Wünsch-Nagy, N. (PhD, 2022). Multimodal Literacy Development in English Studies Contexts-linguistic and pedagogical perspectives on multimodal meaning-making and knowledge-building in classrooms and museum exhibitions, University of Pécs.
Walldén, R., & Larsson, P. N. (2021) “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history, Linguistics and Education, 65: 100960.
Jackson, G. (2021) Harry Potter and the Critical gaze: Autonomy pathways in literary response writing, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 69–85.
Walldén, R. & Nygård Larsson, P. (2021) Negotiating figurative language from literary texts: second-language instruction as dual literacy practice, L1-Educational Studies in Language and Literature, 21, 1–30.
Meyer, W. (Mphil, 2021) A critical reflection on my integrated literacy pedagogy based on Reading to Learn, LCT (Semantics) and LCT (Autonomy) (and its effects on student writing), University of Cape Town, South Africa.
Jackson, G. (PhD, 2020) Knowledge and Values in Literary Response Writing: Critical praxis in an ELA classroom, PhD thesis, The University of Georgia, United States.
Doran, Y. J. (2020) Multimodal knowledge: Using language, mathematics and images in physics, in K. Maton, J. R. Martin and Y. J. Doran (eds) Teaching Science: Language, Knowledge, Pedagogy. London: Routledge
Sevnarayan, K. (2019) A case study of knowledge structures and pedagogic practices in English Education and English Literary Studies at a South African university, Journal for Language Teaching, 53 (1): 173–193. DOI: 10.4314/jlt.v53i1.8
Meyer, B. (2019) What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory, Alternation, 26 (2): 240–266. DOI: 10.29086/2519-5476/2019/v26n2a11
Clark, U. (2019) Language, Literacy and Pedagogy, in Developing Language and Literacy in English across the Secondary School Curriculum. Cham: Palgrave Macmillan. See chapter here.
Ho, W.S.C. (PhD, 2017) Teaching academics’ perceptions of ‘Asia Literacy’ and its integration into undergraduate curricula: A case study in to three Australian universities, University of Melbourne, Australia.
Silva de Joyce, H. & Feez, S. (2014) Exploring Literacies: Theory, research and practice, Basingstoke, Palgrave Macmillan. See book here.
Harman, R. (2017) Bringing it all together: Critical take(s) on systemic functional linguistics, in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics, New York: Springer.
Meidell Sigsgaard, A-V. (2015) Demokrati og semantiske bølger i andetsprogsundervisningen, Viden om Literacy, 18: 12–22. [Danish language]