Working List of References - AERA 2009

Blackburn, M. V. (2002/2003). Disrupting the (hetero)normative: Exploring literacy performances and identity work with queer youth. Journal of Adult and Adolescent Literacy, 46(4), 312–325.

Bourne, J., & Jewitt, C. (2003). Orchestrating debate: a multimodal analysis of classroom interaction. Reading, July 2003, 64-72.

Canzler, W., Kaufmann, V., & Kesselring, S. (2008). Tracing mobilities: Towards a cosmopolitan perspective. Burlington, VT: Ashgate.

Creswell, T. (2006). On the move: Mobility in the modern western world. New York: Routledge.

Frisby, D. & Featherstone, M. (Eds.) (1997). Simmel on culture: Selected writings. Thousand Oaks: Sage.

Gadsden, V. (2008). The arts and education: knowledge generation, pedagogy, and the discourse of learning. Review of Research in Education, 32, 29-61.

Goodwin, C. (2007). Participation, Stance, and Affect in the Organization of Activities. Discourse and Society, 18(1). pp. 53-73.

Halliday, M.A.K. (1978). Language as social semiotic. London: Edward Arnold.

Hanks, William F. 1999. Intertexts: Writings on Language, Utterance, and Context. Lanham, MD: Rowland & Littlefield.

Horn, J. & Wilburn, D. (2005) The embodiment of learning. Educational Philosophy and Theory,37(5), 745-760.

Hull, G., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224-261.

Jewitt, C. & Kress, G. (2003). Multimodal literacy. New York: Peter Lang.

Jewitt, C., Kress, G., Ogborn, J., & Tsatarelis, C. (2001). Exploring learning through visual, actional and linguistic communication: the multimodal environment of a science classroom. Educational Review, 53(1), 5-18.

Jones, R. (2004). The problem of context in computer-mediated communication. In P. Levine & R. Scollon (eds.), Discourse and technology: Multimodal discourse analysis. pp. 20-33. Washington, D.C.: Georgetown University Press.

Kaufmann, V. (2002). Re-thinking mobility: Contemporary sociology. Hampshire, England: Ashgate.

Knain, E. (2006). Achieving science literacy through transformation of multimodal textual resources. Science Education, 90(4), 656-659.

Kress, G. (2003). Literacy in the new media age. London: Routledge.

Leander, K. & Sheehy, M. (2004) (Eds.) Spatializing literacy research and practice. New York: Peter Lang.

Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38(3), 397-403.

McGinnis, T., Goodstein-Stolzenberg, A., & Saliani, E. C. (2007). “indnpride”: Online spaces of transnational youth as sites of creative and sophisticated literacy and identity work. Linguistics and Education, 18, 283-304.

Pahl, K., & Rowsell, J. (2005). Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: Paul Chapman Publishers.

Pleasants, H.M (2008). Identity negotiations in writing and relationships: Digital storytelling with African American adolescent girls in an urban community center. In L. Vasuvedan and M. Hill (Eds.), Media, learning and sites of possibility, pp. 205-234 (New York: Peter Lang).

Rowsell, J., & Pahl, K. (2007). Sedimented Identities in Texts: Instances of Practice. Reading Research Quarterly, 42(3), 388-404.

Scribner, S. (1984). Literacy in three metaphors. American Journal of Education, 93(1), 6-21.

Soja, E. W. (1989) Postmodern geographies: The reassertion of space in critical social theory. London, Verso.

Stein, P. (2008). Multimodal pedagogies in diverse classrooms: Representation, rights and resources. New York: Routledge.

Thrift, N. (1996). Spatial formations: Thousand Oaks: Sage.

Urciuoli, B. (1995). The indexical structure of visibility. In Brenda Farnell (ed.), Human action signs in cultural context: The visible and the invisible in movement and dance (pp. 189–215). Lanham, MD: Scarecrow Press.

Youdell, D. (2003). Identity traps or How Black students fail: The interactions between biographical, sub-cultural, and learner identities. British Journal of Sociology of Education, 24(1), 3-2

Youdell, D. (2006). Diversity, inequality, and a post-structural politics for education. Discourse: Studies in the Cultural Politics of Education, 27(1), 33-42.