Professor Tracey Bowen
PhD OISE/UT, Curriculum, Teaching & Learning
M.Ed. Brock University Faculty of Education
BFA (Honours) York University
CCT310 Mass Communications & Popular Culture
CCT410 Internship I
CCT411 Internship II
WRI410 Internship I
WRI410 Internship II
CCT409 Work Based Learning
Bowen, T. (forthcoming) More than the Money: Creating openings for students to consider their responsibility for global citizenship within their local internship experiences. In J. Benham-Rennick and M. Dejardins (Eds.), Good Global Citizenship? International Learning Programs in Canadian Higher Education. (On review with University of Toronto Press).
Bowen, T., Whithaus, C. (Eds.). (December 2012). Multimodal Literacies and Emerging Genres.
Pittsburgh: University of Pittsburgh press. 296 pages ISBN: 978-0-8229-6216-8.
Bowen, T. (2012). Graffiti as Spatializing Practice and Performance. (Forthcoming: Rhizomes http://rhizomes.net/files/masthead.html).
Bowen, T. & Nemanic, M.L. (2010). “Cultural Production in Virtual and Imagined Worlds.” Newcastle upon Tyne, UK: Cambridge Scholars Publishing. ISBN: (10) 1-4438-1780-5.
Bowen, T. (2011) Examining undergraduate student learning journals for indicators of developing autonomy and professional capacity within a Communications, Culture and Information Technology internship, course. Higher Education Research and Development.
Vol. 30, No. 4, 463–475.
Bowen, T., Kinnear, P. (2011).Visualizing Inquiry. In M.A. Drinkwater (Ed.), Beyond Textual Literacy: Visual Literacy for Creative and Critical Inquiry. Oxford, UK: Inter-Disciplinary Press, pp.219-229. ISBN: 978-1-84888-007-8.
Bowen, T. (2010) Reading gestures and reading codes: The visual literacy of graffiti as both physical/performative act and digital information text. In Monika Raesch (Ed.), Mapping Minds. Oxford, UK: Inter-Disciplinary Press, pp. 85-93. ISBN: 978-8-84888-047-4
Bowen, T. (2010). Lessons from the Facebook Frontier: Social Networking sites as overlapping public, private and professional spaces of identity construction. In Tracey Bowen and Mary Lou Nemanic (Eds.) Cultural Production in Virtual and Imagined worlds. Newcastle upon Tyne: Cambridge Scholars Press, pp. 43-54.
Bowen, T. (2009). Drawing within the Chiasm. In Fragmentation: If drawing and seeing are fragmentary, what guides selection, interpretation and (re) construction? A. Selby (Ed.) Tracey: Contemporary Drawing Research, Loughborough University, Leicestershire. online at http://www.lboro.ac.uk/departments/ac/tracey/
Bowen, T. (2009) “Learning through teaching: Tutorial Development Project, Feedback
And Revision Report for CCT411, Communications, Culture and Information.” Compendium 2: Writing, teaching and learning in the University, online at http://www.compendium2.ca/
Bowen, T. (2008). "Romancing the Screen: An examination of moving from television to the Internet in a quest for televisual interaction." Journal of Popular Culture Vol. 41(4).
Bowen, T. (2006). “The cyborg subject position: Exploring a reconfigured sense of body and perception when making art in the cyborg realm.” Canadian Review of ArtEducation. Vol. 33, 43-59.
Bowen, T. (2004). "Making art in a digital/cyber culture: exploring the dialectic between the manual creator and the digital self." Digital Creativity. 14 (4), 219-228.
Bowen, T. (1999). "Graffiti art: A contemporary study of Toronto artists." Studies in Art Education, 41(1), 22-39.
- Experiential Education and developing professionals: My research in the field of Experiential Education examines the cognitive and affective impact of work-based learning on students who are in the process of transitioning from learner to industry professional. I am interested in studying how students make meaning from their experiences in relation to their academic development, and how reflective writing creates a space for pedagogical affordances that extend beyond describing, recording and evaluating their experiences.
- Visual Literacies: The digital age has illuminated the multi-modalities of how we learn about and negotiate the world. I am particularly interested in the ways in which students perceive themselves as visual thinkers and how I can create opportunities for them to develop a visual literacy that is grounded in rhetorical concepts and critical thinking.
- Student development in the transition stage between learner and professional
- Spatial literacy and conceptualizing spaces of professional practice
- Visual literacy and visual thinking
- Visual rhetoric and Globalization
- Drawing as a method of conceptualization and inquiry in scholarly contexts