Julia Lockheart
Journal articles
Art, Design & Communication in Higher Education issue 3.2: Writing Purposefully in Art and Design (Writing PAD)
Journal of Writing in Creative Practice issue 1.1: Editorial – The ethical purpose of writing in creative practice
Journal of Writing in Creative Practice issue 1.2: Editorial Review
Journal of Writing in Creative Practice issue 1.3: Editorial
Journal of Writing in Creative Practice issue 2.3: Reviews
Journal of Writing in Creative Practice issue 3.3: How can we use writing as a tool for collaboration across disciplines at Ph.D. level?: Co-writing fictional versions of the truth about someone else Challenging the Curriculum: Exploring the Discipline Boundaries in Art, Design and Media
Art, Design & Communication in Higher Education issue 3.2: Writing Purposefully in Art and Design (Writing PAD)
Journal of Writing in Creative Practice issue 1.1: Editorial – The ethical purpose of writing in creative practice
Journal of Writing in Creative Practice issue 1.2: Editorial Review
Journal of Writing in Creative Practice issue 1.3: Editorial
Journal of Writing in Creative Practice issue 2.3: Reviews
Journal of Writing in Creative Practice issue 3.3: How can we use writing as a tool for collaboration across disciplines at Ph.D. level?: Co-writing fictional versions of the truth about someone else Challenging the Curriculum: Exploring the Discipline Boundaries in Art, Design and Media
Julia Lockheart is Senior Lecturer at Goldsmiths, University of London, Director of the Writing-PAD project and Co-editor with Professor John Wood, of the Journal of Writing in Creative Practice. Julia has studied both Fine Art and TESOL to MA level and is also qualified to teach adults with SpLDs (Dyslexia). In September 2009 she began her Ph.D. research in the Design department at Goldsmiths, University of London, on developing tools for co-writing in design teams. She has presented and published both nationally and internationally.
Keywords: reflective practice, dyslexia, mature students, international students, learning styles