Literacies Bibliography

The bibliography is organized around four main subject areas: theoretical and pedagogical perspectives; curricular and pedagogical applications of literacies-based approaches; student learning outcomes, perceptions, and experiences in literacies-oriented classrooms; and teacher understandings and applications of literacies pedagogy.

General Resources: Theoretical and Pedagogical Perspectives

Alvermann, D. E. (2017). The M word: Dare we use it? Journal of Adolescent & Adult Literacy, 61(1), 99–102.

Anstey, M., & Bull, G. (2018). Foundations of multiliteracies: Reading, writing, and talking in the 21st century. London, England: Routledge.

Bull, G., & Anstey, M. (2019). Elaborating multiliteracies through multimodal texts: Changing classroom practices and developing teacher pedagogies. London, England: Routledge.

Cope, B., & Kalantzis, M. (2009). ‘Multiliteracies’: New literacies, new learning. Pedagogies, 4, 164–194.

Cope, B. & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp. 1–36). Palgrave Macmillan.

Gee, J. P. (2015). Social linguistics and literacies: Ideology in discourses (5th ed.). New York, NY: Routledge.

Guerrettaz, A. M. and Zahler, T. (2017). Black lives natter in TESOL: De-silencing race in a second language academic literacy course. TESOL Quarterly, 51: 193–207.

Hall, J. K. (2001). Methods for teaching foreign languages: Creating a community of learners in the classroom. Upper Saddle River, NJ: Prentice Hall.

Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. Cambridge University Press.

Kern, R. (2000). Literacy and language teaching. Cambridge, England: Cambridge University Press.

Kern, R. (2003). Literacy as a new organizing principle for foreign language education. In P. C. Patrikis (Ed.), Reading between the lines: Perspectives on foreign language literacy (pp. 40–59). New Haven, CT: Yale University Press.

Kern, R. (2015). Language, literacy, and technology. Cambridge, England: Cambridge University Press.

Kern, R., & Schultz, J. M. (2005). Beyond orality: Investigating literacy and the literary in second and foreign language instruction. Modern Language Journal, 89, 381–392.

Kucer, S. B. (2009). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings (3rd ed.). New York, NY: Routledge.

Leander, K., & Boldt, G. (2013). Rereading “A pedagogy of multiliteracies” bodies, texts, and emergence. Journal of Literacy Research, 45(1), 22–46.

Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226–246.

Lütge, C. (2022). Foreign language learning in the digital age: Theory and pedagogy for developing literacies. Routledge.

Mills, K. A. (2009). Multiliteracies: Interrogating competing discourses. Language and Education, 23(2), 103–116.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.

Paesani, K. (2018). Researching literacies and textual thinking in collegiate foreign language programs: Reflections and recommendations. Foreign Language Annals, 51(1), 129–139.

Paesani, K., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Upper Saddle River, NJ: Pearson.

Rowland, L., Canning, N., Faulhaber, D., Lingle, W., & Redgrave, A. (2014). A multiliteracies approach to materials analysis, Language, Culture and Curriculum, 27:2, 136–150

Swaffar, J., & Arens, K. (2005). Remapping the foreign language curriculum: An approach through multiple literacies. New York, NY: Modern Language Association of America.

Swaffar, J., & Urlaub, P. (2014). Transforming postsecondary foreign language teaching in the United States. Dordrecht, Netherlands: Springer.

Urlaub, P. (2017). Second language literacy research and curriculum transformation in US postsecondary foreign language education. In N. Van Deusen-Scholl & S. May (Eds.), Second and Foreign Language Education, Encyclopedia of Language and Education (pp. 137–150). New York, NY: Springer.

Warner, C., & Dupuy, B. (2018). Moving toward multiliteracies in foreign language teaching: Past and present perspectives...and beyond. Foreign Language Annals, 51(1), 116–128.

Zhang, Z., Nagle, J., McKishnie, B, Lin, Z., & Li, W. (2019). Scientific strengths and reported effectiveness: A systematic review of multiliteracies studies. Pedagogies: An International Journal, 14(1), 33–61.

Zyzik, E., & Polio, C. (2017). Authentic materials myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.

Curriculum and Instruction: Applications of Literacies-Based Approaches

Allen, H. W. (2009). A multiple literacies approach to the advanced French writing course. The French Review, 82(2), 368–385.

Allen, H. W., & Paesani, K. (2010). Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses. L2 Journal, 2, 119–142.

Allen, H. W., & Paesani, K. (2017). “L’Invitation au voyage”: A multiliteracies approach to teaching genre in an advanced writing course. In C. Krueger (Ed.), Approaches to teaching Baudelaire’s prose poems (pp. 139–149). New York, NY: Modern Language Association of America.

Álvarez Valencia, J. A. (2016). Meaning making and communication in the multimodal age: Ideas for language teachers. Colombian Applied Linguistics Journal, 18(1), 98–115.

Barrette, C. M., & Paesani, K. (2018). Conceptualizing cultural literacy through student learning outcomes assessment. Foreign Language Annals, 51(2), 331–343.

Benjamin, J. D., Donohue-Bergeler, D., Fuchs, K., & Lorenz, A. (2020). “Is nicht egal”: Guided multimodal reading of a music video advertisement. Die Unterrichtspraxis/Teaching German, 53(1), 55–65.

Bridges, E. (2009).  Bridging the gap:  A literacy-oriented approach to teaching the graphic novel Der erste frühling. Der Unterrichtspraxis/Teaching German, 42, 152–161.

Brown, I. Lockyer, L., & Caputi, P. (2010). Multiliteracies and assessment practice. In D. R. Cole & D. L. Pull (Eds.), Multiliteracies in motion: Current theory and practice (pp.191–206). New York, NY: Routledge.

Burke, A. & Hardware, S. (2015). Honoring ESL students’ lived experiences in school learning with multiliteracies pedagogy. Language, Culture, and Curriculum, 28(2), 143–157.

Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K. (2006). Taking text to task: Issues and choices in curriculum construction. International Journal of Applied Linguistics, 152, 85–110.

Byrnes, H., & Sprang, K. A. (2004). Fostering advanced L2 literacy: A genre-based, cognitive approach. In H. Byrnes & H. H. Maxim (Eds.), Advanced foreign language learning: A challenge to college programs (pp. 47–85). Boston, MA: Heinle.

Crafton, L. K., Silvers, P., & Brennan, M. (2009). Creating a critical multiliteracies curriculum: Repositioning art in the early childhood classroom. In M. J. Narey (Ed.), Making meaning (pp. 31–51). Springer.

Crane, C. (2006). Modelling a genre-based foreign language curriculum: Staging advanced L2 learning. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 227-245). London, England: Continuum.

Cunningham, D., Pfeiffer, P., & Ryshina-Pankova, M. (2018). Assessing humanities learning in an integrated undergraduate German curriculum. Die Unterrichtspraxis/Teaching German, 51(2), 144–155.

deHaan, J. (2019). Teaching language and literacy with games: What? How? Why? Ludic Language Pedagogy, 1, 1–57.

Fadila, N. N., Setyarini, S., & Gustine, G. G. (2021). Channeling multiliteracies in digital era: A case study of EFL student-made video project in vocational high school. Journal of English Language Teaching and Linguistics, 6(1), 73–91.

Fterniati, A. (2010). Literacy pedagogy and multiliteracies in Greek elementary school language arts. International Journal of Learning, 17(3), 319–350.

Herrero, C. & Escobar, M. (2018). A pedagogical model for integrating film education and audio description in foreign language acquisition. Translation and Translanguaging in Multilingual Contexts, 4(1), 30–54

James, S. K., Scida, E. E., & Firdyiwek, Y. (2019). ePortfolios in a world language learning curriculum. In K. B. Yancey (Ed.), ePortfolio as curriculum: Models and practices for developing students' ePortfolio literacy (pp. 47–69). Sterling, VA: Stylus Publishing.

Kaiser, M. (2018). Teaching a film clip in a multiliteracies framework. L2 Journal, 10(3), 47–57.

Kern, R. (2002). Reconciling the language-literature split through literacy. ADFL Bulletin, 33(3), 20–24.

Kern, R. (2004). Literacy and advanced foreign language learning: Rethinking the curriculum. In H. Byrnes & H. H. Maxim (Eds.), Advanced foreign language learning: A challenge to college programs (pp. 2-18). Boston, MA: Heinle.

Kern, R. (2008). Making connections through texts in language teaching. Language Teaching, 41, 367–387.

Kumagai, Y., Konoeda, K., Nishimata, M., & Sato, S. (2015). Fostering multimodal literacies in the Japanese language classroom: Digital video projects. In Y. Kumagai, A. López-Sánchez, & S. Wu (Eds.), Multiliteracies in world language education (pp. 153–175). Routledge.

Kumagai, Y., López-Sánchez, A., & Wu, S. (Eds.). (2016). Multiliteracies in world language education. New York, NY: Routledge.

Lavoie, C., Sarkar, M., Mark, M. P., & Jenniss, B. (2012). Multiliteracies pedagogy in language teaching: An example from an Innu community in Quebec. Canadian Journal of Native Education, 35(1), 194–224.

Lee, V., & Gyogi, E. (In press). Translation for multiliteracies: Case studies of EFL and JFL classrooms. Pedagogies: An International Journal.

López-Sánchez, A. (2014). Hacia una pedagogía para la multialfabetización: El diseño de una unidad didáctica inspirada en las propuestas del New London Group. Hispania, 97(2), 281–297.

Ludewig, J. (2017). A look over the wall: Using the graphic novel drüben! to teach linguistic, literary, cultural, and visual skills. Die Unterrichtspraxis/Teaching German, 50(2), 162–170.

Maxim, H. H. (2005). Articulating foreign language writing development at the collegiate level: A curriculum-based approach. In C. Barrette & K. Paesani (Eds.), Language program articulation: Developing a theoretical foundation (pp. 78–93). Boston, MA: Heinle.

Maxim, H. H. (2006a). Giving beginning adult language learners a voice: A case for poetry in the foreign language classroom. In J. Retallack & J. Spahr (Eds.), Poetry and pedagogy: The challenge of the contemporary (pp. 251–259). New York, NY: Palgrave Macmillan.

Maxim, H. H. (2006b). Integrating textual thinking into the introductory college-level foreign language classroom. Modern Language Journal, 90, 19–32.

Maxim, H. H. (2009). An essay on the role of language in collegiate foreign language programmatic reform. Die Unterrichtspraxis/Teaching German, 42, 123–129.

Maxim, H. H. (2014). Curricular integration and faculty development: Teaching language-based content across the foreign language curriculum. In Swaffar, J., & Urlaub, P. (Ed.), Transforming Postsecondary Foreign Language Teaching in the United States (pp. 79–101). Dordrecht, Netherlands: Springer.

Maxim, H. H., Höyng, P., Lancaster, M., Schaumann, C., & Aue, M. (2013). Overcoming curricular bifurcation: A departmental approach to curriculum reform. Die Unterrichtspraxis/Teaching German, 46, 1–26.

Menke, M. R., & Paesani, K. (2018). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture, and Curriculum.

Michelson, K. (2017). Teaching culture as a relational process through a multiliteracies-based global simulation. Language, Culture and Curriculum, 1–20.

Michelson, K., & Dupuy, B. (2014). Multi-storied lives: Global simulation as an approach to developing multiliteracies in an intermediate French course. L2 Journal, 6(1), pp. 21–49.

Michelson, K., & Petit, E. (2018). Becoming social actors: Designing a global simulation for situated language and culture learning. In S. Dubreil & S. L. Thorne (Eds.), Engaging the world: Social pedagogies and language learning (pp. 138–163). Boston, MA: Cengage.

Mills, K. (2006). Critical framing in a pedagogy of multiliteracies. In J. Rennie (Ed.), Voices, vibes, visions: Hearing the voices, feeling the vibes, capturing the visions. Proceedings of the AATE/ALEA National Conference (pp. 1–15). Australian Association for Teaching English/Australian Literacy Educator’s Association.

Paesani, K. (2017). Redesigning an introductory language curriculum: A backward design approach. L2 Journal, 9(1), 1–20.

Paesani, K. (2016). Literature, literacy, and the undergraduate foreign language curriculum. ADFL Bulletin, 44(1), 39–51.

Redmann, J. (2005a). An interactive reading journal for all levels of the foreign language curriculum. Foreign Language Annals, 38, 484–492

Redmann, J. (2005b). Stationenlernen: A student-centered approach to working with foreign language texts. Die Unterrichtspraxis, 38(2), 135–142.

Redmann, J., & Sederberg, K. (2017). The First World War in the literacy‐focused classroom: Teaching German through cultural themes. Die Unterrichtspraxis/Teaching German, 50(1), 45–66.

Reyes-Torres, A., & Raga, M. P. (2020). A Multimodal approach to foster the multiliteracies pedagogy in the teaching of EFL through picturebooks: The Snow Lion. Atlantis; Journal of the Spanish Association for Anglo-American Studies, 42(1), 94–119.

Ryshina-Pankova, M. (2015). Foreign language curriculum as a means of achieving humanistic learning goals: Assessment of materials, pedagogy, and learner texts. J. M. Norris & J. McE. Davis (Eds.), Student learning outcomes assessment in college foreign language programs (pp. 221–246). Honolulu, HI: National Foreign Language Resource Center.

Ryshina-Pankova, M., Barthold, W., & Barthold, E. (2021). Enhancing the content- and language-integrated multiple literacies framework: Systemic functional linguistics for teaching regional diversity. System, 96, 1–14.

Samaniego, M., & Warner, C. (2016). Designing meaning in inherited languages: A multiliteracies approach to HL instruction. In M. Fairclough & S. M. Baudrie (Eds.), Innovative strategies for heritage language teaching (pp. 191–213). Washington, D.C.: Georgetown University Press.

Schmerbeck, N. & Lucht, F. (2016). Creating meaning through multimodality: Multiliteracies assessment and photo projects for online portfolios. Die Unterrichtspraxis/Teaching German, 50(1), 32–44.

Swaffar, J., & Vlatten, A. (1997). A sequential model for video  viewing in the foreign language curriculum. Modern Language Journal, 81, 175–188.

van Compernolle, R. A. (2010). Towards a sociolinguistically responsive pedagogy: Teaching second-person address forms in French. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 66(3), 445–463.

Wang, H. (2019). From construction of meanings to meaning design: A literacy- and genre-focused approach to academic Chinese. In H. Tao & H. H. Chen (Eds.), Chinese for specific and professional purposes (pp. 3–24). Singapore: Springer.

Wu, S. (2015). Creating an effective learning environment in an advanced Chinese language course through film, poster presentations, and multiliteracies. In Y. Kumagai, A. López-Sánchez, & S. Wu. (Eds.). Multiliteracies in world language education (pp. 227–262). Routledge.

Zapata, G. C., & Lacorte, M. (2018). Multiliteracies pedagogy and language learning: Teaching Spanish to heritage learners. London, England: Palgrave Macmillan.

Zhang, D., & Zou, Y. (2020). Fostering multiliteracies through blended EFL learning. International Journal of Linguistics, Literature and Translation, 3(2), 40–48.


Student Learning Outcomes, Perceptions, and Experiences in Literacies-Oriented Classrooms

Amgott, N. (2020). L2 Multimodal Composing Abroad: Remixing Languages, Cultures, and Identities. L2 Journal, 12(3), 1–22.

Bhooth, A. M., Azman, H. & Ismail, K. (2015). Investigating the reading practices of EFL Yemeni students using the learning by design framework. TESOL Journal, 6(3), 418–446.

Blyth, C. (2018). Designing meaning and identity in multiliteracies pedagogy: From multilingual subjects to authentic speakers. L2 Journal, 10(2), 62–86.

Burke, A., & Hardware, S. (2015). Honouring ESL students' lived experiences in school learning with multiliteracies pedagogy. Language, Culture and Curriculum, 28(2), 143–157.

Byrnes, H. (2009). Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Linguistics and Education, 20(1), 50–66.

Byrnes, H., Maxim, H. H., & Norris, J. (2010). Realizing advanced foreign language writing developing in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94(Suppl. 1), 1–221.

Choi, J. (2015). A heritage language learner’s literacy practices in a Korean language course in a U.S. university: From a multiliteracies perspective. Journal of Language and Literacy Education, 11(2), 116–133.

Dahlström, H., & Damber, U. (2020). Meanings made in students’ multimodal digital stories: Resources, popular culture, and values. Designs for Learning, 12(1), 45–55.

Dai, Y., & Wu, Z. (2021). Developing multimodal communicative competence: Insights from “semantic gravity” and the Knowledge Processes framework. System, 100, 1–13.

Fukunaga, N. (2006). "Those anime students": Foreign language literacy development through Japanese popular culture. Journal of Adolescent & Adult Literacy, 50(3), 206–222.

Giampapa, F. (2010). Multiliteracies, pedagogy and identities: Teacher and student voices from a Toronto elementary school. Canadian Journal of Education, 33(2), 407–431.

Gleason, J., & Slater, T. (2017). Patterns of tasks, patterns of talk: L2 literacy building in university Spanish classes. Language, Culture, and Curriculum, 30(2), 129–156.

Kayi-Aydar H. (2018). Positional identities, access to learning opportunities, and multiliteracies: Negotiations in heritage and hon-heritage Spanish-speaking students’ critical narratives. In G. Zapata & M. Lacorte, (Eds), Multiliteracies pedagogy and language learning: Teaching Spanish to heritage speakers. London, England: Palgrave Macmillan.

Leier, V. (2018). Using Instagram in a tertiary German language course: Students' perceptions and approaches. The New Zealand Language Teacher, 44, 77–90.

Losada Rivas, J. J., & Suaza Cardozo, D. A. (2018). Video-mediated listening and multiliteracies. Colombian Applied Linguistics Journal, 20(1), 11–24.

Maxim, H. H. (2002). A study into the feasibility and effects of reading extended authentic discourse in the beginning German language classroom. Modern Language Journal, 86, 20–35.

Melo-Pfeifer, S. (2021). Developing multiliteracies in online multilingual interactions: The example of chat-room conversations in romance languages. In E. Odilia Breuer, E. Lindgren, A. Stavans, & E. Van Steendam (Eds.), Multilingual literacy (pp. 165–186). Multilingual Matters.

Michelson, K. (2019). Global simulation as a mediating tool for teaching and learning language and culture as discourse. Foreign Language Annals, 52(2), 284–313.

Ntelioglou, B. Y. (2011). ‘But why do I have to take this class?’The mandatory drama-ESL class and multiliteracies pedagogy. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 595–615.

Paesani, K. (2016). Investigating connections among reading, writing, and language development: A multiliteracies perspective. Reading in a Foreign Language, 28(2), 266–289.

Paesani, K. (2015). Student perceptions of multiliteracies-oriented and traditional grammar activities: A mixed-methods case study. Konin Language Studies, 3(1), 31–55.

Petit, E. (2020). Digital storytelling for developing students’ agency through the process of design: A case study. In B. Dupuy & M. Grosbois (Eds.), Language learning and professionalization in higher education: Pathways to preparing learners and teachers in/for the 21st century (pp. 137–166).

Porto, M. (2018). Does education for intercultural citizenship lead to language learning? Language, Culture and Curriculum, 1–18. 

Ruggiero, D. (2018). Community service learning, learning by design, and heritage learners: A case study. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies pedagogy and language learning: Teaching Spanish to heritage learners (pp. 129–147). Palgrave Macmillan.

Ryshina-Pankova, M. (2010). Towards mastering the discourses of reasoning: Using grammatical metaphor at advanced levels of FL acquisition. Modern Language Journal, 94, 181–197.

Ryshina-Pankova, M., & Byrnes, H. (2013). Writing as learning to know: Tracing knowledge construction in L2 German compositions. Journal of Second Language Writing, 22, 179–197.

Skerrett, A. (2016). Attending to pleasure and purpose in multiliteracies instructional practices: Insights from transnational youths. Journal of Adolescent & Adult Literacy, 60(2), 115–120.

Troyan, F. J. (2016). Learning to mean in Spanish writing: A case study of a genre‐based pedagogy for standards‐based writing instruction. Foreign Language Annals, 49(2), 317–335.

Turpin, K. M. (2019). Training foreign language learners to be peer responders: A multiliteracies approach. L2 Journal, 11(1), 35–60.

Urlaub, P. (2013). Questioning the text: Advancing literary reading in the second language through web‐based strategy training. Foreign Language Annals, 46(3), 508–521.

Warner, C. (2014). Mapping new classrooms in literacy-oriented teaching and learning: The role of the reading experience. In J. Swaffar & P. Urlaub (Eds.), Transforming postsecondary foreign language teaching in the United States (pp. 157–175). New York, NY: Springer.

Warner, C., & Richardson, D. (2017). Beyond participation: Symbolic struggles with(in) digital social media in the L2 classroom. In S. Dubreil & S. Thorne (Eds.), Engaging the world: Social pedagogies and language learning (pp. 199–226). Boston, MA: Cengage.

Yoon, S. Y., & Brown, L. (2017). A multiliteracies approach to teaching Korean multimodal (im)politeness. The Korean Language in America, 21(2), 154–185.

Zapata, G. C., & Ribota, A. (2021). The instructional benefits of identity texts and learning by design for learner motivation in required second language classes. Pedagogies: An International Journal, 16(1), 1–18.

Zapata, G. C. (2018). The role of digital, Learning by Design instructional materials in the development of Spanish heritage learners’ literacy skills. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies pedagogy and language learning: Teaching Spanish to heritage learners (pp. 67–106). Palgrave Macmillan.



Teacher Understandings and Applications of Literacies Pedagogy

Ajayi, L. (2012). How teachers deploy multimodal textbooks to enhance English language learning. TESOL Journal, 6(1), 16–35.

Allen, H. W. (2011). Embracing literacy-based teaching: A longitudinal study of the conceptual development of novice foreign language teachers. In K. E. Johnson & P. E. Golombek (Eds.), Sociocultural research on second language teacher education: Exploring the complexities of professional development (pp. 86–101). New York, NY: Routledge.

Allen, H. W., & Dupuy, B. (2013). Evolving notions of literacy-based language teaching: A qualitative study of graduate student instructors. In H. W. Allen & H. H. Maxim (Eds.), Educating the future foreign language professoriate for the 21st century (pp. 171–191). Boston, MA: Heinle.

Boche, B. (2014). Multiliteracies in the classroom: Emerging conceptions of first-year teachers. Journal of Language and Literacy Education, 10(1), 114–135.

Bokhorst-Heng, W. D., Flagg-Williams, J. B., & West, S. (2014). The palimpsest layers of pre-service teachers’ literacy autobiographies. Pedagogies: An International Journal, 9(4), 343–364.

Brock, C. H., Pennington, J. L., & Ndura, E. (2012). Using multimodality as a conceptual lens: examining two teachers' learning in the Multiliteracies Teacher Institute Project. Pedagogies: An International Journal, 7(4), 275–294.

Bull, G., & Antsey, M. (2010). Using principles of multiliteracies to inform pedagogical change. In D. R. Cole & D. L. Pull (Eds.), Multiliteracies in motion: Current theory and practice (pp. 141–159). New York, NY: Routledge.

Byrnes, H. (2001). Reconsidering graduate students’ education as teachers: It takes a department! Modern Language Journal, 85, 512–530.

Calazans da Rosa, A. A. (2016). Teachers' education and professional development: Focus on multiliteracies and technologies. Ubiquitous Learning: An International Journal, 9(3), 19–30.

Cloonan, A. (2010). Multiliteracies, multimodality, and teacher professional learning. Champaign, IL: Common Ground Publishing.

Cumming-Potvin, W. M., & Sanford, K. (2015). Countering a 'back-to-basics' approach to teacher education: Multiliteracies and on-line discussions in a community of practice. Language and Literacy, 17(1), 21–41.

Gardiner, V., Cumming-Potvin, W., & Hesterman, S. (2013). Professional learning in a scaffolded 'multiliteracies book club': Transforming primary teacher participation. Issues in Educational Research, 23(3), 357–374.

Grosso Richins, L., & Hansen-Thomas, H. (2018). Heritage language development of pre-service bilingual teachers: How a practice-situated intervention promoted multiliteracy. In G. Zapata & M. Lacorte (Eds), Multiliteracies pedagogy and language learning: Teaching Spanish to heritage learners (pp. 175–195). London, England: Palgrave Macmillan.

Hamston, J. (2006). Pathways to multiliteracies: Student teachers' critical reflections on a multimodal text, 38–51.

Hashemi, T. (2020). Graduate student teacher voices: Perception of and apprenticeship in multiliteracies-oriented teaching. In B. Dupuy & M. Grosbois (Eds.), Language learning and professionalization in higher education: Pathways to preparing learners and teachers in/for the 21st century (pp. 99–134).

Kim, M. S., & Xing, X. (2019). Appropriation of affordances of multiliteracies for Chinese literacy teaching in Canada. Research and Practice in Technology Enhanced Learning, 14(1). doi: 10.1186/s41039-019-0095-2

Maia, A. A. D. M. (2020). English language teacher education and the multiliteracies pedagogy: Constructing complex professional knowledge and identities. RELC Journal, 1–15.

Menke, M. R. (2018). Literacy-based curricula in university foreign language instruction: Perceptions from non-tenure-track faculty. L2 Journal, 10(2), 111–133.

Menke, M. R., & Paesani, K. (2019). Understanding teacher discourse around multiliteracies pedagogy. In B. Dupuy & K. Michelson (Eds.), Pathways to paradigm change: Critical examinations of prevailing discourses and ideologies in second language education (pp. 75–99). Boston, MA: Cengage.

Morgan, L. (2010). Teacher professional transformation using learning by design: A case study. E-Learning and Digital Media, 7(3), 280–292.

Paesani, K. (2013). A literacy-based approach to foreign language teacher development. In H. W. Allen & H. H. Maxim (Eds.), Educating the future foreign language professoriate for the 21st century (pp. 60–81). Boston, MA: Heinle.

Paesani, K., & Allen, H. W. (2020). Teacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs. Second Language Research & Practice, 1, 124–138.

Palpacuer Lee, C. J. L. (2018). Multiliteracies in action at the art museum. L2 Journal, 10(2), 134–157.

Pennington, J. L., Brock, C. H., Palmer, T., & Wolters, L. (2013). Opportunities to teach: confronting the deskilling of teachers through the development of teacher knowledge of multiple literacies. Teachers and Teaching, 19(1), 63–77.

Richins, L. G., & Hansen-Thomas, H. (2017). Heritage language development of pre-service bilingual teachers: How a practice-situated intervention promoted multiliteracy. Multiliteracies Pedagogy and Language Learning. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning, 175–195.

Roswell, J., Kosnik, C., & Beck, C. (2008). Fostering multiliteracies pedagogy through preservice teacher education. Teaching Education, 19(2), 109–122.

Saudelli, M. G., & Roswell, J. (2013). Walking the walk: Toward a notion of multiliteracies in literacy teaching education. In C. Kosnik, J. Rowsell, P. Williamson, R. Simon, & C. Beck (Eds.), Literacy teacher educators: Preparing teachers for a changing world (pp. 35–47). Rotterdam, Netherlands: Sense Publishers.

Selvi, A. F., & Martin-Beltrán, M. (2016). Teacher-learners engagement in the reconceptualization of second language acquisition knowledge through inquiry. System, 63, 28–39. doi: 10.1016/j.system.2016.08.006

Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50(4), 988–998.


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