Kelly Carabott has a rich educational background spanning three decades in early childhood, primary, and tertiary settings. After 18 years of dedicated classroom practice in early childhood and primary contexts, she has built an academic career at Monash University's Faculty of Education. Her research focuses on interconnected areas including digital technologies in literacy education, multimodal text engagement, and innovative pedagogical approaches. Kelly's research explores the use of multimodal texts in primary classrooms, demonstrated by her PhD thesis, which received the Australian Literacy Educators Association Doctoral Thesis Award. Her investigations delve into the pedagogical practices needed for teaching contemporary picturebooks, emphasizing the importance of similar practices regardless of medium. Kelly co-authored a book on phenomenological inquiry in education and has shared her research globally, contributing to conversations about digital literacy and teacher preparation. Her work builds effective partnerships in pre-service teacher education and literacy education, addressing authentic assessment principles and collaborative storytelling. Kelly serves as co-editor of a peer-reviewed journal promoting literacy education research and continues to inspire through her contributions in this field, particularly around multimodal literacy practices.
Monash University • Melbourne, Australia
Teaching and researching in the Faculty of Education, focusing on literacy education.