Institute of Humanities & Creative Arts
- Teaching & Research
Teaching & Research
At Worcester, Jenny teaches English Language and Sociology in the Institute of Humanities. She is a Fellow of the Higher Education Academy, with over 20 years’ university teaching experience. She also runs a Twitter account on language, linguistics and Sociology @JennyLewinJones
Jenny’s research interests are in learning and teaching, contemporary English language usage, and education policy and discourse. She is currently studying part-time for a doctorate at the University of Birmingham.
- Conference Papers
‘The value and limitations of using metaphors in research’, University of Birmingham School of Education Research Conference, 2017
‘Connecting with Twitter for learning and teaching’, Beyond Boundaries – Annual Learning, Teaching & Student Experience Conference, University of Worcester, June 2017
‘Getting to grips with Critical Discourse Analysis: shedding light on an HE policy document’, University of Birmingham Postgraduate Education conference, November 2016
'Staff-student email (mis)communication: international and home students', Learning, Teaching and Student Experience Conference, University of Worcester, June 2015
'Students as Partners: sharing stories', 2nd annual HEA Arts and Humanities Conference, Brighton, May 2013
‘The ideological function of place names: metonyms within public discourse’ (with M. Webb), Research Focus Conference, University of Worcester, June 2012
‘Model student presentations’ (with R. Brookes and H. Smith), Supporting Student Learning Conference, University of Worcester, June 2012
‘Distinctions in Facebook language with reference to age and gender’ (with B. Mitra), Transforming Audiences 3: Online and mobile media, everyday creativity and DIY Culture Conference 2011, Hosted by University of Westminster, London
‘Student perceptions of video in teaching and learning in Higher Education’ (with B. Mitra, H. Barrett and S. Williamson) 9th CLTR Learning and Teaching Research Conference 2010, Edge Hill University
‘”Sorry, course cancelled”’ What do students think of hybrid language learning as an alternative?’ (with P. Snookes and J. Barker), HEA LLAS Subject Centre Languages in Higher Education 2010 conference: Raising the Standard for Languages, London
'Evaluating the use of Video in Learning and Teaching: the Blended Learning Research Project' (with B. Mitra, H. Barrett & S. Williamson) University of Worcester, 7th Annual Learning and Teaching Conference 2009.
‘The Student Experience of Learning: initial results from an investigative study’ (with R. Jones, A. Mason and M. Webb) at the 7th Annual Learning and Teaching Conference ‘Supporting Student Learning’ 2009, University of Worcester
'Children, Gender and Toy Names' (with B. Mitra) at Feminist Transitions Conference 2009, Hosted by Edge Hill University, Liverpool.
‘Student Diversity and the Assessment Dilemma’CILT/Subject Centre for LLAS - 2008 Languages in HE Conference. Transitions and Connections; University of York 2008
‘New learning technologies – a long journey is made up of small steps’Supporting Student Learning Conference 2008, University of Worcester 2008
‘How to engage students in active forms of learning – assessment and collaboration’Supporting Student Learning Conference 2007, University of Worcester 2007
‘Differentiation strategies for the inclusion of students with severe visual impairment in MFL modules in higher education’ CILT/Subject Centre for LLAS – 2006 Languages in HE Conference. Crossing Frontiers: Languages and the International Dimension; Cardiff University 2006
Lewin-Jones, J. (2017) ‘Getting to grips with critical discourse analysis: shedding light on an HE policy document’. Papers from the Education Doctoral Conference Saturday 26 November 2016. School of Education. University of Birmingham, pp. 76-82.
Lewin-Jones, J. (2017) ‘Signs of motivation: using a visual stimulus for emotion-focussed discussion in teacher training’. The Teacher Trainer Journal 31 (1) pp. 24-25
Lewin-Jones, J. (2016) 'Box of reflections: an idea to stimulate questions and responses on an intensive teacher training course'. The Teacher Training Journal 30 (1) pp.12-13
Lewin-Jones, J. (2015) 'Humour with a purpose: creativity with language in Facebook status updates'. Linguistik Online 72 (3) at https://bop.unibe.ch/linguistik-online/article/view/1973
Lewin-Jones, J. & Mason, V. (2014) 'Understanding style, language and etiquette in email communication in higher education: a survey'. Research in Post-Compulsory Education 19 (1), pp. 75-90
Lewin-Jones, J. & Webb, M. (2013) 'Ideology in Disguise: Place Name Metonyms and the Discourse of Newspaper Headlines', Sociological Research Online, 4 (18)
Mitra, B. & Lewin-Jones, J. (2012) 'Colin won't drink out of a pink cup' In: Ross, K. (ed.) The Handbook of Gender, Sex, and Media. Wiley-Blackwell.
Lewin-Jones, J. & Mitra, B. (2011) Gender roles in children's television commercials. In: Safford, K., Stacey, M. & Hancock, R. (eds.) Small-scale research in primary schools. A reader for learning and professional development. Oxford: Routledge, pp.59 - 63 (abridged from Lewin-Jones & Mitra 2009)
Mitra, B., Lewin-Jones, J., Barrett, H. & Williamson, S. (2010) ‘The use of video to enable deep learning’, Research in Post-compulsory Education 15(4) pp.405-414
Mitra, B. & Lewin-Jones, J. (2010) ‘Children and Gender Identity in Television Commercials’, Worcester Papers in English and Cultural Studies, Spring, Issue 8 pp.71-83
Lewin-Jones, J. (2009) ‘Blended Learning from a Student’s Perspective’, Worcester Journal of Learning & Teaching, Issue 3, December 2009, at http://www.worc.ac.uk/adpu/1124.htm
Barrett, H., Lewin-Jones, J., Mitra., B & Williamson, S. (2009) ‘Evaluating the Use of Video in Learning and Teaching: the Blended Learning Research Project’, Worcester Journal of Learning and Teaching, Issue 2
Lewin-Jones, J. and Mitra, B. ‘Gender Roles in Television Commercials and Primary School Children in the UK’, Journal of Children and Media, 3(1) (2009): 35-50
Lewin-Jones, J & Hodgson, J. (2007) ‘Differentiation Strategies for the inclusion of students with severe visual impairment in MFL modules in Higher Education’, HE Academy Languages, Linguistics and Area Studies website at http://www.llas.ac.uk/cardiff2006
Lewin-Jones, J & Hodgson, J. (2006) ‘Students with a severe visual impairment taking modern foreign language modules: the role of the support worker’, Language Learning Journal no. 34 pp 33-36
Hodgson, J. and Lewin-Jones, J. (2004) 'Differentiation strategies relating to the inclusion of a student with a severe visual impairment in Higher Education (modern foreign languages), British Journal of Visual Impairment vol. 22 No 1
- External Responsibilities