Publications

Recent and most requested print publications:

Books

  • Mackenzie, N. M., & Scull, J. A. (Eds) (2018). Understanding and supporting young writers from birth to 8. Routledge, UK: Oxfordshire.

Book Chapters

  • Mackenzie, N. M. (2019). Learning to ‘look at’ and ‘write’ the letters of the alphabet. In L. Beveridge, R. Cox, & S. Feez (Eds), The alphabetic principle and beyond: a survey of the landscape (pp. 150-165). Primary English Teaching Association (PETAA): Newtown.
  • Mackenzie, N. M., & Scull, J. A. (2018). Introduction: Writing in the 21st Century. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers from birth to 8, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M. (2018). The drawing and writing journey: Progressions in children’s learning. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers from birth to 8, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M. (2018). Transitions and learning to write. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers from birth to 8, Routledge, UK: Oxfordshire.
  • Scull, J. A., & Mackenzie, N. M. (2018). Developing authorial skills: Child language leading to text construction, sentence construction and vocabulary development. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers from birth to 8, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M., & Spokes, R. (2018). Handwriting, keyboarding or both? In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers from birth to 8, Routledge, UK: Oxfordshire.
  • Nicolazzo, M., & Mackenzie, N. M. (2018). Teaching writing strategies. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers from birth to 8, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M. (submitted in final form to editors Jan 2017), Writing in the early years. In A. Woods & B. Exley (Eds), Literacies in Early Childhood: foundations for equity and quality, Oxford University Press: Melbourne.
  • Mackenzie, N. M. (2017). Researching the learning and teaching of writing: A retrospective analysis of paradigms employed. In L. Ling & P. Ling (Eds), Methods and Paradigms in Education Research, (pp. 246-262). IGI Global: Hershey, Pennsylvania (USA).
  • Mackenzie, N. M. (2016). Becoming a Writer, In B. Raban & J. Scull (Eds), Growing up literate: Australian early literacy research, (pp. 177-194). Eleanor Curtain Pub: Sth Yarra, Australia.
  • Mackenzie, N. M. & Scull, J. A. (2015). Literacy: Writing. In S. McLeod & J. McCormack (Eds), Introduction to speech, language and literacy, (pp. 398-445). Oxford: Melbourne.
  • Mackenzie, N. M. (2014). Transitions to school and emergent writers. In B. Perry, S. Dockett & A. Petriwskyj (Eds), Transitions to school: International research, policy and practice, (pp. 89-102). Springer: London.
  • Mackenzie, N. M. (2010). Motivating young writers. In J. Fletcher, F. Parkhill & G. Gillon (Eds), Motivating literacy learners in today’s world, (pp. 23-32). New Zealand Council for Educational Research (NZCER): Auckland.
  • Green, W., Pennell, B., & Mackenzie, N. (2007). Literacy, Adolescence and Schooling: A literacy Challenge for the Middle Years. In S. Knipe (Ed), Teaching Middle Schools: Reframing Adolescence, Pearson: Frenchs Forest.

Journal Articles

  • Mackenzie, N. M., Danaia, L., MacDonald, A., & Metcalf, D. D. (2019). Working above standard in literacy and numeracy in primary school. Issues in Educational Research, 29(2), 485-501.
  • Scull, J. A., Mackenzie, N. M., & Bowles, T. (2019). Assessing early writing: A six-factor model to inform assessment and teaching. Educational Research for Policy and Practice (ERRP).
  • McFarland, L., Mackenzie, N. M., & Thompson, N. (2018). Early Literacy in Children under Three: Perspectives of Early Childhood Educators and Parents, Journal of Early Childhood Literacy.
  • Mackenzie, N. M., & Spokes, R. (2018). The ‘Why, Who, What, When and How’ of Handwriting Instruction. Practical Literacy: the early and primary years, 23(1), 17-20.
  • Verdon, S., Mackenzie, N. M., McLeod, S., Davidson, C., Masso, S., Verdon, L., & Edwards-Groves, C. (2017). Assessment of children as effective communicators in early childhood education and care: A literature review. Victorian Curriculum and Assessment Authority: Melbourne.
  • Mackenzie, N. M., & Petriwskyj, A. (2017). Understanding and supporting young writers: Opening the school gate. Australasian Journal of Early Childhood,
    42(4), 78-87.
  • Daffern,T., Mackenzie, N. M., & Hemmings, B. (2017). Testing spelling: How does a dictation method measure up to a proofreading and editing format? Australian Journal of Language and Literacy, 40(1), 28-45.
  • Daffern,T., Mackenzie, N. M., & Hemmings, B. (2017). Predictors of writing success: How important are spelling, grammar and punctuation? Australian Journal of Education, 61(1), 1-13.
  •  Mackenzie, N. M. (2016). Why drawing and talking support early writing development. Belonging Early Years Journal, 15(3), 10-11.
  • Mackenzie, N. M., & Scull, J. (2016). Using a Writing Analysis Tool to monitor student progress and focus teaching decisions. Practical Literacy: the early and primary years, 21(2), 35-38.
  • Mackenzie, N. M., Scull J., & Bowles, T. (2015). Writing over time: An analysis of texts created by Year One students. Australian Educational Researcher, 42(5), DOI 10.1007/s13384-015-0189-9 [one of 5 finalists in the Springer/AER Best Paper Award for 2015]
  • Mackenzie, N. M. (2015). Interactive writing: A powerful teaching strategy. Practical Literacy: the early and primary years, 20(3), 36-38.
  • Ling, L. M., & Mackenzie, N. M. (2015). Una perspectiva australiana sobre el desarrollo profesional docente en tiempos supercomplejos (trad. al castellano de A. González Royo). Psicología, Sociedad y Educación, 7(3), 370-386. http://www.psye.org/articulos/AustraliaSPANISH.pdf
  • Ling, L., & Mackenzie, N. M. (2015). An Australian perspective on teacher professional development in supercomplex times. Psychology, Society, and Education, 7(3), 264-278. http://www.psye.org/en/index.php http://www.psye.org/articulos/Australia.pdf
  • Daffern,T., Mackenzie, N., & Hemmings, B. (2015). The development of a spelling assessment informed by Triple Word Form Theory. Australian Journal of Language and Literacy, 38(2), 72-82.
  • Guo, K., & Mackenzie, N. M. (2015). Signs and codes in early childhood settings: an investigation of children’s drawing and second language learning. Australasian Journal of Early Childhood, 40(2), 78-86.
  • Daffern, T., & Mackenzie, N. M. (2015). Building strong writers: Creating a balance between the authorial and secretarial elements of writing. Literacy Learning: the Middle Years, 23(1), 23-32.
  • Mackenzie, N. M. (2014). Teaching early writers: Teachers’ responses to a young child’s writing sample. Australian Journal of Language and Literacy, 37(3), 182-191.
  • Mackenzie, N. M., & Hemmings, B. (2014). Predictors of success with writing in the first year of school. Issues in Educational Research 24(12), 41-54.
  • Mackenzie, N. M., Scull, J., & Munsie, L. (2013). Analysing writing: the development of a tool for use in the early years of schooling. Issues in Educational Research, 23(3), 375-391.
  • Mackenzie, N. M., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16(2), 103-205.

Refereed Conference Papers (2017-2018):

Mackenzie, N. M. (2018). Are We Disadvantaging Students By Neglecting to Teach Transcription Skills? The European Conference on Educational Research, Inclusion and Exclusion, Resources for Educational Research? Bolzano Italy, September 4-7.

Daffern, T., & Mackenzie, N. M. (2018). When learning to spell is challenging: Insights from eight Australian children and their teachers, The European Conference on Educational Research, Inclusion and Exclusion, Resources for Educational Research? Bolzano Italy, September 4-7.

Thompson, N., & Mackenzie, N. M. (2018). Exclusion From Enabling Literacies: Children’s Perspectives of Becoming Literate in Changing Times, The European Conference on Educational Research, Inclusion and Exclusion, Resources for Educational research? Bolzano Italy, September 4-7.

Mackenzie, N. M. (2018). I am learning to write but we don’t get time to draw at school, Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, The Art of English: language, literature, literacy, Perth, July 8-11.

Mackenzie, N.M. (2018). Handwriting and keyboarding skills: How well are students equipped to cope with the demands of writing in Year 7? Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, The Art of English: language, literature, literacy, Perth, July 8-11.

Daffern, T., & Mackenzie, N. M. (2018). The art of teaching transcription skills in the early years of school: Spelling and Handwriting, Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, The Art of English: language, literature, literacy, Perth, July 8-11.

Daffern, T., & Mackenzie, N. M. (2018). Perils of learning to spell: Insights from eight Australian children and their teachers, 42nd Annual IARLD Conference, Ghent, Belgium, July 2-3.

Daffern, T., & Mackenzie, N. M. (2017). Perils of learning to spell: Insights from eight Australian children and their teachers, Australian Association of Educational Research National Conference: Breakthrough, Canberra, Nov.

Thompson, N., & Mackenzie, N.M. (2017). Through the eyes of children: Using supercomplexity to re-imagine literacy possibilities. Re-imagining Education for Democracy Summit, Springfield, Queensland, Nov 13-15.

Scull, J., Mackenzie, N.M., Harrison, L., & Thompson, N. (2017). Exploring adult-child conversations to support young writers, 69th OMEP World Assembly and International Conference, Opatioja, Croatia, June 19-24.

Daffern, T., Mackenzie, N.M. (2017). Perils of learning to spell: Insights from eight Australian children (and their teachers), Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, ‘Margin to Mainstream: Cutting Edge’, Hobart, July 6-9.

Research Reports:

Mackenzie, N. M. (2015). Understanding and supporting young writers: Research report for the Victorian Curriculum and Assessment Authority, http://www.vcaa.vic.edu.au/Pages/earlyyears/evaluation-reports.aspx

Other:

Mackenzie, N. M. (2018). Handwriting and keyboarding: skills for writing. South Australian Department for Education.

Full print publication list available here.

 

Selected recent presentations

  • Mackenzie, N. M. (2015). What Do Preschool Teachers Understand About Children’s Writing Transitions? European Conference on Educational Research (ECER), Budapest, (7-11 September)
  • Daffern, T., & Mackenzie, N. M. (2015). Does Triple Word Form Theory provide a useful framework from which to assess proficiency in spelling? European Conference on Educational Research, Budapest (7-11 September)
  • Mackenzie, N. M. (2015). Powerful partnerships in Australia: university, public institution, primary schools and pre-schools, Association of Teacher Education in Europe, Glasgow (22-26 August).
  • Ling, L., & Mackenzie, N. M. (2015). Partnerships and professional learning: navigating the unknown, Association of Teacher Education in Europe, Glasgow (22-26 August).
  • Daffern, T., & Mackenzie, N. M. (2015). Does proficiency in spelling, grammar and punctuation predict success in writing? European Conference for Research on Learning and Instruction, Cyprus (August, 2015).
  • Mackenzie, N. M. (2015). Nurturing future wordsmiths: A focus on vocabulary, ALEA/AATE National Conference Canberra (3-6 July)
  • Mackenzie, N. M. (2015). Nurturing young writers: creating multimodal texts from the beginning, ALEA/AATE National Conference Canberra (3-6 July).
  • Daffern, T., & Mackenzie, N. M. (2015). Explicitly teaching spelling strategies: Does it lead to compliance or curiosity? ALEA/AATE National Conference Canberra (3-6 July)
  • Mackenzie, N. M., & Edwards-Groves, C. (2014). Learning to teach contemporary literacies: Pre-service Teachers’ and school students co-construct multimodal texts, American Education Research Association (AERA), Philadelphia.
  • Edwards-Groves, C., & Mackenzie, N. M. (2014). “I didn’t realise they knew so much”: What pre-service teachers learn through interacting with students in classrooms, American Education Research Association (AERA), Philadelphia.
  • Mackenzie, N. M. (2014). Nurturing vocabulary development: How does vocabulary impact learning? The National Learning and Teaching Conference, Brisbane.
  • Mackenzie, N. M. (2014). Interactive writing meets the interactive whiteboard: How does this process impact the learner? The National Learning and Teaching Conference, Brisbane.
  • Mackenzie, N.M. (2014). Understanding and supporting emergent writing.  How does our understanding impact children’s learning? The National Learning and Teaching Conference, Brisbane.

Full presentation list available here.