Archer, A. 2013. Power, social justice and multimodal pedagogies. In C. Jewitt (ed.), The Routledge Handbook of Multimodal Analysis, 2nd edition. London: Routledge.

Archer, A. 2013. Voice as Design: Exploring academic voice in multimodal texts in Higher Education. In M. Böck and N. Pachler (eds.), Multimodality and Social Semiosis. Communication, Meaning-Making, and Learning in the Work of Gunther Kress. New York and London: Routledge. 150 – 161.

Grant, T. 2013. Higher Education Drafting Practices in Professional Communication and Identity Formation. Journal of Modern Education Review, 2(5): 243-257.

Newfield, D. 2013. Kressian moments in South African classrooms: Multimodality, representation and learning. In M. Böck and N. Pachler (eds.), Multimodality and social semiosis: communication, meaning-making, and learning in the work of Gunther Kress . New York: Routledge. 141-149.

Simpson, Z.  2013.  “Civil Engineering Work as Social Semiotic Work: A Theoretical View of Teaching and Learning”.  Proceedings of the South African Society for Engineering Education Biennial Conference.  Cape Town, South Africa.  10 – 12 June.


Archer, A. 2012. Writing as Design: Enabling access to academic discourse in a multimodal environment. South African Journal for Higher Education, 26(3): 411-421.

Archer, A. 2012. Changing academic landscapes: principles and practices of teaching writing in the Writing Centre at UCT. In C. Thaiss, G. Braeuer, P. Carlino, L. Ganobcsik-Williams, A. Sinha (eds.), Writing programs worldwide: profiles of academic writing in many places. Perspectives on Writing.Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. 353-364.

Brown, C. and Hart, M. 2012. Exploring higher education students’ technological identities using Critical Discourse Analysis. In P. Isaias and M. Baptista-Nunes (eds), Information Systems Research and Exploring Social Artifacts: Approaches and Methodologies, Vol. 1. IGI Global.

Brown, C. 2012. University students as digital migrants. Language and Literacy, 14(2): 41-61

Czerniewicz, L. and Brown, C. 2012. The habitus of digital “strangers” in higher education. British Journal of Educational Technology. doi: 10.1111/j.1467-8535.2012.01281.x

Grant, T. 2012. Scenario Pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education. Unpublished PhD thesis. University of Cape Town.

Huang, C. and Archer, A. 2012. Uncovering the multimodal literacy practices in reading manga and the implications for pedagogy. In B. Williams and A. Zenger (eds.), New Media Literacies and Participatory Popular Culture across Borders. New York and London: Routledge. 44-60.

Rall, M. 2012. Representation of the San in Contested Moments in Museum History. Journal of the inclusive museum, 4(4): 41-58.


Archer, A. 2011. Clip-art or Design: Exploring the challenges of multimodal texts for Writing Centres in Higher Education. Southern African Linguistics and Applied Language Studies, 29(4): 387-399.

Archer, A. 2011. Dealing with Multimodal Assignments in Writing Centres. The Writing Lab Newsletter, 35(9/10): 10-13.

Archer, A. and Stent, S. 2011. Red socks and purple rain: the political uses of colour in late apartheid South Africa. Visual Communication, 10(2): 115-128.

Grant, T. and Kalil, C. 2011. Information systems as a social space: developing academic and social literacies in students. International Journal of Humanities and Social Science, 1(8): 29-39.

Lewanika, T. and Archer, A. 2011. Communities of practice: Reflections on writing, research and academic practices in UCT Writing Centre. In A. Archer and R. Richards (eds.), Changing spaces:  Writing Centres and access to Higher Education in South Africa. Stellenbosch: Sun Media. 147-158.

Newfield, D. 2011. ‘Multimodality and children’s participation in classrooms: Instances of research’. Perspectives in Education, 29(1): 27-35.

Newfield, D. 2011. Review of Weyward Macbeth: Intersections of Race and Performance. S. Newstock and A. Thompson (eds.) Palgrave Macmillan 2010, New York, Shakespeare in Southern Africa, vol. 23.

Newfield, D. 2011. Multimodality, social justice and becoming a “really South African” democracy: case studies from language classrooms. In M. Hawkins (ed.), Social Justice Language Teacher Education, Bristol, UK, Buffalo, US, Toronto, CA : Multilingual Matters.

Newfield, D. 2011. ‘From visual literacy to critical visual literacy: an analysis of educational materials’. English Teaching Practice and Critique, 10(1): 81-94.

Newfield, D. 2011. Multimodality and children’s participation in classrooms: Instances of research. Perspectives in Education, 29(1): 27-35.

Nodoba, G, Hendry, S., Grant, T., Monson, C and Monson, J. 2011. Building Principles of Sustainable Business into Entrepreneurial Ventures: A Comparative Study by the University of Cape Town.  ICEBE and SAFRI J2Ex. Cape Town: Cape Peninsula University of Technology Press. 209-217.


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