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EDLL 6100: Seminar in Language, Literacy and Culture: Required Readings

Useful library information for EDLL 6100, Seminar in Language, Literacy and Culture

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Required Readings for EDLL 6100

Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267.

EDLL 6100:  Seminar in Language and Literacy, 
Topic:   Research and Issues in and through Multimodality,  Summer 2018, Dr. Janelle Mathis
Part I:   Part II will extend the sections regarding visual, musical, drama and artifacts/place.  Part III will consist of those resources you find in your independent research that will reflect the past 10 years.
General – multimodality/multiliteracies
Albers, P., & Harste, J. C. (2007). The arts, new literacies, and multimodality. English Education, 40, 6-20.
Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communication, 22, 224-261.
Towndrow, P. A., Nelson, M. E., & Yusuf, W. M. (2013). Squaring literacy assessment with multimodal design: An analytic case for semiotic awareness. Journal of Literacy Research, 45, 327-355.
Leander, K., & Boldt, G. (2013). Rereading “A pedagogy of multiliteracies”: Bodies, texts, and emergence. Journal of Literacy Research, 45, 22-46.
Leander, K., Phillips, N., & Taylor, K. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34, 329-394
Alvermann, D. E., Hagood, M. C, & Williams, K. B. (2001). Images, language, and sound: Making meaning with popular culture texts. Reading Online.
Brant, D., & Clinton, K. (2006). Afterword. In K. Pahl & J. Rowsell (Eds.), Travel notes from the New Literacy Studies:  Instances of practice (pp. 254-258). Clevedon, UK:  Multilingual Matters.
Kress, G. (2011). Partnerships in research: multimodality and ethnography. Qualitative Research, 11(3), 239-260.
Kalantzis, M., Cope, B., & Harvey, A. (2003). Assessing multiliteracies and the new basics. Assessment in Education: Principles, Policy and Practice, 10(1), 15-26. 
Kenner, C. (2004). Becoming biliterate: Young children learning different writing systems. Stoke-on-Trent, UK: Trentham. 
Kenner, C, & Kress, G. (2003). The multisemiotic resources of biliterate children. Journal of Early Childhood Literacy, 3(2), 179-202. 
Knobel, M., & Lankshear, C. (2006). Weblog worlds and construction of effective and powerful writing: Cross with care, and only where signs permit. In K. Pahl & J. Rowsell (Eds.), Travel notes from the New Literacy Studies: Instances of practice (pp. 72-92). Clevedon, UK: Multilingual Matters. 
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92. 
Newfield, D., Andrew, D., Stein, P., & Maungedzo, R. (2003). No number can describe how good it was: Assessment issues in the multimodal classroom. Assessment in Education: Principles, Policy and Practice, 10(1), 61-81. 
Prain, V., & Waldrip, B. (2006). An exploratory study of teachers' and students' use of multi modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843-1866.
Scott, P., & Jewitt, C. (2003). Talk, action, and visual communication in the teaching and learning science. School Science Review, #^(308), 117-124. Sefton-Green, J. (2006). Youth, technology, and media culture.
Unsworth, L. (2006). E-literature for children: Enhancing digital literacy learning. London and New York: Routledge/Falmer. 
Unsworth, L., Thomas, A., Simpson, A., & Asha, J. (2005). Children's literature and computer based teaching. Maidenhead, UK: Open University Press.
Leeuwen, T. (2015). Multimodality in Education: Some Directions and Some Questions. TESOL Quarterly, 49(3), 582-589.
Leland, C. H. and Bruzas, S. R. (2014). Becoming text analysts:  Unpacking purpose and perspective 23 -35. Language Arts, 92(1), 23-35.
New Literacies:
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
Janks, H., & Comber, B. (2006). Critical literacy across continents. In K. Pahl & J. Rowsell (Eds.), Travel notes from the New Literacy Studies: Instances of practice (pp. 95-117). Clevedon, UK: Multilingual Matters. 
Albers, P. Vsquez, V. and Harste, J. (2016). A Classroom with a View: Teachers, Multimodality, and New Literacies. Talking points, 19(2), 3-13.
Miller, S. M., & McVee, M. B. (Eds.) (2012). Multimodal composing in classrooms: Learning and teaching for the digital world. New York, NY: Routledge.
Swiss, T. and Lewis, C. (528-534). The Materialities and Imaginaries of Apps, Social Networks, and Web 2.0. Journal of Literacy Research,  47(4), 528–534.
Kesler, T., Gibson, L., Turansky, C. (2016). Bringing the Book to Life:  Responding to Historical Fiction Using Digital Storytelling; Journal of Literacy Research, 48(1), 39-79.
Visual Literacies: 
Jewitt, C. (2002). The move from page to screen: The multimodal reshaping of school English. Journal of Visual Communication, 1(2), 171-196.
Jewitt, C. (2005). Multimodal "reading" and "writing" on screen. Discourse: Studies in the Cultural Politics of Education, 26(3), 315-332.
Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading Science (pp. 87-113). London: Routledge.
Sinner, A., Leggo, C., Irwin, R. Gouzouasis, P., and Grauer, K. (2006). Arts‐based educational research dissertations:  Reviewing thte practices of new scholars. Canadian Journal of Education,  29(4), 4, 1223‐1270.
Wiseman, A., Makinen, M., and Kupiainen, R. (2016) Literacy through photography: Multimodal and visual literacy in a third grade classroom. Early Childhood Education, 44, 537–544.
Alim, H. S. (2011). Global ill-literacies: Hip hop cultures, youth identities, and the politics of literacy. Review of Research in Education, 35, 120-147.
Barton, G. and Unsworth, L. (2014). Music, multiliteracies and multimodality: Exploring the book and movie versions of Shaun Tan's The Lost Thing. Australian Journal of Language & Literacy, 37, (1), 3-20. 
Godinho, J. (2016). Miming to recorded music: Multimodality and education, psychomusicology, 26 (2), 189-195.
Harrop-Allin, S. Multimodality and the (2017).  Pedagogy: "Design" and "Recruitment" in South African Children's Musical Games. International Journal of Research in Music Education,  65,(1), 25-51.
Skerrett, A. (2018). Learning music literacies across transnational school settings. Journal of Literacy Research 50(1), 31-51.
Martinec, R. (2000). Construction of identity in Michael Jackson's "Jam." Social Semiotics, 10(3), 313-329.
Wingstedt, J., Brändström, S., Berg, J. (2010). Narrative Music, Visuals and Meaning in Film.  Visual Communication, 9 (2).
Niklas, P. and Wallerstdet, C. (2009). Making musical sense: the multimodal nature of clarifying musical listening. Music Education Research, 11(2).
Darrow, A., Cassidy, J., and Flowers, P. (2009). Enhancing Literacy in the Second Grade, Five Related Studies Using the Register music/reading curriculum. Update: Applications of Research in Music Education, 27(2), 12-26. 
Prendergast, M., Gouzouasis, P., Leggo, C. Irwin, R. L. (2009). A haiku suite: the importance of music making in the lives of secondary school students. Music Education Research, 11, (3), 303-317.  
Costello, A. (2012). Multimodality in an Urban, Eighth-Grade Classroom. Voices from the Middle, 19(4), 50-56. 
Richardson, K. (2010) Multimodality and the study of popular drama. Language and Literacy 19, 378-395. London, UK:  Sage.
Williams, W. (2014). New Technologies, New Possibilities for the Arts and Multimodality in English Language Arts. Contemporary Issues in Technology and Teacher Education, 14(4), 327-355. 
Space/place/objects around us:  (to be continued in Readings, Part II)
Baker, E., Ed. (2010). The new literacies:  Multiple perspectives on research and practice. New York:  Guilford.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies. London: Routledge. Cranny-Francis, A. (1993). 
Elam, K. (1980). The semiotics of theatre and drama. London: Methuen
Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. New York: Falmer. 
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan. 
Jewitt, C. (2014/2017). The Routledge Handbook of Multimodal Analysis. New York:  Routledge.
Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge. 
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold. Lam, W. (2006). Culture and learning in the context
McVee, M. and Boyd, F. (2016). Exploring diversity through multimodality, narrative, and dialogue. New York:  Routledge.
Pahl, K. and Rowsell, J. (2012). Literacy and education. New York:  Sage.
Rowsell, J. and Pahl, J. (2015). The Routledge Handbook of Literacy Studies. New York:  Routledge.
New York, NY: Teachers College Press.
van Leeuwen, T. (1999). Speech, music, sound. London: Macmillan.
Unsworth, L. (2006). E-literature for children: Enhancing digital literacy learning. London and New York: Routledge/Falmer. 

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