Dr Kate McLay
Dr

Kate McLay

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Background

My research is informed by sociocultural theories that conceive learning as simultaneously intellectual, relational, emotional, and ideological. This understanding has been shaped by my own journey from secondary teacher to teacher educator, and an appreciation for teaching and learning as complex, human endeavours rather than simple exchanges of knowledge.

I investigate how people learn and form a sense of self across diverse educational settings, from secondary classrooms to universities, including in digital environments. Much of my work focuses on how preservice teachers navigate the process of becoming professionals in a climate of policy reform and public scrutiny.

Drawing on theorists including Vygotsky and Bakhtin, my research illuminates the experience of being both a teacher and a student as complex, relational, and deeply human.

Availability

Dr Kate McLay is:
Not available for supervision
Media expert

Qualifications

  • Bachelor of Arts, The University of Queensland
  • Postgraduate Diploma, The University of Queensland
  • Bachelor of Educational Studies, The University of Queensland
  • Doctor of Philosophy, The University of Queensland

Search Professor Kate McLay’s works on UQ eSpace

50 works between 2016 and 2025
All (50) Book (1) Journal Article (26) Other Outputs (17) Book Chapter (6)

41 - 50 of 50 works

2019

Journal Article

Identity and digital equity: Reflections on a university educational technology course

McLay, Katherine Frances and Reyes, Vicente Chua (2019). Identity and digital equity: Reflections on a university educational technology course. Australasian Journal of Educational Technology, 35 (6), 15-29. doi: 10.14742/ajet.5552

Identity and digital equity: Reflections on a university educational technology course

2019

Journal Article

Problematising technology and teaching reforms: Australian and Singapore perspectives

McLay, Katherine Frances and Reyes Jr, Vicente Chua (2019). Problematising technology and teaching reforms: Australian and Singapore perspectives. International Journal of Comparative Education and Development, 21 (4), 277-294. doi: 10.1108/IJCED-10-2018-0045

Problematising technology and teaching reforms: Australian and Singapore perspectives

2019

Journal Article

Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology

McLay, Katherine Frances and Renshaw, Peter David (2019). Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology. British Educational Research Journal, 46 (1) berj.3565, 44-57. doi: 10.1002/berj.3565

Making ‘us’ visible: using membership categorisation analysis to explore young people's accomplishment of collective identity‐in‐interaction in relation to digital technology

2019

Book Chapter

Triangulating identity, groups and objects: a university case

Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2019). Triangulating identity, groups and objects: a university case. The Routledge International Handbook of Research on Dialogic Education. (pp. 509-523) edited by Neil Mercer, Rupert Wegerif and Louis Major. Abingdon, Oxon, United Kingdom: Routledge Editor. doi: 10.4324/9780429441677-41

Triangulating identity, groups and objects: a university case

2018

Journal Article

The impact of video game intervention on reducing stress and enhancing language achievement and communication skills

Soyoof, Ali and McLay, Katherine Frances (2018). The impact of video game intervention on reducing stress and enhancing language achievement and communication skills. International Journal of Pedagogies and Learning, 14 (1), 45-58.

The impact of video game intervention on reducing stress and enhancing language achievement and communication skills

2018

Journal Article

The “friend of zone of proximal development” role: ePortfolios as boundary objects

Impedovo, M. A., Ligorio, M. B. and McLay, K. F. (2018). The “friend of zone of proximal development” role: ePortfolios as boundary objects. Journal of Computer Assisted Learning, 34 (6), 753-761. doi: 10.1111/jcal.12282

The “friend of zone of proximal development” role: ePortfolios as boundary objects

2018

Journal Article

Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis

McLay, Katherine F. (2018). Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. Discourse, 40 (6), 1-16. doi: 10.1080/01596306.2018.1457625

Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis

2017

Journal Article

iBecome: iPads as a tool for self-making

McLay, Katherine, Renshaw, Peter and Phillips, Louise Gweneth (2017). iBecome: iPads as a tool for self-making. International Journal of Educational Research, 84, 68-78. doi: 10.1016/j.ijer.2016.05.009

iBecome: iPads as a tool for self-making

2016

Journal Article

Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice

D'Aprile, Gianvito , Racano, Margherita , Annese, Susanna and McLay, Katherine (2016). Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice. QWERTY - Open and Interdisciplinary Journal of Technology, Culture and Education, 11 (1), 44-62.

Communicating Corporate Social Responsibility in Social Media: Sense-making processes evolving with the development of virtual Communities of Practice

2016

Other Outputs

iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students

McLay, Katherine Frances (2016). iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2016.190

iKnow, iAm, iPad: a reflexive microethnographic investigation of iPad-using high school students

Past funding

  • 2022
    Academic advice for departmental research projects
    Queensland Department of Education
    Open grant

Availability

Dr Kate McLay is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Literature in English Teaching in Indonesia; The Implementation and Practice in Schools, English Literature, and English Education Study Programs and Its Role in Job Opportunities

    Principal Advisor

    Other advisors: Dr Simone Smala

  • Doctor Philosophy

    Recontextualizing the Internationalization of the Curriculum at Home in Vietnam Higher Education: An Action Research Project

    Principal Advisor

    Other advisors: Dr Stephen Heimans

  • Doctor Philosophy

    Dandiiri: First Nations thinking to enhance the Learning.

    Associate Advisor

    Other advisors: Associate Professor Marnee Shay, Dr Danielle Armour

  • Doctor Philosophy

    WeChat-mediated Chinese EFL learners L2 identity construction during Covid-19 pandemic.

    Associate Advisor

    Other advisors: Dr Simone Smala

  • Master Philosophy

    Philosophical Causes of Declining Writing Standards in Middle Schoolers

    Associate Advisor

    Other advisors: Dr Damon Thomas

  • Doctor Philosophy

    Using picture books to foster children's intercultural understanding

    Associate Advisor

    Other advisors: Dr Damon Thomas

  • Doctor Philosophy

    Conceptualising Co-design with Aboriginal and Torres Strait Islander Young Peoples in the Context of Australian English Education

    Associate Advisor

    Other advisors: Associate Professor Marnee Shay

  • Doctor Philosophy

    Do we learn differently from print and digital text?

    Associate Advisor

    Other advisors: Professor Jason Lodge

Completed supervision

Enquiries

Contact Dr Kate McLay directly for media enquiries about:

  • English Curriculum
  • Literacy
  • Teacher Education

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