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Doctor of Philosophy (Griffith University)
Dr Naomi Barnes is an network analyst and theorist interested in how ideas influence education policy. Spanning across disciplines, her research contributes to evidence-informed policy in education. The growth of communication via social media has kept her motivated to develop models which show the impact of the platforms on the politics and policy of education. She has applied her modelling to university attrition rates, teacher use of social media, and the development and implementation of Australian literacy policy. Naomi recently expanded her focus to understand how ideas from the UK and USA have infiltrated education discussions in Australia. Naomi is a Lecturer in Literacy teaching English, History and professional communication to future Early Years, Primary and Secondary teachers. She has worked for Education Queensland as a Senior Writer and has worked as a Secondary English, History and Geography teacher in the government, Catholic and Independent schooling sectors.Additional information
Naomi was a Secondary English, History and Geography Teacher from 1997 to 2010 in Southeast and North Queensland. She has experience in the government, Catholic and Independent sectors. Naomi worked as a Head of Curriculum from 2005-2010 in all sectors and a Year Co-ordinator for three of those years. She also worked for Education Queensland on a curriculum project from 2012-2013. Naomi has a particular expertise in writing composition.
- Barnes N, (2020) Trace publics as a qualitative critical network tool: Exploring the dark matter in the #MeToo movement, New Media & Society, 22 (7), pp. 1305-1319.
- Barnes N, Netolicky D, (2019) Cutting apart together: a diffracted spatial history of an online scholarly relationship, International Journal of Qualitative Studies in Education, 32 (4), pp. 380-393.
- Barnes N, (2017) Blogging as a method of inquiry, Reconceptualizing Educational Research Methodology, 8 (1), pp. 17-26.
- Barnes N, Penn-Edwards S, Sim C, (2015) A dialogic about using Facebook status updates for education research: a PhD student's journey, Educational Research and Evaluation, 21 (2), pp. 109-121.
- Barnes N, (2017) Navigating social integration into university on Facebook: Insights from a longitudinal study, Student Success, 8 (1), pp. 1-11.
- Barnes N, (2018) Adapting a method to use Facebook in education research: Taking phenomenography online. In C Costa & J Condie, Doing research in and on the digital: Research methods across fields of inquiry (Routledge Advances in Research Methods, 25), Routledge, pp. 30-46.
- Lennon S, Barnes N, (2020) A New Materialist take on the possibilities and impossibilities of becoming a scholarly blogger, International Journal for Academic Development, 25 (3), pp. 247-258.
- Lennon S, Barnes N, Riley T, Monk S, Low-Choy S, (2020) Coming to know collectively: A gothic tale of method, metaphor and madness in the academy, International Journal of Qualitative Studies in Education, 33 (10), pp. 1089-1102.
- Lampert J, Burnett B, Comber B, Ferguson A, Barnes N, (2020) 'It's not about punitive': exploring how early-career teachers in high-poverty schools respond to critical incidents, Critical Studies in Education, 61 (2), pp. 149-165.
- Netolicky D, Barnes N, (2018) Method as a journey: a narrative dialogic partnership illuminating decision-making in qualitative educational research, International Journal of Research and Method in Education, 41 (5), pp. 500-513.