#legioinvictalegioæterna
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.
2022
  • Mora, R. A., & Golovátina-Mora, P. (2022). A (3D) sensitivity… that’s our superpower!. In A. CohenMiller & N. Boivin (Eds) Questions in Qualitative Social Justice Research in Multicultural Contexts (pp. 34-37). Routledge.
  • Mora, R. A., Tobón-Gallego, A. E., Mejía-Vélez, M. C., & Agudelo, E. (2022). Bridging multimodality and criticality to language education with a twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização. In S. R. Barros & L. C. de Oliveira (Eds.), Paulo Freire and Multilingual Education: Theoretical Approaches, Methodologies and Empirical Analyses in Language and Literacy. Routledge. [In press]
2021
  • Bacalja, A., Aguilera, E. & Castillón-Ángel, E. F. (2021). Critical Digital Literacies. In J. Z. Pandya, R. A. Mora, J. Alford, N. Golden, & R. de Roock (Eds.), The Handbook of Critical Literacies (pp. 373-380). Routledge.
  • Castrillón-Ángel, E. F., & Mora, R. A. (2021). Rethinking CDL practices in second-language teacher education through podcasting. In J. Ávila (Ed.), Critical Digital Literacies: Boundary-Crossing Practices (pp. 205-223). Brill.
  • Domínguez Olivero, E. (--eliana d.), & Zapata Pescador, D. A. (2021). Analyzing LGBTQIA+ life stories through Queer Critical Literacy: A duoethnography study. [Unpublished master's thesis]. Universidad Pontificia Bolivariana. (PDF)
  • García, G. E., Taylor, B. M., Pearson. P. D., Bray, T. M., Primeaux, J., & Mora, R. A. (2021). Improvements in teachers’ reading comprehension and bilingual students’ reading test performance in high-poverty schools. The Elementary School Journal, 121(3), 357-384.  https://doi.org/10.1086/712604
  • Martínez Marín, J. D., & Mejía-Vélez, M.C. (2021). Master of TESOL students’ conceptions of assessment: questioning beliefs. Revista Actualidades Investigativas en Educación, 21(2), 1-29. https://doi.org/10.15517/aie.v21i2.46782
  • Mora, R. A. (2021). Criticality and English language education: An autoethnographic journey. HOW Journal 28(3), 62-77. https://doi.org/10.19183/how.28.3.682
  • Mora, R. A., Cañas, C., Gutiérrez-Arismendy, G., Ramírez, N. A., Gaviria, C. A., & Golovátina-Mora, P. (2021). Critical literacies in Colombia: Social transformation and disruption ingrained in our local realities. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (pp. 151-158). Routledge.
  • Mora, R. A., Pandya, J. Z., Alford, J. H., Golden, N. A., & de Roock, R. S. (2021). Conclusion: Critical literacy and the new world ahead of us. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (pp. 465-471). Routledge.
  • Pandya, J. Z., Mora, R. A., Alford, J. H., Golden, N. A., & de Roock, R. S. (in press, 2021). Introduction to the Handbook of Critical Literacies. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (pp. 3-9). Routledge.
  • Pandya, J. Z., Mora, R. A., Alford, J., Golden, N., & de Roock, R. (2021). The handbook of critical literacies. Routledge.
2020
  • Agudelo Lopera, Z. Y. (2020). Affinity spaces and multimodal texts for connecting English classroom and students’ daily tasks. [Unpublished Master's Thesis] Universidad Pontificia Bolivariana.
  • Agudelo Ramírez. M. E. (2020). Teaching in the fandom realm through literacy: An approach for English teachers in Medellín, Colombia [Senior Thesis, Universidad Pontificia Bolivariana]. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/5608 (PDF)
  • Castrillón Ángel, E. F. (2020). Podcasting as a Critical Digital Literacy practice to promote preservice teacher narratives in Colombia. [Unpublished Master's Thesis] Universidad Pontificia Bolivariana.
  • Diaz Gamarra, M. R. (2020). Using journals to reflect about narrative texts through critical literacy. [Unpublished Master's Thesis] Universidad Pontificia Bolivariana.
  • Forteza Fernandez, R., Gudova, M., Guererra, A., Mora, R. A., & Rubtsova, E. (2020). Polylingualism in monolingual Yekaterinburg, a 2018 World Football Cup City. KnE Social Sciences / Fourth International Scientific Conference Communication Trends in the Post-literacy Era: Multilingualism, Multimodality, Multiculturalism, 4(2), 175–189. https://doi:10.18502/kss.v4i2.6329 (KnowledgeE)
  • Gaviria Carvajal, C. A. (2020). Gamers as second language users: L2 as communicative resources to build communities on League of Legends [Senior Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/5609 (PDF)
  • Golovátina-Mora, P., Mora, R. A., Rodas Quintero, S. & Blandón Gómez, H. (2020). Lenguaje de la calle: ¿una propuesta utópica de la integración y la justicia desde grafiti? In A. M. Ruiz Gutiérrez, A. Valderrama López, & A. Galindo Hervás (Eds.), Justicia, memoria, integración. Debates teóricos y experiencias en el marco de las instituciones sociales (pp. 308-333). Editorial UPB. https://doi.org/10.18566/978-958-764-818-8 (PDF)
  • Giraldo Giraldo (Giraldo-Tong), M. (2020). Tratamiento didáctico de la pronunciación en las actividades de manuales de ELE para niños. [Master's Thesis, Universidad de Barcelona]. Dipòsit Digital. http://diposit.ub.edu/dspace/handle/2445/165991 (PDF)
  • Mora, R. A., Campano, G., Thomas, E. E., Stornaiuolo, A., Monea, B., Thakurta, A., & Coleman, J. J. (2020). Decentering and decentralizing literacy studies: An urgent call for our field. Research in the Teaching of English, 54(4), 313-317. (PDF)
  • Mora, R. A., Cañas, C., Rodríguez, A. K., & Salazar, N. A. (2020). Transforming literacy instruction in second language contexts: The impact of graduate education in Colombia. In T. L. Gallagher & K. Ciampa (Eds.), Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap (pp. 145-169). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-47821-6_8 (PDF)
  • Mora, R. A., Cañas, C., Rosas Chávez, P., Rocha, C. H., & Maciel, R. F. (2020). In Dialogue: Latin America. Research in the Teaching of English, 54(4), 439-451. (PDF)
  • Mora, R. A., Gee, J. P., Hernandez, M., Castaño, S., Orrego, T. S., & Ramírez, D. (2020). 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.), Studying Gaming Literacies: Theories to Inform Classroom Practice (pp. 53-62). Brill/Sense. https://doi.org/10.1163/9789004429840_006 (PDF)
  • Mourao, B. d. A., da Silva, F. J. D., Silveira, G. E., Luz, D. M. D., Eidelwein, M. P., Filho, C. L. d., Castrillón Angel, E. F., & do Nascimento, J. R. (2020). Adultização de crianças em escolas públicas no Município de Picos-PI. Brazilian Journal of Development, 6(10), 81874-81895. https://doi.org/10.34117/bjdv6n10-570
  • Peláez, O. A., Montoya, J. C., & Castrillon, E. F. (2020). The elusive pervasiveness of english (sic) in higher education: the case of Colombia. Revista Espacios, 41(33), 212-228. https://www.revistaespacios.com/a20v41n33/20413318.html
2019
  • Aziz, J., Wilder, P., & Mora, R. A. (2019). YAL as a tool for healing and critical consciousness: An international perspective. The ALAN Review, 46(2), 71-78. http://www.alan-ya.org/wp-content/uploads/2014/11/L71-78-ALAN-Winter1819.pdf
  • Castaño Ramírez, W. & Londoño Mazo, J. M. (2019). A duoethography of gamers as second language learners and teachers: Translating, polylanguaging, and translanguaging. [Senior Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/4933 (PDF)
  • Chiquito, T., Restrepo, A., & Mora, R. A. (2019). Now, New, Next: A look at YAL from the South through the eyes and words of our younger teachers. The ALAN Review, 46(3), 104-109. http://www.alan-ya.org/wp-content/uploads/2014/11/m104-109-ALAN-Summer19.pdf
  • Mora, R. A. (2019). Multimodal texts and tools in preservice methods courses: From consumption to design. In A. Palalas (Ed.), Blended Language Learning: International Perspectives on Innovative Practice (pp. 359-388). Beijing, China: China Central Radio & TV University Press. (Research Gate)
  • Mora, R. A., Chiquito, T., & Zapata, J. D. (2019). Bilingual education policies in Colombia: Seeking relevant and sustainable frameworks for meaningful minority inclusion. In B. G. G. Johannessen (Ed.), Bilingual Education: Politics, Policies, and Practices in a Globalized Society (pp. 55-77). Springer. https://doi.org/10.1007/978-3-030-05496-0_4  (PDF)
  • Urrego Zapata, A. M. (2019). Actividades multimodales para la enseñanza de español a estudiantes sordos de una institución educativa del municipio de Itagüí. [Senior Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/4998 (PDF)
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). IGI Global. https://doi.org/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. [Senior Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3732 (PDF)
  • Eusse Múnera, E. (2018). Personal learning environments: a call for personalized learning in Colombia. [Unpublished Undergraduate Thesis] Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
  • Golovátina-Mora, P., Zelenskaia, E., Golovatina, V., Celiński, P., & Mora, R. A. (in press). The meaning of post-: Participatory urbanism in Lublin, Pilsen, and Yekaterinburg. Belgeo [Online], 4 | 2018. https://doi.org/10.4000/belgeo.30464 (Belgeo)
  • Hernandez Hincapié, M. F. & Ramírez Valencia, D. S. (2018). Gaming as a way to improve literacies skills in second language learners. [Senior Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/4015 (PDF).
  • Mora, R. A. (2018). Developing my identity as a research educator: A journey of self-reflexivity (ED591536). ERIC. https://files.eric.ed.gov/fulltext/ED591536.pdf
  • 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). Springer. https://doi.org/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. [Senior Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3679 (PDF)
  • Ramírez Buitrago, J. S. (2018). The potential of video games in the 21st century classroom, literacy and second languaje learning. [Unpublished Senior Thesis] Universidad Pontificia Bolivariana, Sede Central Medellín (PDF).
2017
  • Castaño Cardona, S. (2017). Gaming fanfiction, a transformative problem for digital literacies and second language interaction. [Unpublished Senior Thesis] Universidad Pontificia Bolivariana, Sede Central Medellín (PDF)
  • López Ladino, M. M. (2017). Multimodal storytelling as moments of critical literacy and multimodal composing in the ESL preschool classroom. [Master's Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3737 (PDF)
  • Mejía Vélez, M. C. (2017). Multimodality: an English teaching and learning strategy for English as a second language in Colombia. [Senior Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3668 (PDF)
  • Mora, R. A. (2017a). From Team MakEY Colombia: A proposal to further conceptualise /M/m/akerspaces. 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). 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). Multilingual Matters. https://doi.org/10.21832/9781783097036-005 (Academia)
  • Rodríguez Martínez, A. K. (2017). An exploration of young English learners’ reading experiences in response to critical literacy read-alouds. [Master's Thesis, Universidad Pontificia Bolivariana] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3747 (PDF)
  • Semingson, P., Mora, R. A., & Chiquito, T. (2017). Booktubing, or when reader response meets 21st century literacies. The ALAN Review, 44(3), 61-66. http://www.alan-ya.org/wp-content/uploads/2014/11/J61-66-ALAN-Sum17.pdf
  • 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. https://doi.org/10.1080/09523987.2017.1391525 (Academia)
2016 2015 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. https://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). 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). Fundacja „Instytut Kultury Cyfrowej” [Article translated into Polish] http://kulturacyfrowa.org/book01/#/1/Nowe%20Media%20=%20Nowa%20Partycypacja/17
  • Mora, R. A. (2014d) Rethinking the intersection between technology, digital literacies and language ecologies. ENLETAWA Journal, 7, 115-128. https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/3695/3264 (Academia)
  • Mora, R. A. (2014e). 21st Century literacies in the Colombian context: Experiences in language teacher education. http://www.initiativefor21research.org/1/post/2014/04/21st-century-literacies-in-the-columbian-context-experiences-in-language-teacher-education.html
2013 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. https://www.magisterio.com.co/articulo/literacidad-y-el-aprendizaje-de-lenguas-nuevas-formas-de-entender-los-mundos-y-las-palabras
  • 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) Emerald. https://doi.org/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).  International Association of Technology, Education and Development (IATED). https://library.iated.org/view/MORA2012ACR (Academia)
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