21st Century Literacies: Multiliteracies, Multimodality, Digital Literacy

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

  • Baron, N. S. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.

  • Barzillai, M., Thomson, J. M., Schroeder, S., & van den Broek, P. W. (Eds.) (2018). Learning to read in a digital world. Studies in written language and literacy,  0929-7324: Vol. 17. Amsterdam, Philadelphia: John Benjamins Publishing Company.

  • Bateman, J. A. (2014). Text and image: A critical introduction to the visual-verbal divide. London, New York: Routledge.

  • Bateman, J. A., Wildfeuer, J., & Hiippala, T. (2017). Multimodality: Foundations, research and analysis a problem-oriented introduction. Mouton textbook. Berlin, Boston: De Gruyter.

  • Bezemer, J. J., & Kress, G. R. (2016). Multimodality, learning and communication: A social semiotic frame. London, New York: Routledge.

  • Bos, W., Schwippert, K., Eickelmann, B., Goldhammer, F., Schaumburg, H., & Gerick, J. (Eds.) (2014). Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich: ICILS 2013: Berichtsband 1. Münster, New York: Waxmann Verlag. Retrieved from http://www.content-select.com/index.php?id=bib_view&ean=9783830981312

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

  • Cole, D. R., & Pullen, D. L. (2010). Multiliteracies in motion: Current theory and practice. New York: Routledge.

  • Cope, B., & Kalantzis, M. (Eds.) (2000). Multiliteracies: Literacy learning and the design of social futures (Repr). Literacies. London: Routledge.

  • Eickelmann, B., Bos, W., Gerick, J., Goldhammer, F., Schaumburg, H., Schwippert, K., & Vahrenhold, J. (Eds.) (2019). ICILS 2018 #Deutschland: Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking. Münster, New York: Waxmann.

  • Eickelmann, B., Bos, W., & Vennemann, M. (2015). Total digital.: Wie Jugendliche Kompetenzen im Umgang mit neuen Technologien erwerben.: Dokumentation der Analysen des Vertiefungsmoduls zu ICILS 2013. Münster, New York: Waxmann.

  • Elsner, D., Helff, S., & Viebrock, B. (Eds.) (2013). Films, graphic novels & visuals: Developing multiliteracies in foreign language education - An interdisciplinary approach. Münster: LIT-Verlag.

  • Fraillon, J., Ainley, J., Friedman, T., Gebhardt, E., & Schulz, W. (2014). Preparing for life in a digital age: The IEA international computer and information literacy study international report. Cham: Springer International Publishing.

  • Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., & Friedman, T. (2019). IEA international computer and information literacy study 2018: Assessment framework. Cham: Springer.

  • Fraillon, J., Schulz, W., & Ainley, J. (2013). International computer and information literacy study: Assessment framework. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).

  • Hallet, W. (2013). Multimodale Jugendromane und autobiografisches Erzählen im Fremdsprachenunterricht. In A. Grünewald, J. Plikat, & K. Wieland (Eds.), Bildung, Kompetenz, Literalität: Fremdsprachenunterricht zwischen Standardisierung und Bildungsanspruch (1st ed., pp. 138–149). Seelze: Klett/Kallmeyer.

  • Hallet, W. (2015). Teaching multimodal novels. In W. Delanoy, M. Eisenmann, & F. Matz (Eds.), Anglo-Amerikanische Studien: Vol. 49. Learning with literature in the EFL Classroom (pp. 283–298). Frankfurt am Main: Lang Ed.

  • Heinz, S. (2018). Researching multimodal reader response(s) in the EFL classroom. In A.-J. Zwierlein, J. Petzold, K. Boehm, & M. Decker (Eds.), Proceedings of the Conference of the German Association for the Study of English: volume 39. Anglistentag 2017 Regensburg: Proceedings (pp. 335–348). Trier: WVT Wissenschaftlicher Verlag Trier.

  • Heinz, S. (2020). Multimodale Wissensrepräsentation in der Fremdsprache: Lesestudie in der Sekundarstufe I und literaturdidaktische Zugänge im Sinne eines „multimodal appraoch to reading and teaching literature“. In T. Heinz, B. Brouër, M. S. Janzen, & J. Kilian (Eds.), Formen der (Re-)Präsentation fachlichen Wissens: Ansätze und Methoden für die Lehrerinnen- und Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften (pp. 93–120). Münster, New York: Waxmann.

  • Hubbard, P. (Ed.) (2009). Computer assisted language learning. Critical concepts in linguistics: Vol. 1. London: Routledge.

  • Jewitt, C. (2017). Different approaches to multimodality. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (2nd ed., pp. 31–43). London, New York: Routledge.

  • Jewitt, C. (Ed.) (2017). The Routledge handbook of multimodal analysis (2 ed.). London, New York: Routledge.

  • Jewitt, C., Bezemer, J. J., & O'Halloran, K. L. (2016). Introducing multimodality. London: Routledge.

  • Kramsch, C., & Andersen, R. W. (1999). Teaching text and context through multimedia. Language Learning & Technology, 2(2), 31–42.

  • Kress, G. R. (2010). Multimodality: A social semiotic approach to contemporary communication. London, New York: Routledge.

  • Kress, G. R. (2012). Multimodal discourse analysis. In J. P. Gee & M. Handford (Eds.), Routledge handbooks in applied linguistics. The Routledge handbook of discourse analysis (pp. 35–50). London: Routledge.

  • Kress, G. R., & van Leeuwen, T. (2020). Reading images: The grammar of visual design (3 ed). London, New York: Routledge.

  • Lim, F. V. (2021). Designing learning with embodied teaching: Perspectives from multimodality. Routledge studies in multimodality. Abingdom, Oxon, New York, NY: Routledge.

  • Mayer, R. E. (2008). Multimedia literacy. In J. Coiro (Ed.), Handbook of research on new literacies (pp. 359–376). New York, NY: Lawrence Erlbaum Associates.

  • Seizov, O., & Wildfeuer, J. (2017). New studies in multimodality: Conceptual and methodological elaborations. New York, NY: Bloomsbury Academic.

  • Stein, P. (2008). Multimodal instructional practices. In J. Coiro (Ed.), Handbook of research on new literacies (pp. 871–898). New York, NY: Lawrence Erlbaum Associates.

  • Stein, P. (2012). Multimodal pedagogies in diverse classrooms: Representation, rights and resources. London, New York: Routledge Taylor & Francis Group.

  • Unsworth, L. (2008). Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts. In J. Coiro (Ed.), Handbook of research on new literacies (pp. 377–405). New York, NY: Lawrence Erlbaum Associates.

  • Unsworth, L., & Cléirigh, C. (2017). Multimodality and reading: The construction of meaning through image-text interaction. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (2nd ed., pp. 151–163). London, New York: Routledge.

  • Walsh, M. P. (2005). Reading visual and multimodal texts: How is 'reading' different? In D. Hansford (Ed.), Multiliteracies & English Teaching K-12 in the Age of Information and Communication Technology 2004 (pp. 1–14). [Armidale, N.S.W.]: University of New England.

  • Wyatt-Smith, C., & Elkins, J. (2008). Multimodal reading and comprehension in online environments. In J. Coiro (Ed.), Handbook of research on new literacies (pp. 899–940). New York, NY: Lawrence Erlbaum Associates