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Literacy and Numeracy Studies 2014. © 2014 Arlene Archer et al. This is an Open Access article 
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Citation: Literacy and Numeracy Studies (LNS) 2014, 22, 4181, 
http://dx.doi.org/10.5130/lns.v22i1.4181 
  
L I T E R A C Y  &  N U M E R A C Y  S T U D I E S  V O L  2 2  N O  1  2 0 1 4  75 
 

NOTES ON CONTRIBUTORS 
  
  

 

Arlene Archer 
Arlene Archer is the co-ordinator of the Writing Centre at the 

University of Cape Town, South Africa. She teaches in Applied Language 
Studies, Higher Education Studies, Film and Media. Her research interests 
include drawing on popular culture and multimodal pedagogies to enable 
student access to Higher Education. She has published in journals such as 
Language and Education, Teaching in Higher Education, English in 
Education, Social Dynamics, Visual Communication. 

Michael Atkinson 
Michael Atkinson is a teacher with the Centre for Adult Education in 

Melbourne where he teaches adult literacy and ESL. He is also doing a PhD 
at Latrobe University's Centre for Dialogue which focuses on dialogical 
approaches to adult learning.  Michael has an interest in Freirean 
perspectives to learning inclusive of issues of power, identity and 
aspiration. 

Lesley Farrell 
Lesley Farrell is Professor of Education at the University of 

Melbourne and previously Professor and Associate Dean Research in the 
Faculty of Arts and Social Sciences at the University of Technology, 
Sydney.  Her research focusses on language, literacy and social change 
especially in relation to global workforce education. 

Pamela Osmond 
Pamela Osmond has worked in the field of Adult Basic Education in 

Australia since the 1970s. She has taught in a range of Adult Basic 
Education contexts and occupied a number of management roles in 
Technical and Further Education (TAFE) colleges in the state of New South 
Wales.  She is the author of a wide range of teaching / learning resources, 
including So You Want to Tech an Adult to Read…? and Literacy Face to 
Face. Pamela’s present role is as teacher educator at the University of 
Technology Sydney and at TAFE NSW. 

Ana Pinto 

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Ana is a PhD candidate at the University of Sydney. Her research 
focuses on the design of networked learning environments in the context of 
adult literacy education. Ana˙s research interests also include lifelong 
learning, digital inclusion, and social justice. Her academic background 
encompasses literacy education, pedagogy, educational psychology, and 
information technology. Currently, she is part of a team working on the 
project ‘Learning, technology and design: architectures for productive 
networked learning’.  

Robert Prince 
Robert Prince is the Director of the Alternative Admissions Research 

Project at the Centre for Higher Education Development, University of 
Cape Town, South Africa.  He is interested in appropriate interventions to 
develop the academic practices of students, particularly from disadvantaged 
backgrounds, and various disciplines and at various levels across the 
tertiary curriculum.  
 

 
 


	Arlene Archer
	Michael Atkinson
	Lesley Farrell
	Pamela Osmond
	Ana Pinto
	Robert Prince