Charles Sturt University
Charles Sturt University

Dr Christina Davidson

Dr Christina Davidson

DipTeach (Prim), RCAE; BEd(Language Arts), SACAE; MA(TESOL), UTS, PhD, UQ.

Dr Christina Davidson is a Senior Lecturer in literacy education in the School of Education at Charles Sturt University. She has been an academic for over twenty years and has taught in four universities during her career in higher education. Prior to becoming an academic, Christina taught in a number of primary and secondary schools in Sydney and in Wagga Wagga. She has taught secondary English, been a classroom teacher and specialist ESL teacher.

Christina’s university teaching has encompassed undergraduate and postgraduate subjects in literacy and literacy education, as well as subjects addressing research methods. She is particularly interested in supporting pre-service teachers to examine and understand how literacy research and literacy practice may inform each other productively. For several years, Christina coordinated the Bachelor of Education (Primary) (Honours) in the School of Education and taught research methods to students enrolled in the degree. Her areas of expertise in teaching research methods include qualitative research methodologies and methods and transcription in qualitative research. In 2018, the International Journal of Qualitative Methods acknowledged Christina’s article, Transcription: Imperatives for qualitative research, as one of its twenty most cited articles in two decades.

Predominately, Christina’s research examines the social interaction of children during their everyday activity in homes, communities and classrooms. She is particularly interested in the ways that children’s social interactions contribute to literacy learning and literacy teaching, Mostly recently, this work has encompassed social interactions during web searching in homes and preschools and social interactions that accomplish literacy lessons in primary school classrooms. Christina is a co-editor of the book Digital Childhoods: Technologies and children’s everyday lives and has recently been appointed as associate editor of the Australian Journal of Language and Literacy.

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Christina is a conversation analyst. She examines children’s social interaction with each other and with adults. Her recent work has addressed young children’s web searching and children’s interactions in classroom literacy lessons.

The interest in young children’s social interactions during web searching had its beginnings in her early examination of web searching by two siblings under five years of age in their family home. This led to two key international journal publications and collaboration on a successful Australian Research Council Discovery grant with academics from Queensland University of Technology:  The project, Interacting with knowledge, interacting with people: Web searching in early childhood, was led by Professor Susan Danby (QUT). Christina’s specific contribution includes as lead author on four publications, co-author on nine publications, and lead author and co-author of numerous conference papers and presentations.

In 2016, Christina was co-recipient of the first national research grant awarded by the Primary English Teaching Association Australia:

Edwards-Groves, C., & Davidson, C. (2015). Researching dialogic pedagogies for literacy learning across the primary years. Primary English Teaching Association Australia (PETAA).

This project was a critical participatory action research study conducted with twelve teachers in regional and city schools in New South Wales. Project outcomes, to date, include a co-authored book for teachers and several co-authored journal articles examining interactional phenomena from classrooms. These include:

Edwards-Groves, C., & Davidson, C. (2017). Becoming a meaning maker: Talk and interaction in the dialogic classroom. Newtown: Primary English Teaching Association Australia.

Davidson, C.,& Edwards-Groves, C. (2019). Managing the delicate matter of advice giving: Accomplishing communicative space in Critical Participatory Action Research.Educational Action Research. doi/full/10.1080/09650792.2018.1559744

Davidson, C.,& Edwards-Groves, C. (2018). “But you said this...”: Students’ management of disagreement within a dialogic approach to literacy instruction. Australian Journal of Language and Literacy, 41(3), 190-200.

Christina’s most recent research encompasses further collaboration with her colleague Associate Professor Christine Edwards-Groves. The project, Improving students’ oracy and writing through the use of dialogic pedagogies in disadvantaged schools,extends their work in the PETAA project to encompass a whole-school approach to changing classroom interaction. This study encompasses the individual research projects of all teachers in the school, as well as over-arching conversation analytic work to discern interactional phenomena that enable increased student participation in classroom talk about writing.

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Christina has taught a range of language and literacy subject at CSU. These include

  • EML447 Issues in Contemporary English and Literacy Education
  • EML436 The Multimodal Writing Process
  • ELN402 Literacy Strategies for Learning
  • EML110 English 1: Language as Social Practice
  • EML309 English 3: Primary English Curriculum: Text Construction, Pedagogy and Practices

Christina has taught a number of research methods subjects at CSU, including:

  • EER408 Educational Research: Methods and Practices
  • EEB409 Educational Research: Culture, Design and Development
  • EEB415 Dissertation Proposal and Literature Review
  • ERP404 Education Honours Dissertation

Christina supervises doctoral students in the School of Education and is especially interested in teaching students about ethnomethodology and conversation analysis.

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  • International Pragmatics Association
  • Australian Institute for Ethnomethodology and Conversation Analysis
  • American Educational Research Association
  • United Kingdom Literacy Association
  • Australian Literacy Educators' Association

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Publications

Research books

  • Edwards-Groves, C., & Davidson, C. (2017). Becoming a meaning maker: Talk and interaction in the dialogic classroom. Newtown: Primary English Teaching Association Australia.

Edited research books

  • Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (Eds.). (2018). Digital Childhoods: Technologies and children’s everyday lives. Singapore: Springer.

Chapters in research books

  • MacDonald, A., Fenton, A., & Davidson, C. (in press).Young children’s mathematical learning opportunities in family shopping experiences.In O. Thiel & B. Perry (Eds.), Innovative approaches in early childhood mathematics. Routledge.
  • Edwards-Groves, C., & Davidson, C. (in press). Talk about talk and interaction for a dialogic turn in the first years of schooling. In N. Mercer, R. Wegerif & L. Major (Eds.), Handbook of research on dialogic education.
  • Danby, S., & Davidson, C. (2019) Webs of relationships: Young children’s engagement with Web searching. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & Í. S. Pires Pereira (Eds.), The Routledge handbook of digital literacies in early childhood (pp. x-x).
  • Davidson, C., Danby, S., Given, L. M., & Thorpe, K. (2018). Producing contexts for young children’s digital technology use: Web searching during adult-child interactions at home and preschool. In S. Danby, M. Fleer, C. Davidson & M. Hatzigianni (Eds.).  Digital childhoods: Technologies and children’s everyday lives (pp. 65-82). Singapore: Springer.
  • Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital childhoods across contexts and countries. In S. Danby, M. Fleer, C. Davidson, & M. Hatzigianni (Eds.), Digital childhoods: Technologies and children’s everyday lives (pp. 1-16). Singapore: Springer.
  • Scriven, B., Edwards-Groves, C., & Davidson, C. (2018). From play to interplay: A young child’s use of multiple technologies in the social organization of a pretend telephone conversation. Digital Childhoods: Technologies and children’s everyday lives (pp. 267-284). Singapore: Springer.
  • Davidson, C., Danby, S., & Thorpe, K. (2017). “Uh oh”: Multimodal meaning making during viewing of YouTube videos in preschool. In M. Narey (Ed.),Multimodal perspectives of language, literacy and learning in early childhood: The creative and critical “art” of making meaning. Educating the young child. (2nd ed.) (pp. 233-255). Dordrecht: Springer.
  • Danby, S., Davidson, C., Theobald, M., Houen, S., & Thorpe, K. (2017). Playing with technology: Young children making sense of technology as part of their everyday social worlds. In S. Lynch, D. Pike  & C.à Beckett, (Eds). Multidisciplinary perspectives on play: From birth to beyond (pp. 231-246). New York, NY: Springer.
  • Danby, S., Davidson, C. Given. L., & Thorpe, K. (2015). Composing an email: Social communication in an early years classroom. In S. Garvis & N. Lemon (Eds.), Technology and young children (pp. 5-17). Oxon, UK:  Routledge.
  • Davidson, C. (2015). “Don’t tell him just help him”: Restricted interactional activity during a classroom writing lesson. In F. Chevalier & J. Moore (Eds.), Producing and managing restricted activities: Avoidance and withholding in institutional interaction: Studies in conversation analysis (pp. 385-437). Amsterdam; Philadelphia, PA: John Benjamins.
  • Davidson, C. (2012). When ‘yes’ turns to ‘no’: Young children’s disputes during computer game playing at home. In S.Danby & M. Theobald (Eds.). Disputes in everyday life: The social and moral orders of children and young people (pp. 355-376). Bingley, UK: American Sociological Association & Emerald.
  • Danby, S., & Davidson, C. (2007).Young children using language to negotiate their social worlds. In L. Makin, C. Jones Diaz & C. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice, 2nd ed (pp. 118-132). Port Melbourne, Vic: Elsevier.

Journal articles - refereed

  • Davidson, C., & Edwards-Groves, C. (2019). Managing the delicate matter of advice giving: Accomplishing communicative space in Critical Participatory Action Research.Educational Action Research. doi/full/10.1080/09650792.2018.1559744
  • Davidson, C., & Edwards-Groves, C. (2018). “But you said this...”: Students’ management of disagreement within a dialogic approach to literacy instruction. Australian Journal of Language and Literacy, 41(3), 190-200.
  • Davidson, C., MacDonald, A., & Fenton, A. (2018). “These are my camera glasses”: Wearable digital video glasses for recording and examining young children’s social interactions. Asia-Pacific Journal of Early Childhood Education, 12(3), 93-119.
  • MacDonald, A., Fenton, A., & Davidson, C. (2018).Young children’s mathematical learning opportunities in family shopping experiences.European Early Childhood Education Research Journal, 26, 481-494.
  • Ekberg, S., Danby, S. Houen, S., Davidson, C., & Thorpe, K. (2017). Teachers’ questions and the contemporaneous achievement of student-centred and curriculum-focused learning opportunities. Linguistics and Education.
  • Danby, S., Davidson, C., Ekberg, S., Breathnach, H., & Thorpe, K. (2016). Let’s see if you can see me”: Making connections with Google Earth in a preschool classroom. Children’s Geographies, 14(2), 141-157. DOI:10.1080/14733285.2015.1126231
  • Given, L., Winkler, D., Willson, R., Davidson, C., Danby, S., & Thorpe, K. (2016). Watching young children ‘play’ with information technology: Everyday life information seeking in the home. Library and Information Science Research, 38(4), 344-352. http://dx.doi.org/10.1016/j.lisr.2016.11.007
  • Theobald, M., Danby, S., Davidson, C., Houen, S., Scriven, B., & Thorpe, K. (2016). How talk and interaction unfold in a digitally enabled preschool classroom. Australian Journal of Linguistics, 36(2), 189-204. DOI:10.1080/07268602.2015.1121530
  • Ekberg, S., Danby, S., Davidson, C., & Thorpe, K. (2016). Identifying and addressing equivocal trouble in understanding within classroom interaction. Discourse Studies, 18(1), 3-24. DOI: 10.1177/1461445615613178
  • Davidson, C., Danby, S., Given, L., & Thorpe, K. (2016). Facilitating young children’s use of the Web in preschool. Journal of Research in Childhood Education, 30(4), 569-584. http://dx.doi.org/10.1080/02568543.2016.1214193
  • Given, L., Winkler, D., Wilson, R., Davidson, C., Danby, S., & Thorpe, K. (2016). Parents as co-researchers at home: Using an observational method to document young children’s use of digital technology. International Journal of Qualitative Methods, 15(1), 1-9.
  • Irvine, S., Davidson, C., Veresov, N., Adams, M., & Devi, A. (2015). Lessons and lenses: Using three different research perspectives in early childhood education research. Cultural-Historical Psychology, 11(3), 75-85. DOI: 10.17759/chp.2015110307
  • Harris, L., Davidson, C., & Aprile, K. (2015). Understanding teacher aides’ definitions of reading: Implications for classroom practice. The Australian Educational Researcher. DOI: 10.1007/s13384-015-0181-4
  • Thorpe, K., Hansen, J., Danby, S., Zake, F. M., Grant, S., Houen, S., Davidson, C., & Given, L. (2015). Teachers, teaching and digital technology: Reports from the early childhood classroom. Early Childhood Research Quarterly, 32, 174-182. http://dx.doi.org/10.1016/j.ecresq.2015.04.001
  • Davidson, C., Danby, S., Given, L., & Thorpe, K. (2014). Talk about a YouTube video in preschool: The mutual production of shared understanding for learning with digital technology. Australasian Journal of Early Childhood, 39(3), 76-83.
  • Danby, S., Davidson, C., Theobald, M., Scriven, B., Cobb-Moore, C., Houen, S., Grant, S., Given, L., & Thorpe, K (2013). Talk in activity during young children’s use of digital technologies at home. Australian Journal of Communication, 40(2), 83-100.
  • Davidson, C. (2012). The social organisation of help during young children’s use of the computer. Contemporary Issues in Early Childhood, 13(3), 187-199.
  • Davidson, C. (2012). Ethnomethodology and literacy research: A methodological “road less travelled”. English Teaching: Practice and Critique, 11(1), 26-42.
  • Davidson, C. (2012). Seeking the green basilisk lizard: Acquiring digital literacy practices in the home. Journal of Early Childhood Literacy, 12(1), 24-45.
  • Brandenburg, R., & Davidson, C. (2011). Transcribing the unsaid: Finding silence in a self-study. Reflective Practice, 12(6), 703-715.
  • Davidson, C. (2010). “Click on the big red car”: The social organization of playing a Wiggles computer game. Convergence: The International Journal of Research into New Media Technologies, 16(4), 375-394.
  • Davidson, C. (2010). Transcription matters: Transcribing talk and interaction to facilitate Conversation Analysis of the taken-for-granted in young children’s interaction. Journal of Early Childhood Research, 8(2), 115-131.
  • Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. English: Practice and Critique, 8(3), 36-54.
  • Davidson, C. (2009). Transcription: Imperatives for qualitative research. International Journal of Qualitative Methods, 8(2), 35-62.
  • Davidson, C. (2009). Righting writing: What the social accomplishment of error correction tells about school literacy. Journal of Classroom Interaction 43(2), 14-21.
  • Davidson, C. (2008).Talk about text during independent writing: What teacher-student interaction suggests for how we understand students' competence. Contemporary Issues in Early Childhood, 9 (1), 27-35.
  • Davidson, C. (2007). Independent writing in current approaches to writing instruction: What have we overlooked? English Teaching: Practice and Critique, 6, 11 – 24.
  • Davidson, C. (2007). Routine encounters during independent writing: Explicating taken-for-granted interaction. Language and Education, 21 (6), 473 – 486.

Journal - published commentary

  • Davidson, C. (2018). Reflection/commentary on a past article: “Transcription: Imperatives for qualitative research. International Journal of Qualitative Methods, 17, 1-3.

Published Conference Proceedings

  • Given, L., Winkler, D. C., Willson, R., Davidson, C., Danby, S., & Thorpe, K. (2014). Documenting young children’s information technology use: Observations in the home. Annual Meeting of the Association for Information Sciences and Technology, 31 Oct-5 Nov, Seattle, WA.
  • Edwards-Groves, C., & Davidson, C. (2017). Accomplishing dialogic change in primary classrooms through critical participatory action research. Proceeding of the 5th Action Research Network of the Americas (ARNA) conference and 1st Global Assembly for Knowledge Democracy, Cartagena, Columbia, 13-15 June, 2017.

Published Literature Review

  • Verdon, S., McLeod, S., MacKenzie, N., Davidson, C., Musso, S., & Edwards-Groves, C. (2018). Assessing children as effective communicators in childhood education and care: Literature Review. Melbourne: Victorian Curriculum and Assessment Authority.

Selected conference papers (last five years)

  • Davidson, C., & Edwards-Groves, C. (2019). Promoting multiple-response sequences during whole-class talk in the early years of schooling. Learning and Change SIG, American Educational Researchers Association, 5 April-9April, Toronto, Canada.
  • Edwards-Groves, C., & Davidson, C. (2018). Upsetting the Apple Cart: Considering questioning as artful moves for students meaning making. Paper for AATE/ALEA National Conference, The Art of English: Language, Literature, Literacy, 8-11 July, Perth.
  • Edwards-Groves, C., & Davidson, C. (2018). “Listen up”: Understanding the Multidimensionality of Listening in a Dialogic Classroom. Writing and literacies SIG, American Educational Researchers Association, 13-17 April, New York, NY.
  • Edwards-Groves, C., & Davidson, C. (2017). Accomplishing dialogic change in primary classrooms through critical participatory action research. 5th Action Research Network of the Americas (ARNA) conference and 1st Global Assembly for Knowledge Democracy, Cartagena, Columbia, 13-15 June, 2017.
  • Edwards-Groves, C., & Davidson, C. (2017). Finding meaning through criticality in a dialogic classroom. UKLA 53rd International Conference, 30 June – 2 July, University of Strathclyde, Glasgow
  • Edwards-Groves, C., & Davidson, C. (2017). Responding to the interactional competencies of children in literacy lessons in the first year of school. UKLA 53rd International Conference, 30 June – 2 July, University of Strathclyde, Glasgow.
  • Davidson, C., & Edwards-Groves, C. (2017). Student-student talk in school classrooms: Changing the interaction order in whole-class lessons. International Pragmatics Association Conference, 16-21 July 2015, Belfast, Ireland.
  • Davidson, C., & Edwards-Groves, C. (2017) “But you said that …”: Student disagreement in a dialogic approach to literacy. American Educational Researchers Association, 27 April to 1 May 2017, San Antonio, Texas.
  • Davidson, C., & Edwards-Groves, C. (2017). Student-student talk for dialogic teaching: Challenging and changing the interaction order in whole-class talk settings. Division G, American Educational Researchers Association, 27 April to Monday 1 May 2017, San Antonio, Texas.
  • Davidson, C., & Edwards-Groves, C. (2016). Managing the delicate matter of advice giving in critical participatory action research.  Paper for AIEMCA conference, 30 Nov-2 Dec, 2016, Melbourne.
  • Scriven, B., Davidson, C., & Edwards-Groves, C. (2016). The social production of a 23-month-old child’s literacy knowledge in family interaction. Australian Ethnomethodology and Conversation Analysis Conference. 30 Nov – 2 Dec. Melbourne.
  • Davidson, C., Danby, S., Ekberg, S., & Thorpe, K. (2016). In K. Mills (Chair), Digital Days at Home and School: Studies from Tots to Teens Symposium, Language and Literacy SIG. Australian Association for Research In Education Conference, 27 Nov – 1 Dec, 2016, Melbourne.
  • Davidson, C., & Edwards-Groves, C. (2016). Finding student-student interaction during whole-class talk in literacy lessons. Language and Literacy SIG. Australian Association for Research In Education Conference, 27 Nov – 1 Dec, 2016, Melbourne.
  • Danby, S., Ekberg, S., Davidson, C., & Thorpe, K. (2015). You are not in there. Young children’s practices using Google Earth TM. In S. Danby (Chair), Child-centred practice using technologies in early years settings, symposium for AARE, 29 November-3 December, Fremantle, WA.
  • Davidson, C., Danby, S., & Thorpe, K. (2015). How young children and parents produce interactive environments for reading from the screen during technology use. In S. Danby (Chair), Child-centred practice using technologies in early years settings, symposium for AARE, 29 November-3 December, Fremantle, WA.
  • Scriven, B., Davidson, C., & Edwards-Groves, C. (2015) Multiparty interaction in young children’s use of digital technologies in the home. International Pragmatics Association Conference, 26-31 July 2015, Antwerp, Belgium.
  • Davidson, C., Danby, S.,  Ekberg, S., & Thorpe, K. (2015). “What does that say?”:  Accomplishing reading aloud from the screen during young children’s use of digital technologies. International Pragmatics Association Conference, 26-31 July 2015, Antwerp, Belgium.
  • Busch, G., & Davidson, C. (2015). Communicating in an agora: Members’ methods for managing their participation on a news website. International Pragmatics Association Conference, 26-31 July 2015, Antwerp, Belgium.
  • Scriven, B., Edwards-Groves, C., & Davidson, C. (2015). “Hello Barbie”: The social organization of a young child’s telephone conversation in pretend play with digital technologies. IIEMCA, 4-7 August, Kolding, Denmark.
  • Davidson, C., & Busch, G. (2015). “Struggling with it? I’m an IT Teacher”: Doing online category work about an educational issue. Proposal for SIG Technology as an Agent of Change in Teaching and Learning for the annual meeting of American Educational Research Association, Chicago, April 16-20, 2015.
  • Davidson, C., Danby, S., & Thorpe, K. (2015). Reading from the screen: Making reading salient during young children’s use of digital technologies. Paper for the SIG annual meeting of American Educational Researchers Association, Chicago, April 16-20, 2015.

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