References: Composition Projects: Multimodal

Return to Composition Projects: Multimodal strategy page.


Bloch, J. (2018). Digital storytelling in the multilingual academic writing classroom: Expanding the possibilities. Dialogues: An Interdisciplinary Journal of English Language Teaching and Research, 2(1) 96-110.

Castek, J., & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent & Adult Literacy, 56(7), 554-564.

Curwood, J. S., & Cowell, L. L. H. (2011). iPoetry: Creating space for new literacies in the English curriculum. Journal of Adolescent & Adult Literacy, 55(2), 110-120.

Dalton, B. (2012). Multimodal composition and the common core state standards. The Reading Teacher, 66(4), 333-339.

Ferdig, R. E. (Ed.). (2013). Exploring multimodal composition and digital writing. IGI Global.

Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P., & Robinson, L. (2010). Hanging out, messing around, and geeking out: Kids learning and living with new media. Cambridge, MA: MIT Press.

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

Li, R. (2018, March). Multimodal learning and communication through transnational digital storytelling. Paper presented at the American Association of Applied Linguistics, Chicago, IL.

Murray, J. (2009). Non-discursive rhetoric: Image and affect in multimodal composition. Suny Press.

O'Brien, D., Beach, R., & Scharber, C. (2007). "Struggling" middle schoolers: Engagement and literate competence in a reading writing intervention class. Reading Psychology, 28(1), 51-73.

Takayoshi, P. & Selfe, C. L. (2007). Thinking about multimodality. In C. L. Selfe (Ed.), _Multimodal Composition: Resources for Teachers _(Chapter 1). New York, NY: Hampton Press.

Walsh-Moorman, E. A. (2018). Multimodal composing in support of disciplinary literacy: A search for context in ELA and history classrooms (Doctoral dissertation). Kent State University.