#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.
Papers in Progress
  • Bacalja, A., Aguilera, E. & Castillón-Ángel, E. F. (2020). Critical Digital Literacies. [Manuscript submitted for publication].
  • Mora, R. A., Golovátina-Mora, P., Cañas, C., Gutiérrez-Arismendy, G., Ramírez, N., & Gaviria, C. A. (2020). Colombia: Criticality and meaning-making ingrained in our local realities. [Manuscript submitted for publication].
  • Mora, R. A., Lee, K. M., & Gaviria, C. A. (2020). The role of second/additional languages to rethink CDL in the 21st century. [Manuscript submitted for publication].
  • Castrillón-Ángel, E. F. & Mora, R. A. (2020). Rethinking CDL practices in second-language teacher education through podcasting. [Manuscript submitted for publication].
  • Pandya, J. Z., Mora, R. A., Alford, J., Golden, N., & de Roock, R. (under contract). 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 [Unpublished Master's Thesis] Universidad Pontificia Bolivariana.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. 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 [Unpublished Master's Thesis] Universidad Pontificia Bolivariana.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 [Unpublished Master's Thesis] Universidad Pontificia Bolivariana.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. 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-Tong, M. (2020). Tratamiento Didáctico de la Pronunciación en las Actividades de Manuales de ELE para Niños. [Unpublished Master's Thesis] Universidad de Barcelona.
  • 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. 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. Guzmán Johannessen (Ed.), Bilingual Education: Politics, Policies, and Practices in a Globalized Society. 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. 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. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. 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. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. 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. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. 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 Undergraduate 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 Undergraduate 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, Sede Central Medellín. 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. Undergraduate Thesis, Universidad Pontificia Bolivariana, Sede Central Medellín. 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. 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). 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, Sede Central Medellín. 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. 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
  • 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. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3671 (PDF)
  • 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. https://doi.org/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. [Unpublished Master's Thesis] Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
  • Isaza Velásquez, G. (2016). Critical multimodal design implemented in the second language classroom. [Unpublished Master's Thesis] Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
  • 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. https://doi.org/: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].  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. https://doi.org/: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). IATED Academy. https://doi.org/10.21125/inted.2016.0163 (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). IATED Academy. https://doi.org/10.21125/inted.2016.0162 (Academia)
  • Salazar Castrillón, N. A. (2016). Determining the impact of multimodal text creation in the English communicative competences development in the normal school context. [Unpublished Master's Thesis] Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
  • 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. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3691 (PDF)
  • 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. http://ics.sagepub.com/content/19/5.toc (PDF)
  • 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 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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