2022
Archer, A. 2022. Recognition of students’ resources in digital environments. M.G. Sindoni and I. Moschini (eds) Multimodal literacies across digital learning contexts. Routledge Studies in Multimodality. 152 – 165. London: Routledge. ISBN 9780367681043.
Huang, C. W., & Mayisela, T. Exploring the possibilities and constraints of online assessment to advance open learning in a South African TVET college. Open Learning as a Means of Advancing Social Justice, 131.
Kapp, R; Badenhorst, E; Bangeni, B; Craig, T. S; Janse van Rensburg, V; Le Roux, K, Prince, R; Pym, J; van Pletzen, E. 2017. Students’ negotiation of Learning and Identity in Working-class Schooling. In B. Bangeni and R. Kapp (Ed) Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention. pp. 1 – 29.
Pearman, A. and Archer, A. 2022. Constructions of English in a teacher training video: configuring global and local resources for the creation of an EAL community in Angola. S. Diamantopoulou and S. Orevik (eds) Multimodality in English Language Learning. London: Routledge. 69 – 84. ISBN 9780367725532.
Prince, R. 2022. Teaching, Learning and Assessment of Multimodal Digital Academic Numeracy Practices. In Maria Grazia Sindoni and Ilaria Moschini (Ed) Multimodal Literacies Across Digital Learning Contexts. pp. 247 – 259.
Sango, T., Prince, R., Steyn, S., & Mudavanhu, P. (2022). High stakes online assessments: A case study of National Benchmark Tests during COVID-19. Perspectives in Education, 40(1), pp. 212-233.
Trotter, H., Huang, C. W., & Czerniewicz, L. (2022). Seeking Equity, Agility, and Sustainability in the Provision of Emergency Remote Teaching During the COVID-19 Pandemic: A Center for Teaching and Learning Takes an Expanded Role. Higher Learning Research Communications, 12. 1-24.
Van Wyk, G., Huang, C. W., & Hodgkinson-Williams, C. A. Using a social justice lens to explore the possibilities and limitations of flexible learning provision in a South African TVET college. Open Learning as a Means of Advancing Social Justice, 70.
2021
Archer, A. and Price, C. 2021. Assessment, recognition and the contact zone: how much is ‘enough’? Education as Change. 25.
Archer, A. and Björkvall, A. 2021. Discourses in an around upcycled artefacts: a social semiotic perspective. K. Sung, J. Singh, B. Bridgens (eds.) State-of-the-Art Upcycling Research and Practice. Lecture Notes in Production Engineering. Springer, Cham. 29 – 32. ISBN 978-3-030-72639-3. https://doi.org/10.1007/978-3-030-72640-9.
Björkvall, A. and Archer, A. 2021. Semiotics of destruction: Traces on the environment. Visual Communication. 21, 2. 218 – 236. DOI 10.1177/1470357220957375.
Price, C. and Archer, A. 2021. ‘Risk’ as productive in landscape architecture pedagogy. Perspectives in Education. 39(2): 143-156.
Prince, R. N., Frith, V., Steyn, S. and Cliff, A. F. 2021. Academic and Quantitative Literacy in Higher Education: relationship with school-leaving subjects. South African Journal of Higher Education. 35, 3. pp 163 – 181.
Prince, R. and Simpson, Z. 2021. Do Higher Education Entrance Exams Predict Success in Engineering Study? Proceedings of the 49th annual European Society of Engineering Education (SEFI) Conference (SEFI 2021). https://www.sefi.be/wp-content/uploads/2021/12/SEFI49th-Proceedings-final.pdf
Pienaar, L., Abrahams, A. and Prince, R. 2021. The Development of a Baseline Assessment tool to establish Students’ Foundational Knowledge of Life Sciences at entry into university. Journal of Health Professions Education. 13. pp 77-82.
2020
Archer, A. 2020. Multimodality and writing: academic voice across modes. A. Aebi, S. Göldi, M. Weder (eds.) Writing – Image – Sound. Insights into the theory and practice of the multimodality of writing. HEP-Bildungsverlag. 27 – 41. 978-3-0355-1615-9.
Archer, A. and Noakes, T. 2020. Multimodal academic argument in data visualization. H. Kennedy and M. Engebretsen (eds). Data visualization in society. The relationships between graphs, charts, maps and meanings, feelings, engagements. Amsterdam: Amsterdam University Press. 239 – 256.ISBN 9789463722902. DOI:10.5117/9789463722902
Archer, A. and Westberg, G. 2020. Establishing authenticity and commodifying difference: a social semiotic analysis of Sami jeans. Visual Communication. 21, 2.195–217.
Grant. T. 2020. Distributing the Modal Load: The Oral Presentation Ensemble and Professional Identity Formation. Communication, Society and Media. Vol 3, No 4, 26-60.
Weiss, R. and Archer, A. 2020. A multimodal social semiotic approach to patient-centered communication: authorial stance in student-designed artefacts. M. Ellis (ed.) Critical global semiotics. Understanding sustainable transformational citizenship. Oxon and New York:Routledge. 199 – 213. ISBN: 9780367076986.
S A M E 