education to provide evidence-based solutions for library and information services.
Her publication record spans nearly two decades, showing a clear evolution from literary scholarship (particularly Australian poetry) toward educational research focused on assessment practices and curriculum development. Recent work emphasizes practical applications of peer assessment using student co-designed rubrics, threshold learning outcomes for first-year students, and strategies for rethinking humanities curricula within discipline standards frameworks. Her research bridges theoretical literary analysis with practical educational applications.
As part of the Libraries Research Group, Dr. Wallace contributes to examining key issues affecting library sectors, exploring ways to improve library and information services, enhance collections, and understand the evolving role of libraries in contemporary society. Charles Sturt University's position as Australia's leading provider of library education provides a strong foundation for this research.
Dr. Wallace has supervised multiple research projects and collaborated extensively with colleagues across disciplines. Her work demonstrates a commitment to evidence-based educational practices and continuous improvement in teacher training methodologies, particularly in addressing the challenges of teaching English to non-specialist trainee teachers.
