Publications include any manuscripts from our research team. In the case of the student researchers, we include them here even if they are not directly related to our research, as we find it very important that they venture to write on their own.
Forthcoming/In Press
  • Mora, R. A., Chiquito, T., & Zapata, J. D. (forthcoming, 2019). Bilingual education policies in Colombia: Seeking relevant and sustainable frameworks for meaningful minority inclusion. In B. G. Guzmán Johannessen (Ed.), Bilingual Education: Politics, Policies, and Practices in a Globalized Society.
  • Mora, R. A. (forthcoming, 2018). Multimodal texts and tools in preservice methods courses: From consumption to design. In A. Palalas (Ed.), Blended Language Learning: International Perspectives on Innovative Practice. Beijing, China: China Central Radio & TV University Press.
  • Mora, R. A., Gee, J. P., Hernandez, M., Castaño, S., Orrego, T. S., & Ramírez, D. (forthcoming, 2018). Literacies of play: blazing the trail, uncharted territories, and hurrying up – #TeamLaV’s interview with James Paul Gee. In A. Garcia, S. Witte, & J. Dail (Eds.), Playing with Teaching: Considerations for Implementing Gaming Literacies in the Classroom.
2018
  • Cañas, C., Ocampo, A. P., Rodríguez, A. K., López-Ladino, M., & Mora, R. A. (2018). Toward a participatory view of early literacies in second language contexts: a reflection on research from Colombia. In G. Onchwari & J. Keengwe (Eds.), Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners (pp. 300-324). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-3955-1.ch015 (Academia)
  • Chiquito Gómez, T. (2018). Culturally responsive pedagogy and critical literacies in pre-service teacher education: An experience at UPB-Medellín. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín (UPB Library Repository)
  • Eusse Múnera, E. (2018). Personal learning environments: a call for personalized learning in Colombia. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín (UPB Library Repository).
  • Hernandez Hincapié, M. F. & Ramírez Valencia, D. S. (2018). Gaming as a way to improve literacies skills in second language learners. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín (UPB Library Repository).
  • Mora, R. A., Pulgarín, C., Ramírez, N., & Mejía-Vélez, M. C. (2018).  English literacies in Medellin: The city as literacy. In S. Nichols and S. Dobson (Eds.), Learning Cities: Multimodal explorations and placed pedagogies (pp. 37-60). Singapore: Springer. doi:10.1007/978-981-10-8100-2_4 (Academia)
  • Orrego Sánchez, T. S. (2018). The role of critical media literacy in the reconstruction of social media as environments available to promote critical thinking. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín (UPB Library Repository)
  • Ramírez Buitrago, J. S. (2018). The potential of video games in the 21st century classroom, literacy and second languaje learning. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín (UPB Library Repository).
2017
  • Castaño Cardona, S. (2017). Gaming fanfiction, a transformative problem for digital literacies and second language interaction. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín (UPB Library Repository - Coming soon!)
  • López Ladino, M. M. (2017). Multimodal storytelling as moments of critical literacy and multimodal composing in the ESL preschool classroom. MA Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (UPB Library Repository)
  • Mejía Vélez, M. C. (2017). Multimodality: an English teaching and learning strategy for English as a second language in Colombia. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín (UPB Library Repository)
  • Mora, R. A. (2017a). From Team MakEY Colombia: A proposal to further conceptualise /M/m/akerspaces. Available at https://makeyproject.wordpress.com/2017/08/29/from-team-makey-colombia-a-proposal-to-further-conceptualise-mmakerspaces/
  • Mora, R. A. (2017). Lost in translation: A reflection on the absence of second-language teachers in media. In M. Dalton & L. R. Linder (Eds.), Screen Lessons: What I Have Learned from Teachers on Television and in the Movies (pp. 159-164). New York, NY: Peter Lang. (Academia)
  • Mora, R. A. & Golovátina-Mora, P. (2017). A new model for reflexivity and advocacy for master’s-level EIL in-service programs in Colombia: The notion of “learning and teaching processes in second languages”. In A. Matsuda (Ed.), Preparing Teachers to Teach English as an International Language (pp. 35-50). Bristol, UK: Multilingual Matters. (Academia)
  • Rodríguez Martínez, A. K. (2017). An exploration of young English learners’ reading experiences in response to critical literacy read-alouds. MA Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (UPB Library Repository)
  • Semingson, P., Mora, R. A., & Chiquito, T. (2017). Booktubing, or when reader response meets 21st century literacies. ALAN Review, 44(3), 61-66. (ALAN Website)
  • Semingson, P., O’Byrne, I., Mora, R. A., & Kist, W. (2017). Social scholarship and the networked scholar: Researching, reading, and writing the web. Educational Media International, 57(4), 360-372. doi:10.1080/09523987.2017.1391525 (Academia)
2016
  • Giraldo Giraldo, M. (2016). The influence of media literacy on second language learning of 21st century students. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (UPB Library Repository)
  • Golovátina-Mora, P. (2016a). A trickster as a quest for Self in B. Hrabal’s I Served the King of England. In R. A. Mora & S. Weaver (Eds.), Social Activism of Comedy Special Issue, International Journal of Cultural Studies, 19(5), 563-575. doi:10.1177/1367877915595481 (Academia)
  • Golovátina-Mora, P. (2016b). Revising fear: A transmedial approach. In I. Dixon, S. E. M. Doran, & B. Michael (Eds.), There's more to Fear than Fear Itself: Fears and Anxieties in the 21st Century (pp. 3-17). Oxford, UK: Inter-Disciplinary Press. (Academia)
  • Gutiérrez Arismendy, G. P. (2016). TheatreSport, a stage for critical literacy. MA Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (See thesis here)
  • Isaza Velásquez, G. (2016). Critical multimodal design implemented in the second language classroom. MA Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (See thesis here)
  • Mora, R. A. (2016a, September). The exploration of language appropriation strategies in the context of gaming. Available at https://dlaerhub.wordpress.com/2016/09/13/the-exploration-of-language-appropriation-strategies-in-the-context-of-gaming/
  • Mora, R. A. (2016b). Jaime Garzón’s Trickster discourse: His messages, social commentary, and legacy in Colombian comedy. In R. A. Mora & S. Weaver (Eds.), Social Activism of Comedy Special Issue, International Journal of Cultural Studies, 19(5), 519-534. doi:10.1177/1367877915595478 (Academia)
  • Mora, R. A. (2016c, January). Literacy and conceptual appropriation in one page: Behind the LSLP micro-papers. Journal of Language and Literacy Education. [Online]. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2014/01/SSOJanuary16_Dr.-Mora.pdf
  • Mora, R. A. (2016d). Translating literacy as global policy and advocacy. Journal of Adolescent & Adult Literacy, 59(6), 647-651. doi:10.1002/jaal.515 (Academia)
  • Mora, R. A. (2016e). The use of multimodal tools in preservice English education. Available at https://dlaerhub.wordpress.com/2016/09/20/the-use-of-multimodal-tools-in-preservice-english-education/
  • Mora, R. A., Castaño, S., Orrego, T. S., Hernandez, M., & Ramírez, D. (2016). Language-as-victory: a study of gaming literacy practices in second-language contexts. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2016 Proceedings (pp. 2823-2831). Valencia, Spain: IATED Academy. (Academia)
  • Mora, R. A., Mejía-Vélez, M. C., Ramírez, N. & Pulgarín, C (2016). Reflecting on second language literacies in Medellín: an exploration of English in physical spaces. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2016 Proceedings (pp. 2791-2799). Valencia, Spain: IATED Academy. (Academia)
  • Salazar Castrillón, N. A. (2016). Determining the impact of multimodal text creation in the English communicative competences development in the normal school context. MA Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (See thesis here)
  • Uribe Gómez, S. & Gómez Oviedo, M.A. (2016). Second languages as identity catalysts for pre-service teachers. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (UPB Library Repository)
  • Weaver, S. & Mora, R. A. (2016).  Introduction: Tricksters, Humour and Activism [Editorial]. In R. A. Mora & S. Weaver (Eds.), Special Issue: The Trickster Activist in Global Humour and Comedy, International Journal of Cultural Studies, 19(5), 479-485. doi:10.1177/1367877915595302
  • Weaver, S., Mora, R. A., & Morgan, K. (2016). Gender and humour: examining discourses of hegemony and resistance [Editorial]. In S. Weaver, R. A. Mora & K. Morgan (Eds.), Gender and Humour Special Issue, Social Semiotics, 26(3), 227-233. doi:10.1080/10350330.2015.1134820 (Academia)
2015
  • Cañas Mejía, C. & Ocampo Castro, A. P. (2015). An exploration of children's personal literacies. MA Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (UPB Library Repository)
  • Chiquito, T. (2015). Cultura, lengua y sonido en Junín y Parque Bolívar. Revista Textos, 20, 181-189. (See article here)
  • Giraldo, M. (2015). La sociología como precursora de la investigación en educación. Revista Textos, 20, 227-240. (See article here)
  • Golovátina-Mora, P. (2015). How do (and should) we teach culture? Challenges and limitations in teaching culture in the context of ELT. ML2 Working Papers/Documentos de Trabajo ML2, 2. Available from http://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/ml2_working_paper_2_-_p._golov%C3%A1tina-mora.pdf
  • Mejía-Vélez, M. C. & Ramírez, N. (2015). Fragmentos de un diario. Revista Textos, 20, 191-201. (See article here)
  • Mora, R. A. (2015a). City literacies in second languages: New questions for policy and advocacy. Journal of Adolescent & Adult Literacy, 59(1), 21-24. doi:10.1002/jaal.440 (Academia)
  • Mora, R. A. (2015b). La investigación cualitativa como continuum multidimensional. ML2 Working Papers/Documentos de Trabajo ML2, 3. Disponible en http://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/documento_de_trabajo_ml2_3_-_r._a._mora.pdf
  • Mora, R. A. (2015c). Learning and teaching world languages: Four challenges for advanced education in Latin America. ML2 Working Papers/Documentos de Trabajo ML2, 1. Available from http://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/ml2_working_paper_1_-_r._a._mora.pdf
  • Mora. R. A., Castaño, M., Gómez, N., Ramírez, N., Mejía-Vélez, M. C., & Pulgarín, C. (2015, April). Second language literacies in the city: New practices in urban spaces of Medellín, Colombia. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. ED565461 (ERIC)
  • Mora, R. A., Weaver, S., & Lindo, L. M. (2015). Editorial for special issue on education and humour: Education and humour as tools for social awareness and critical consciousness in contemporary classrooms [Editorial]. In R. A. Mora, S. Weaver, & Lindo, L. M. (Eds.), Special Issue on Humour and Education. European Journal of Humour Research, 3(4), 1-8 (Academia)
  • Uribe, S. (2015). Del español y otros asuntos. Revista Textos, 20, 261-264. (See article here)
  • Zapata, J. E. (2015a). The importance of dealing with gender issues in our classroom. Revista Textos, 19, 139-144.
  • Zapata, J. E. (2015b). Using motivation that enhances students' autonomy: What are the implications and effects of this new trend in a teaching process? Revista Textos, 20, 145-151. (See article here)
  • Zapata Gómez, J. E. (2015). Developing the second language writing process through social media-based interaction tasks. MA Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. (UPB Library Repository)
2014
  • Golovátina-Mora, P. & Mora, R. A. (2014). Monstrous other or an invisible self? A reflection on the role of self-other relations in the identity formation using an example of the image of the Medellín river (Medellín, Colombia). In I. Mišterová & E. Skopečková, (Eds.), A Search for Identity: Identity in Linguistic, Literary, Methodological, and Cultural Perspectives (pp. 123-142). Plzeň, Czech Republic: Západočeská univerzita v Plzni. (Academia)
  • Mora, R. A. (2014a). Critical literacy as policy and advocacy: Lessons from Colombia. Journal of Adolescent & Adult Literacy, 58(1). 16-18. doi:10.1002/jaal.329 (Academia)
  • Mora, R. A. (2014b). La importancia de una postura crítica ante el <bilingüismo> para la formación de jóvenes líderes. In L. Reales Jiménez (Ed.), De los derechos humanos al emprendimiento y la prosperidad en Colombia: Memorias de la Cátedra ASOUSA 2012-2014 (pp. 188-195). Bogotá, Colombia: Corporación Acción Ciudadana Colombia – AC Colombia. (Academia)
  • Mora, R. A. (2014c). Media, uczestnictwo i umiejętności cyfrowe: nowy sposób kształtowania dzisiejszego środowiska językowego (Media, participation, and digital literacies: A new way to reframe today’s language ecologies). In P. Celiński (Ed.), Nowe media = nowa partycypacja (pp. 22-31). Lublin, Poland: Fundacja „Instytut Kultury Cyfrowej” [Article originally written in English, translated into Polish] (IFC Website)
  • Mora, R. A. (2014d) Rethinking the intersection between technology, digital literacies and language ecologies. ENLETAWA Journal, 7, 115-128. (Academia)
  • Mora, R. A. (2014e). 21st Century literacies in the Colombian context: Experiences in language teacher education. Available from http://www.initiativefor21research.org/1/post/2014/04/21st-century-literacies-in-the-columbian-context-experiences-in-language-teacher-education.html
2013
  • Golovátina-Mora, P. (2013). Bilingualism: What's In A Name? Revista Digital Palabra, III (Octubre). Montería: Universidad Pontificia Bolivariana. (Revista Palabra Website)
  • Mora, R. A. (2013). The notion of second languages: Responding to today’s linguistic ecologies. The Journal for ESL Teachers and Learners, Vol. II, 53-61. (Journal Website)
2012
  • Mora, R. A. (2012a). Bourdieu y la formación de docentes: Reflexividad sobre los retos y horizontes en el campo de la educación. Revista Pensamiento Universitario, 23, 55-62. (Academia)
  • Mora, R. A. (2012b). Literacidad y el aprendizaje de lenguas: nuevas formas de entender los mundos y las palabras de nuestros estudiantes. Revista Internacional Magisterio, 58, 52-56. (Academia.edu)
  • Mora, R. A., Martínez, J. D., Alzate-Pérez, L., Gómez-Yepes, R., & Zapata-Monsalve, L. M. (2012). Rethinking WebQuests in second language teacher education: The case of one Colombian university. In C. Wankel & P. Blessinger (Eds.) Increasing Student Engagement and Retention using Online Learning Activities: Wikis, Blogs and WebQuests (pp. 291-319) London, UK: Emerald. doi: 10.1108/S2044-9968(2012)000006A013 (Academia)
  • Mora R. A. & Muñoz Luna, R. (2012). A critical deconstruction of TV ads for online English courses: toward a reconstruction of the concept of second language. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2012 Proceedings (pp. 413-421). Madrid, Spain: International Association of Technology, Education and Development (IATED). (Academia)
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