Literacies-Oriented Resources

Allen, H.W., & Paesani, K. (2022). Genre instruction, textual borrowing, and foreign language writing: Graduate teaching assistant perspectives and practices. Language Teaching Research, 26(4), 755-776.

Amgott, Nicole. Implementing and Evaluating Multiliteracies in College French: A Nested Case Study. 2022. The University of Arizona, ProQuest Dissertations & Theses, https://www.proquest.com/docview/2641391456

Amgott, N. The Challenge Was Fun: Critical Literacy and Growth Mindset in L2 Multiliteracies. System, 113, https://doi.org/10.1016/j.system.2023.103000 

Barrette, C. M., & Paesani, K. (2017). Conceptualizing cultural literacy through student learning outcomes assessment. Foreign Language Annals, 51, 331-343.

Blattner, G, et al. (2024). I Spy Something Invisible: Using Instagram to Help Learners Understand Second Language Invisible Culture.Journal of Digital Educational Technology, 4(2), ep2415. LINK

Bono, M, and Terreros, G.B. (2018). Critical Transitions: Toward a New Spanish Language Curriculum. ADFL Bulletin, 44(2), 125–128. https://doi.org/10.1632/adfl.44.2.125   

Bryant, A.D. (2021). Decolonizing by Design: Black Feminist Scholarship, Critical Applied Linguistics, and a Pedagogy of Multiliteracies in Beginning and Intermediate German-Language Instruction. Georgetown University. LINK

Byrnes, H. (2021). Reconsidering Graduate Students’ Education as Teachers: ‘It Takes a Department!’ The Modern Language Journal, 85, 512–30.

Cassidy, V. (2021). Students first: Applying instructional design and technology to foreign language curriculum building. ADFL Bulletin, 46(2).  LINK

Castellano-Sanz, M., & Reyes-Torres, A. (2024). Multiliteracies in minority language contexts: A multimodal learning path to promote learners’ meaning-making process and aesthetic experiences. L1-Educational Studies in Language and Literature, 24(3), 1–29.

Ducate, L., & Steckenbiller, C. (2013). Toward a better understanding of culture: Wikis in the beginning German classroom. The Language Learning Journal, 45(2), 202–219. https://doi.org/10.1080/09571736.2013.826715

Fabbian, C., & Zanotti Carney, E. (2018). Critical pedagogy, social justice, and prosocial identities in the Italian classroom. Italica, 95(3), 417–434.

Lindenberg, D. (2023). Multimodal meaning-making in student presentations: The impact of explicit feedback in a German as a foreign language classroom. Multimodal Communication, 12(3), 191–206.

Maxim, H. H., et al. (2013). Overcoming curricular bifurcation: A departmental approach to curriculum reform 1. Die Unterrichtspraxis/Teaching German, 46(1), 1–26.

Menke, M. R., & Paesani, K. (2019). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture, and Curriculum, 32(1), 34–49. https://doi.org/10.1080/07908318.2018.1461898

Michelson, K. (2024). Rethinking assessment in foreign language teaching: Fostering semiotic agency through multiliteracies approaches. In V. Tavares (Ed.), Empowering language learners in a changing world through pedagogies of multiliteracies (pp. 61–78). Springer Nature Switzerland.

Nurhayati, S. (2024). Digital literacy in adult continuing education: Implementation, best practices, and emerging trends. Novateur Publications, 9–18.  LINK

Paesani, K. (2016). Literature, literacy, and the undergraduate foreign language curriculum. ADFL Bulletin, 44(1), 39–51.

Paesani, K. (2018). Researching literacies and textual thinking in collegiate foreign language programs: Reflections and recommendations. Foreign Language Annals, 51, 129–139.

Paesani, K. (2017). Redesigning an introductory language curriculum: A backward design approach. L2 Journal, 9(1), 1–20. https://doi.org/10.5070/L29130408

Paesani, K., & Willis Allen, H. (2020). Teacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs. SLRP Journal, 1(1).

Paesani, K., & Menke, M. R. (2023). Literacies in language education: A guide for teachers and teacher educators. Georgetown University Press.

Rossomondo, A., & Lord, G. (2023). Reincarnating textbook programs for the 21st century. Second Language Research and Practice, 4(1). LINK

Ryshina-Pankova, M., & McKnight, D. C. (2023). Specifying the literacy pedagogy moves through genre-based instruction for advanced second language teaching: Developing multiple literacies through systemic functional linguistics. Pedagogies: An International Journal, 18(3), 534–554. LINK

Samaniego, M., & Warner, C. (2016). Designing meaning in inherited languages: A multiliteracies approach to HL instruction. In M. Fairclough & S. Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 191–213). Georgetown University Press.

Suh, J., & Jung, J. Y. (2020). Literacy and multiliteracies in Korean language learning and teaching. In Teaching Korean as a Foreign Language (pp. 127–146). Routledge.

Tavares, V. (2024). Empowering language learners in a changing world through pedagogies of multiliteracies. In V. Tavares (Ed.), Empowering language learners in a changing world through pedagogies of multiliteracies (pp. 1–19). Springer Nature Switzerland.  LINK

Tavares, V. (Ed.). (2024). Social justice through pedagogies of multiliteracies: Developing and strengthening L2 learner agency and identity. Taylor & Francis.

Warner, C. (2022). Playful designs: Multiliteracies and literariness in the beginning language classroom. Foreign Language Annals, 55(3), 704–724. LINK

Willis Allen, H., & Paesani, K. (2010). Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses. L2 Journal, 2(1), 119–142.

Davis, J. McE., & McKay, T. H. (Eds.). (2018). A guide to useful evaluation of language programs. Georgetown University Press.

Hashemi, T. (2024). Implementing multiliteracies-oriented curricula in introductory language programs: Language program directors share their insights on the process. Second Language Research & Practice, 5(1), 33–50.  LINK 

NADSFL. (2015). Principles of effective world language programsLINK

Norris, J. M. (2016). Language program evaluation. Modern Language Journal, 100(S1), 169–189.

Son, Y.-A. (2017). Toward useful assessment and evaluation of heritage language learning. Foreign Language Annals, 50(2), 367–386.

Paesani, K., & Menke, M. (2023, May 3). Literacies in language education [Podcast]. Speaking of Language from The Language Resource Center at Cornell University. https://www.podbean.com/media/share/pb-yduma-13f97c9

Bernadt, E. (n.d.). Critical pedagogy [Video]. YouTube. https://www.youtube.com/watch?v=dwulQJ8TOKo&t=66s

Paesani, K. (n.d.). Using language forms to communicate about texts: A multiliteracies perspective [Video]. YouTube. https://www.youtube.com/watch?v=NaP3bNVh4cY&t=4108s

Paesani, K. (n.d.). Multiliteracies pedagogy and teacher professional development [Video]. YouTube. https://www.youtube.com/watch?v=sVTOCK-eWpw

(n.d.). Implementing multiliteracies [Video]. YouTube. https://www.youtube.com/watch?v=0PT2sMDdMvk&list=PLxWdN3n-6EdsMmt-MtGhEfEfgq1l4t9oT

Petit, E. (n.d.). Nurturing creativity and agency in L2 through digital storytelling [Video]. YouTube. https://www.youtube.com/watch?v=BWkla3LgMIg

Oskoz, A. (n.d.). Second language digital literacies in a multilingual, multimodal world [Video]. YouTube. https://www.youtube.com/watch?v=bEBursv6z4g&t=2399s

(n.d.). The challenge of globalization in foreign language education [Video]. YouTube. https://www.youtube.com/watch?v=ye7oj4ETuF4

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