2014-2016

2016

Archer, A. 2016. Multimodal academic argument: ways of organizing knowledge across writing and image. In A. Archer and E. Breuer (eds.), Multimodality in Higher Education. G. Rijlaarsdam and T. Olive (Series Eds.), Studies in Writing, Vol. 33, Leiden: Brill. 93 – 113. ISBN9789004312050

Archer, A. and Breuer, E. 2016. A multimodal response to changing communication landscapes in Higher Education. In A. Archer and E. Breuer (eds.), Multimodality in Higher Education. G. Rijlaarsdam and T. Olive (Series Eds.), Studies in Writing, Vol. 33, Leiden: Brill. 1 – 17. ISBN9789004312050.

Archer, A. and Parker, S. 2016. Transitional and transformational spaces: mentoring young academics through Writing Centres. Education as Change, 20(1): 170 – 185.

Grant T. 2016. Constructing Professional Communication Identity through the Final Client Deliverable: The Multimodal Investigation Report. In G. Ortoleva, M. Bétrancourt and S. Billett (eds.), Studies in Writing – Writing for Professional Development. ) Leiden and Boston: Brill. 360 – 382.

Huang, C-W. and Archer, A. Forthcoming. Training writing centre tutors for argument in a digital age. In S. Clarence and L. Dison (eds.), Writing Centres in Higher Education: Working In and Across the Disciplines. Stellenbosch University Press.

Hunma, A. Forthcoming. Online performative spaces and moments of re-genring on a writing-intensive course. Education as Change.

Hunma, A. 2016. Image theatre to reclaim the authorial self in academic writing. In G. Rijlaarsdam (Series Ed.) In A. Archer and E. Breuer (eds.), Multimodality in Higher Education. G. Rijlaarsdam and T. Olive (Series Eds.), Studies in Writing, Vol. 33, Leiden: Brill. ISBN9789004312050

Pearman, A. Forthcoming. Supporting academic communication in Writing Centres in the digital age: Video composition in the context of a writing centre consultation. In S. Clarence and L. Dison (eds.), Writing Centres in Higher Education: Working In and Across the Disciplines. Stellenbosch University Press.

Winberg, C. and Pallitt, N. 2016. “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education. British Journal of Educational Technology, 47(3): 543-553.

2015

Archer, A. and Breuer, E. 2015. Methodological and pedagogical approaches to multimodality in writing. In G. Rijlaarsdam and T. Olive (Series Eds.) A. Archer & E. Breuer (Vol. Eds.), Studies in Writing, Vol. 30, Multimodality in Writing. The state of the art in theory, methodology and pedagogy. Leiden: Brill. 1 – 16. ISBN 9789004296572.

Grant, T. 2015. Constructing professional communication Identity through the final client deliverable: the multimodal investigation report. In G. Ortoleva, M. Betrancourt, S. Billett (eds.), Writing for Professional Development. Leiden, Boston: Brill. 360.

Pallitt, N. and Walton, M. 2015. The scripted sandbox: children’s gameplay and ludic gendering. In S. Bulfin and N. Johnson (eds.), Critical perspectives on technology and education. New York: Palgrave Macmillan. 105-126.

2014

Archer, A. 2014. Power, social justice and multimodal pedagogies. In C. Jewitt (ed.), The Routledge Handbook of Multimodal Analysis, 2nd edition. London: Routledge. 189 – 197.

Archer, A. 2014. Designing multimodal classrooms for social justice. Classroom Discourse, 5(1): 106 – 116. DOI:10.1080/19463014.2013.859842.

Archer, A. 2014. Multimodal designs for learning in contexts of diversity. Designs for learning, 7(2): 8 – 26.

Archer, A. 2014. Multimodal pedagogies and access to higher education. South African Journal of Higher Education, 28(3): 1123 – 1131. (SA DoE)

Archer, A. and Newfield, D. 2014. Challenges and opportunities of multimodal approaches to education in South Africa. In A. Archer and D. Newfield (eds.), Multimodal approaches to research and pedagogy: Recognition, resources and access. Oxon and New York: Routledge. 1 – 18. ISBN 978-0-415-71673-4

Brenner, J. and Archer, A. 2014. Arguing Art. In A. Archer and D. Newfield (eds.), Multimodal approaches to research and pedagogy: Recognition, resources and access. Oxon and New York: Routledge. 57 – 70. ISBN 978-0-415-71673-4

Brown, C. and Czerniewicz, L. 2014. Students’ Mindmaps of the Role of Technology in Academic and Social Communication Networks. In A. Archer and D. Newfield (eds.), Multimodal Approaches to Research and Pedagogy: Recognition, Resources, and Access. Routledge.

Czerniewicz, L. and Brown, C. 2014. The Habitus and Technological Practices of Rural students: A Case Study. South African Journal of Education, 34(1): 1-14.

Huang, C-W. 2014. Teaching visual narratives using a social semiotic framework: The case of manga. In Archer, A. & Newfield, D (eds.) Multimodal Approaches to Research and Pedagogy: Recognition, Resources and Access. New York and London: Routledge. 71-90. ISBN: 978-0-415-71673-4.

Huang, C-W. and Archer, A. 2014. Fluidity of modal logics in the translation of manga: The case of Kishimoto’s Naruto. Visual Communication, 13: 471–486. Print ISSN: 1470-3572

Prince, R. and Archer, A. 2014. Exploring academic voice in multimodal quantitative texts. Literacy and Numeracy studies, 22(1): 39 – 57.

Salaam, S. 2014. Jewellery Students as Designers of Meaning: A Multimodal Approach to Semiotic Resources. In A. Archer and D. Newfield (eds.), Multimodal Approaches to Research and Pedagogy: Recognition, Resources, and Access. New York & London: Routledge. ISBN: 978-0-415-71673-4.

Simpson, Z. 2014. Resources, Representation and Regulation in Civil Engineering Drawing: An Autoethnographic Perspective. In A. Archer and D. Newfield (eds.), Multimodal Approaches to Research and Pedagogy: Recognition, Resources, and Access. New York & London: Routledge. ISBN: 978-0-415-71673-4.