My current list of reading and references
This list uses English alphabetical order. Scandinavian names with å, Å/Æ Ö/Ø are then ordered under, A and O
There may be irregularities in this list of references but the style of referencing should be APA https://apastyle.apa.org/
A
Åberg, E. S., & Åkerfeldt, A. (2017). Design and recognition of multimodal texts: selection of digital tools and modes on the basis of social and material premises?. Journal of Computers in Education, 4(3), 283-306. Retrieved from https://link.springer.com/article/10.1007%2Fs40692-017-0088-3
Åkerfeldt, A. (2014). Didaktisk design med digitala resurser. En studie audiovisual kunskapsrepresentationer i en digitaliserad skola [Didactic design with digital resources. A study of knowledge representations in the digital school] (Doctoral dissertation, Stockholm University, Stockholm, Sweden). Retrieved from http://urn.kb.se/resolve? urn=urn:nbn:se:su:diva-106851
Ananiadou, K. and Claro, M. (2009) 21st century skills and competences for new millennium learners in OECD countries. Organisation for Economic Cooperation and Development. EDU Working paper no. 41. Retrieved from http://www.olis.oecd.org/olis/2009doc.nsf/linkto/edu-wkp(2009)20
Anderson, K. T., Stewart, O. G., & Kachorsky, D. (2017). Seeing academically marginalized students’ multimodal designs from a position of strength. Written Communication, 34(2), 104-134.
Andrews, R., Borg, E., Davis, S. B., Domingo, M., & England, J. (Eds.). (2012). The SAGE Handbook of Digital Dissertations and Theses. London: Sage.
Archer, A. (2010). Multimodal texts in higher education and the implications for writing pedagogy, English in Education, 44(3), 201-213.
Archer, A. (2011). Clip-art or design: Exploring the challenges of multimodal texts for writing centres in higher education. Southern African Linguistics and Applied Language Studies, 29(4), 387-399.
Archer, A. (2014a). Multimodal designs for learning in contexts of diversity. Designs for Learning, 7(2).
Archer, A. (2014b). Power, social justice and multimodal pedagogies. In C. Jewitt (Red.). The Routledge handbook of multimodal analysis (pp. 189-197). London: Routledge.
Archer, A., & Breuer, E. (2015). Methodological and pedagogical approaches to multimodality in writing. In Multimodality in writing (pp. 1-16). BRILL.
Archer, A., & Breuer, E. (2016). A Multimodal Response to Changing Communication Landscapes in Higher Education. In Multimodality in Higher Education (pp. 1-17). Brill.
Arvanitis, E. (2018). Preservice teacher education: Towards a transformative and reflexive learning. Global Studies of Childhood, 8(2), 114-130.
Assessment. (2014). In Wallace, S. (Ed.) A Dictionary of Education . Retrieved from https://www.oxfordreference.com/view/10.1093/acref/9780199212064.001.0001/acref-9780199212064-e-57
Assessment. (2019a). In Britannica Academic. Retrieved from https://academic-eb-com.libproxy.ucl.ac.uk/levels/collegiate/search/dictionary?query=assessment
Assessment (2019b). In The Merriam-Webster.com Dictionary. Retrieved November 30, 2019, from https://www.merriam-webster.com/dictionary/assessment
Assessment. (2019c). In MacMillian Dictionary. Retrieved November 30, 2019, from https://www.macmillandictionary.com/dictionary/british/assessment
B
Bakardjieva, M., & Feenberg, A. (2000). Involving the virtual subject. Ethics and Information Technology, 2(4), 233-240.
Baldry, A., & Thibault, P. J. (2006). Multimodal transcription and text analysis: A multimedia toolkit and coursebook. London: Equinox.
Barthes, R. (1973). Mythologies. St Albans: Paladin.
Barton, D. (2007). Literacy, lives and learning. London: Routledge.
Bates, A. T. (2018). Teaching in a digital age: Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Bayart, J. F. (2008). Comparing from below. Sociétés politiques comparées, 1, 1-25.
Beardsley, M., Santos, P., Hernández‐Leo, D., & Michos, K. (2019). Ethics in educational technology research: Informing participants on data sharing risks. British Journal of Educational Technology, 50(3), 1019-1034.
Ben Shahar, T. H. (2017). Educational justice and big data. Theory and Research in Education, 15(3), 306–320. https://doi.org/10.1177/1477878517737155
Bernstein, B. (1990). The structuring of pedagogic discourse: Class, codes and control, Vol. 4. London: Routledge.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
Bezemer, J. (2003). Dealing with Multilingualism in Education. A Case Study of a Dutch Primary School Classroom. Amsterdam: Akasant.
Bezemer, J., & Kress, G. (2008). Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning. Written Communication, 25(2), 166–195. https://doi.org/10.1177/0741088307313177
Bezemer, J. & Kress, G. (2016). Multimodality, learning and communication: a social semiotic frame. London: Routledge.
Bezemer, J., Kress, G. (2016). Multimodality, Learning and Communication [electronic resource]. London: Routledge, https://doi.org/10.4324/9781315687537
Bernstein, B. (1990). The structuring of pedagogic discourse: Class, codes and control, Vol. 4. London: Routledge.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
Biesta, G. (2002). Bildung and modernity: The future of bildung in a world of difference. Studies in Philosophy and Education, 21(4-5), 343-351.
Bishop, J & Burn, A (2013) ‘Reasons for Rhythm: Multimodal Perspectives on Musical Play’. In Willett et al, Children, Media And Playground Cultures: Ethnographic studies of school playtimes. Basingstoke: Palgrave MacMillan.
Björklund, S. (1991). Forskningsanknytning genom disputation. Acta Universitatis Upsaliensis.
Black, G. B., Ramsay, A. I., Baim-Lance, A., Eng, J., Melnychuk, M., Xanthopoulou, P., … & Fulop, N. J. (2019). What does it take to provide clinical interventions with temporal consistency? A qualitative study of London hyperacute stroke units. BMJ open, 9(11). https://bmjopen.bmj.com/content/9/11/e025367
Blikstad-Balas, M. (2012). Digital literacy in upper secondary school–what do students use their laptops for during teacher instruction?. Nordic Journal of Digital Literacy, 7(02), 81-96. Retrieved from https://www.idunn.no/dk/2012/02/digital_literacy_in_upper_secondary_school_-_what_do_studen
Blikstad-Balas, M. (2015). Digital Literacy in Upper Secondary School–What Do Students Use Their Laptops for During Teacher Instruction?. Nordic Journal of Digital Literacy, 10(Jubileumsnummer), 122-137.
Bloxham, S., Boyd, P., & Orr, S. (2011). Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36(6), 655-670.
Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational researcher, 34(6), 3-15.
Bourbonnais, A. (2017). Choreographing Memory: Performance and Embodiment in Multimodal Narrative (Doctoral dissertation).
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. sage.
Brabazon, T. (2007). The university of Google: education in the (post) information age. Aldershot: Ashgate.
Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
Broadfoot, P. (2009). Foreword Signs of Change: Assessment Past, Present, Future. In C. Wyatt-Smith & J. Cumming. Educational assessment in the 21st century: connecting theory and practice (pp. v-xi). Dordrecht: Springer.
Broadfoot, P., & Black, P. (2004). Redefining assessment? The first ten years of assessment in education. Assessment in Education: Principles, Policy & Practice, 11(1), 7-26.
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Cacciamani, S., Perrucci, V., & Khanlari, A. (2018). Conversational functions for knowledge building communities: a coding scheme for online interactions. Educational Technology Research and Development, 66(6), 1529-1546. Retrieved from https://link.springer.com/article/10.1007/s11423-018-9621-y
Campbell, B. S., & Feldmann, A. (2017). The power of multimodal feedback. Journal of Curriculum, Teaching, Learning and Leadership in Education, 2(2), 1.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied linguistics review, 2, 1-28.
Canale, G. (2019). Learners as Sign-makers: Technology, Learning and Assessment. In Technology, Multimodality and Learning (pp. 177-233). Palgrave Macmillan, Cham.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
Carpenter, R. (2009). Boundary negotiations: Electronic environments as interface. Computers and Composition, 26(3), 138-148.
Carroll, J. (2002). A handbook for deterring plagiarism in higher education. Oxford Centre for Staff and Learning Development.
Carroll, J. & Ryan, J. (red.). (2005). Teaching International Students: Improving Learning for All. London: Routledge.
Castek, J. , Zawilinski, L. , McVerry, G. , O’Byrne, I. , & Leu, D. J. (2011). The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties. In Wyatt-Smith, C. , Elkins, J. , & Gunn, S. (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp. 91–110). New York: Springer.
Chan, C., Chia, A., & Choo, S. (2017). Understanding Multiliteracies and Assessing Multimodal Texts in the English Curriculum. The English Teacher, (2), 15.
Chandler, P. D. (2017). To what extent are teachers well prepared to teach multimodal authoring?. Cogent Education, 4(1), 1266820.
Chandler, P., Unsworth, L., & O’Brien, A. (2012). Evaluation of students’ digital animated multimodal narratives and the identification of high-performing classrooms. Journal of Literacy and Technology, 13(3), 80–115.
Chitty, C. (2011). The politics of Education in B. Dufour & W. Curtis. Studying education: An introduction to the key disciplines in education studies (pp. 34-58). McGraw-Hill Education (UK).
Cho, B.-Y. (2010, December 3). A study of adolescents’ constructive strategy use in a critical Internet reading task. Paper presented at the annual meeting of the Literacy Research Association, Fort Worth, TX.
Coiro, J. (2009). Promising practices for supporting adolescents’ online literacy development. In Wood, K. D. , & Blanton, W. E. (Eds.), Literacy instruction for adolescents: Research-based practice (pp. 442–471). New York: Guilford.
Coiro, J. Knobel, M., Lankshear,C. & Leu, D. J. (Eds.) (2008). Handbook of Research on New Literacies. New York, NY: Routledge.
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An international journal, 4(3), 164-195.
Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, S. (2011). Technology-Mediated Writing Assessments: Principles and Processes. Computers and Composition 28(2), 79-96.
Cope, B., & Kalantzis, M. (2015). A pedagogy of multiliteracies. Learning by design. New York: Palgrave Macmillan.
Corcoran, N., & Duane, A. (2017). Using enterprise social networks as a knowledge management tool in higher education. VINE Journal of Information and Knowledge Management Systems, 47(4), 555-570.
Costello, P.M. (2011). Why Undertake Action Research? In P. M. Costello, Effective Action Research (pp. 15 -29). London: Continuum.
Coughlan, S. (2016, Dec 6). Pisa tests: UK lags behind in global school rankings. BBC News, from https://www.bbc.com/news/education-38157811
Cumming, J. & Wyatt-Smith, C. (2009). Framing Assessment Today for the Future: Issues and Challenges. In C. Wyatt-Smith & J. Cumming. Educational assessment in the 21st century: connecting theory and practice (pp. 1-16) Dordrecht: Springer.
Curtis, W. (2011). The philosophy of Education. In B. Dufour & W. Curtis. Studying education: An introduction to the key disciplines in education studies (pp. 59-84). McGraw-Hill Education (UK).
D
Dalton, B., & Proctor, C. P. (2008). The changing landscape of text and comprehension in the age of new literacies. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of Research on New Literacies (pp. 297- 324). New York, NY: Routledge.
Davidsen, J., & Vanderlinde, R. (2014). Researchers and teachers learning together and from each other using video‐based multimodal analysis. British Journal of Educational Technology, 45(3), 451-460. Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12141
Dawson, S., Gašević, D., Siemens, G., & Joksimovic, S. (2014, March). Current state and future trends: A citation network analysis of the learning analytics field. In Proceedings of the fourth international conference on learning analytics and knowledge (pp. 231-240). ACM.
de Silva Joyce, H. (2018). Introduction. In H. de Silva Joyce & S. Feez (Eds.), Multimodality Across Classrooms: Learning About and Through Different Modalities (1st ed., pp. 1-6). New York, NY: Routledge.
de Silva Joyce, H. d. S., & Feez, S. (2018). Multimodality across classrooms: Learning about and through different modalities (1st ed.). Milton: Routledge. doi:10.4324/9780203701072
de Saint-Georges, I., & Weber, J. (Eds.). (2013). Multilingualism and Multimodality. Rotterdam: Sens Publishers.
de Vaus, D.A. (2002). Surveys in social research [E-book]. (5th ed.) London: Routledge.
de Vaus, D., & de Vaus, D. (2013). Surveys in social research. Routledge.
Dicks, B. (2014). Action, experience, communication: three methodological paradigms for researching multimodal and multisensory settings. Qualitative Research, 14(6), 656–674. https://doi.org/10.1177/1468794113501687
Dikovitskaya, M. (2005). Visual culture: the study of the visual after the cultural turn. Cambridge, Mass.: MIT Press.
Dirks, T. (2017). AMC Filmsite. Retrieved from http://www.filmsite.org/filmterms.html.
Domingo, M. (2014a). Transnational language flows in digital platforms: A study of urban youth and their multimodal text making. Pedagogies: An International Journal, 9(1), 7-25.
Domingo, M. (2014b). Migrating literacies: Multimodal texts and digitally enabled text making. Text & Talk, 34(3), 261-282.
Dowling, P., & Brown, A. (2012). Doing research/reading research: Re-interrogating education. Routledge.
Dufour, B. & Curtis, W. (2011). Studying education: An introduction to the key disciplines in education studies. McGraw-Hill Education (UK).
Dziuban, C. D., Picciano, A. G., Graham, C. R., & Moskal, P. D. (2015). Conducting research in online and blended learning environments: New pedagogical frontiers. Routledge.
Dziuban, C., Moskal, P. D., Graham, C. R., & Picciano, A. G. (2016). Conducting Research in Online and Blended Learning Environments : New Pedagogical Frontiers. New York, NY: Routledge. Retrieved from https://ezp.sub.su.se/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1036337&site=ehost-live&scope=site
E
Edwards, M. R., & Clinton, M. E. (2019). A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment. Higher Education, 77(3), 403-421.
Edwards, R., Ivanič, R., & Mannion, G. (2009). The scrumpled geography of literacies for learning. Discourses in the Cultural Politics of Education., 30(4), 483–499.
Edwards-Groves, C. J. (2011). The multimodal writing process: Changing practices in contemporary classrooms. Language and Education, 25(1), 49–64.
Engebretsen, M. (2012). Balancing cohesion and tension in multimodal rhetoric: An interdisciplinary approach to the study of semiotic complexity. Learning, Media and Technology, 37(2), 145–162.
Erstad, O. (2008). Changing assessment practices and the role of ICT. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 181-194). New York: Springer.
Erstad, O., Gilje, Ø., & de Lange, T. (2007). Re‐mixing multimodal resources: multiliteracies and digital production in Norwegian media education. Learning, Media and Technology, 32(2), 183-198
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Fajardo, M. F. (2018). Cohesion and Tension in Tertiary Students’ Digital Compositions. In H. de Silva Joyce & S. Feez (Eds.), Multimodality across classrooms: Learning about and through different modalities (1st ed., pp. 178–193). New York, NY: Routledge.
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Flewitt, R., Price, S., & Korkiakangas, T. (2019). Multimodality: Methodological explorations. Qualitative Research, 19(1), 3–6. https://doi.org/10.1177/1468794118817414
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Flick, U. (2007). How to use triangulation for managing quality: practical issues. In Flick, U. Qualitative Research kit:Managing quality in qualitative research(pp. 109-121). London: SAGE Publications, Ltd doi: 10.4135/9781849209441
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Garavaglia, A., & Petti, L. (2013). Needs analysis in classroom digitalization projects. Learning & Teaching with Media & Technology, 251. Retrieved from http://www.academia.edu/download/42921078/Human_Machine_Interaction_embodied_cogni20160221-28341-1poh7u0.pdf#page=252
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Godhe, A. L. (2014). Creating and assessing multimodal texts. Negations at the boundary (Doctoral dissertation, Gothenburg Univeristy, Gothenburg, Sweden). Retrieved from http://hdl.handle.net/2077/35488
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Insulander, E., Lindstrand, F., & Selander, S. (2017). Designing Multimodal Texts about the Middle Ages. Journal of Educational Media, Memory, and Society, 9(2), 1-14.
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Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: Macarthur.
Jewitt, C. (2003a). Re-thinking Assessment: Multimodality, literacy and computer-mediated learning. Assessment in Education: Principles, Policy & Practice, 10(1), 83-102. http://dx.doi.org/10.1080/09695940301698
Jewitt, C., & Kress, G. (2003b). Multimodal literacy. New York: Lang.
Jewitt, C. (2005). Multimodality, “reading” and “writing” for the 21first century. Discourse: Studies in the Cultural Politics of Education, 26(3), 315–331. http://dx.doi.org/https://doi.org/10.1080/01596300500200011
Jewitt, C. (2006). Technology, literacy and learning: a multimodal approach. London: Routledge
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in education, 2008(32), 241
Jewitt, C. (Ed.) (2009). The Routledge Handbook of Multimodal Analysis. London: Routledge.
Jewitt, C. (2011). The Changing Pedagogic Landscape of Subject English in UK Classrooms. In K. A. O’Halloran & B. A. Smith (Eds.), Multimodal studies: Exploring issues and domains (pp. 184–201). New York, NY: Routledge.
Jewitt, C. (2014a). An Introduction to Multimodality. In The Routledge handbook of multimodal analysis (2nd ed.) (pp. 15–30). London, England: Routledge.
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Jewitt, C., Bezemer, J., Jones, K., & Kress, G. (2009). Changing English? The impact of technology and policy on a school subject in the 21st century. English Teaching: Practice & Critique, 8(3), 8-20.
Jewitt, C., & Leder Mackley, K. (2019). Methodological dialogues across multimodality and sensory ethnography: digital touch communication. Qualitative Research, 19(1), 90-110.
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