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Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge. Supervisor: Dr. Patricia Duff
COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
Translator identity and the development of multilingual resources for language learning. TESOL Quarterly. Advance online publication. http://doi.org/10.1002/tesq.3128
Language, identity and education on the Arabian Peninsula: bilingual policies in a multilingual context. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2018.1466949 Supervisor: Dr. Andreea Cervatiuc
"I LOVE TO WRITE MY STORY": Storytelling and its role in seniors' language learning. The Canadian Journal for the Study of Adult Education, 30(2).
Enhancing Teaching English as an Additional Language Through Playfulness: Seniors (Ethno)Drama Club in Vancouver's Downtown Eastside. Tesol Journal.
Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3). [print version available 2018].
Past tensions and future possibilities: ARCYP and children's media studies. Journal of Children and Media, 10(1), 47–53. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
Digital literacies & multimodal learning. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.) The international encyclopedia of education, 4th ed., pp 583-589. https://doi.org/10.1016/B978-0-12-818630-5.07025-1
[Review of the book Editing research: The author editing approach to providing effective support to writers of research papers, by V. Matarese]. Journal of English for Academic Purposes, 29, 57–59. Supervisors: Dr. Ryuko Kubota and Dr. Sandra Zappa-Hollman
Social class and the inequality of English speakers in a globalized world. Journal of English as a Lingua Franca, 6(2), 287-311.
Language, identity and investment in the 21st century.In T. McCarty and S. May (eds.). Language Policy and Political Issues in Education, Encyclopedia of Language and Education, vol. 1. Springer. Supervisor: Dr. Bonny Norton
Language, ideology, and critical digital literacy. In. S. Thorne & S. May (eds.) Language Education and Technology, Encyclopedia of Language and Education, vol. 9. Springer. Supervisor: Dr. Bonny Norton
Digital storytelling and reconciliation. In P.Tortell, M. Young, & P. Nemetz (eds.) Reflections of Canada: Illuminating our opportunities and challenges at 150+ years, (pp. 200-205). Vancouver: Peter Wall Institute for Advanced Studies. Supervisor: Dr. Bonny Norton
Identity, language learning, and critical pedagogies in digital times. In J. Cenoz & S. May (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education, vol 6. Springer. Supervisor: Dr. Bonny Norton
Investment and language learning in the 21st century. Langage et Société, 3, 19-38. Supervisor: Dr. Bonny Norton
Language and identity in the digital age. In S. Preece (ed.),Routledge Handbook of Language and Identity (pp. 523-540). Oxon: Routledge. Supervisor: Dr. Bonny Norton
Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
Self-Immolation as Social Protest. Art/Research International: A Transdisciplinary Journal, 3 (1), 53-68. Supervisor: Dr. Carl Leggo
A curatorial perspective on MOA’s ćəsnaʔəm, the City Before the City. Visual Inquiry: Learning & Teaching Art, 6 (1), 55–65. doi: 10.1386/vi.6.1.55_1 Supervisors: Dr. Carl Leggo and Dr. Kedrick James
Breathing from the Heart. In A. Fidyk, K. James, C. Leggo & P. Sameshima (Eds.), Poetic Inquiry III: Enchantments of Place (201-206). Wilmington, DE.:Vernon. Supervisor: Dr. Carl Leggo
An Entertaining Game-Like Learning Environment in Virtual World for Education. In S. D’Agustino, (Ed.). Creating Teacher Immediacy in Online Learning Environments. IGI Global. Supervisor: Dr. Carl Leggo
"Now he knows that there are two kinds of writing, two kinds of reading": Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Jim Anderson
Looking back, looking ahead: Reflections at the intersection of language, culture and learning in early childhood. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Dr. Jim Anderson
Test intensity, language testing experience, and the motivation to learn English in South Korea. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policy, analyses, and diagnoses. London: Cambridge Scholars Publishing. Supervisor: Dr. Ling Shi
Mitigating risk in first-year Engineering: Post-admission diagnostic assessment in a Canadian university. In J. Read (Ed.), Post-admission language assessment of university students. New York: Springer. Supervisor: Dr. Ling Shi
From academia to parliament – Small stories on witnessing sexual health knowledge mobilization. Emotion, Space and Society, 32, 100579. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
[Review of the book Navigating gender and sexuality in the classroom: Narrative insights from students and educators by Heather Killelea McEntarfer]. Sex Education, 17(4), 482-484. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
Troubling the boundaries: Overcoming methodological challenges in a multi-sectoral and multi-jurisdictional HIV/HCV policy scoping review. Evidence & Policy: A Journal of Research, Debate and Practice, 12(2), 217–233. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
Writing the Unwritable: Sebald, Haraway, and Creative Disobedience. Curricular and Architectural Encounters with W.G. Sebald: Unsettling Complacency, Reconstructing Subjectivity, 14, 240-253.
Enhancing relationality through poetic engagement with PhoneMe: Transmodal contexts and interpretive agency, Language and Literacy 25(2), 57-83.
Review of Writing for Peer Reviewed Journals: Strategies for Getting Published, by P. Thomson and B. Kamler. TESOL SLWIS News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/issues/2016-10-14/10.html Supervisor: Dr. Ling Shi
Paraphrasing to transform knowledge in advanced graduate student writing. English for Specific Purposes, 51, 31-44. doi:https://doi.org/10.1016/j.esp.2018.03.001 Supervisor: Dr. Ling Shi
Graduate students’ modes of engagement in computer-assisted qualitative data analysis, International Journal of Social Research Methodology, DOI: 10.1080/13645579.2021.1879359
Digital Media Production of Refugee-Background Youth: A Scoping Review. Journalism and Media. Supervisors: Maureen Kendrick and Margaret Early.
“You’re the boss, yo!”: Role-Play in Digital Multimodal Composition of Newcomer Youth. Language and Literacy. Supervisors: Maureen Kendrick and Margaret Early.
Dynamic walking tour methodology for LL research: A case study in Jaffa, in Niedt G. & Seals C. A. (Eds), Linguistic Landscapes Beyond the Language Classroom.
Toward a New Multilingual Educational Policy in Israel: Attitudes and Perceptions of Teachers and Students. The Modern Language Journal, 104(3), 581-600.
Assessing YouTube science news’ credibility: The impact of web-search on the role of video, source, and user attributes. Public Understanding of Science, 29(4), 376-391.
Reframing the linguistic to analyze the landscape: The role of metaphor elicitation for the critical interpretation of multimodal advertising media. Linguistic Landscape, 5(1), 28-51.
Tag-naxon?(Tag-Right?) in instructional talk: Opening or blocking learning opportunities. Journal of Pragmatics, 137, 57-75.
Understanding heteronormativity in ELT textbooks: A practical taxonomy. ELT Journal, 74(2), 116–125.
“The term “all genders” would be more appropriate”: Reflections on teaching trauma literature to a gender fluid youth. Language & Literacy, 21(1), 57-74.
Alleviating anxiety through the abecedarian: On supporting new doctoral students. LEARNing Landscapes, 12(1), 171-182. Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Interpersonal factors affecting queer second or foreign language learners’ identity management in class. Modern Language Journal, 103, 428–442.
We believe her: Sexual assault and friend/ally/ship in Exit, pursued by a bear. The ALAN Review, 46(1), 15-27.
“Blackboxing it”: A poetic min/d/ing the gap of an imposter experience in academia. Art/Research International: A Transdisciplinary Journal, 3(1), 30-52.
[Review of the book Gender(ed) identities: Critical rereadings of gender in children’s and young adult literature, by H. Hassel & H. Clasen (Eds.)]. Gender & Education, 30(4), 550-552. DOI: 10.1080/09540253.2018.1445681 Supervisors: Dr. Mary Bryson & Dr. Annette Henry
[Review of the book Grounded theory in applied linguistics research: A practical guide, by G. Hadley]. System. DOI: https://doi.org/10.1016/j.system.2018.07.016 Supervisor: Dr. Ryuko Kubota
Traumatic geographies: Mapping the violent landscapes driving YA rape survivors indoors in Laurie Halse Anderson's Speak, Elizabeth Scott's Living Dead Girl, and E.K. Johnston's Exit, Pursued by a Bear. Jeunesse: Young People, Texts, Cultures, 10(1), 58-84. Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Eight events for entering a PhD: A poetic inquiry into happiness, humility, and self-care. Qualitative Inquiry, 24(8), 592-596. Supervisors: Dr. Mary Bryson & Dr Annette Henry
“Why would a dead girl lie?”: Hannah Baker as willful child ‘come to voice’ in 13 Reasons why. Papers: Explorations into Children’s Literature, 26(1), 43-60.
“I knew you were trouble”: Considering childism, shame resilience, and adult caretaker characters surrounding YA rape survivor protagonists. New Review of Children’s Literature and Librarianship, 24(2), 144-166.
“The last block of ice”: Trauma literature in the high school classroom. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.674 Supervisor: Dr. Mary Bryson and Dr. Annette Henry
Teaching sex education with poetry: An intimate coupling. English Education, 50(1), 90-95. Supervisors: Dr. Mary Bryson & Dr. Annette Henry
[Review of the book Critical content analysis of children’s and young adult literature, by K. G. Short, H. Johnson, & J. Mathis (Eds.)]. Journal of Language and Literacy Education, 13(2), 1-6. http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Amber-Moore-Review-Final.pdf Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Editors Butler-Kisber, L., Guiney Yallop, J. J., Stewart, M., and Wiebe, S. ‘In the ER’, Poetic Inquiries of Reflection and Renewal. Lunenburg: MacIntyre Purcell Publishing. Supervisor: Dr. Carl Leggo
What a Generalist Tutor Can Do: A Short Lesson from a Tutoring Session. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 27, 58-68.
Confronting language myths, linguicism, and racism in English language teaching in Japan.In P. Bunce, V. Rapatahana, R. Phillipson & T. R. F. Tupas (Eds.), Why English? Confronting the Hydra (pp. 159-176). Bristol, UK: Multilingual Matters.
Pop culture in teaching Chinese as an additional language: Theory, research, and practice. In V. Werner & F. Tegge (Eds.), Pop culture in language education: Theory, research, practice. New York: Routledge.
Pixualization: Glitch art and Data visualization. InfoDesign - Revista Brasileira de Design Da Informação, 14(1), 89–105. Supervisor: Dr. Teresa Dobson
Humanidades digitales y la movilización del conocimiento: el caso de la alfabetización visual. VIRTUalis, 7(14), 206–221. Supervisor: Dr. Teresa Dobson
A Glitch Pedagogy: Exquisite Error and the Appeal of the Accidental. Journal of the Canadian Association for Curriculum Studies, 14(1, 108–127. Supervisor: Dr. Teresa Dobson
Calculating Line Length: An Arithmetic Approach. Visible Language, 50(1), 113–125. Supervisor: Dr. Teresa Dobson
About Visual Acuity and Type Design: A Protocol. The Winnower. Retrieved from https://thewinnower.com/papers/3236-about-visual-acuity-and-type-design-a-protocol Supervisor: Dr. Teresa Dobson
Seeking early literacy for all: An investigation of children’s librarians and parents of young children with disabilities’ experiences at the public library. Library Trends, 65(1), 65-91. Supervisor: Dr. Jim Anderson
(In press, 2016). Promoting first language development and maintenance, and capitalizing on "funds of knowledge" in family literacy programs. In N. Kucirkova C. Snow, V. Grover & C. McBride (Eds.). The Routledge International Handbook of Early Literacy Education. New York, NY: Routledge.
A Research Agenda for English-Medium Instruction: Conversations with Scholars at the Research Fronts. Journal of English-Medium Instruction, 1(1), 124-136. https://doi.org/10.1075/jemi.21022.sah
Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes. https://doi.org/10.1080/13488678.2022.2056796
Language ideologies, symbolic power, and social stratification: An ethnographic exploration of English medium instruction policy in Nepal’s public schools. In L. Adinolfi, U. Bhattacharya, & P. Phyak (eds.), Multilingual education in South Asia: At the intersection between policy and practice (pp. 50-68). Routledge. https://doi.org/10.4324/9781003158660-4
English medium instruction as neoliberalism endowment in Nepal’s higher education: Policy-shaping practices. In N. Galloway & J. McKinley (eds.), English-medium instruction practices in higher education: International perspectives (pp. 71-83). Bloomsbury.
“Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities. https://doi.org/10.1177/14687968211055808
Teacher preparation for primary English education in Nepal: Missing agenda of diversity and inclusion. English Teaching & Learning. https://doi.org/10.1007/s42321-021-00100-7
Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1789154
Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg, & B. Down (Eds.), The Sage handbook of critical pedagogies (pp. 884-898). Thousand Oaks, California: Sage Publications.
English-medium instruction in South Asian’s multilingual schools: Unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2020.1718591
Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education. DOI: https://doi.org/10.1080/02188791.2020.1751063.
Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2020.1849011
Critical literacies in South Asia. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (eds.), The handbook of critical literacies (pp. 289-296). New York, NY: Routledge.
Immigrant and refugee language policies, programs, and practices in an era of change: promises, contradictions, and possibilities. In S. J. Gold & S. J. Nawyn (2nd Eds.), The Routledge international handbook of migration studies (pp. 325-338). London: Rutledge. Supervisor: Dr. Guofang Li
Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography. The Qualitative Report, 24(1), 174-192. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss1/14
Education, English language, and girls’ development: Exploring gender-responsive policies and practices in Nepal. In S. Douglas (Ed.), Creating an inclusive school environment. London: British Council (pp. 105- 114). London: British Council. Supervisor: Dr. Guofang Li
Using the first language (L1) as a resource in EFL classrooms: Nepalese university teachers’ and students’ perspectives. NELTA Journal, 22(1).
[Review of the book Linguistic diversity and social justice: an introduction to applied sociolinguistics, by Ingrid Piller]. Critical Inquiry in Language Studies. doi: 10.1080/15427587.2018.1434930
[Review of the book, Plurilingualism in teaching and learning: complexities across contexts, edited by Julie Choi and Sue Ollerhead]. Journal of Family Diversity in Education, 3(1), 95-98. Supervisor: Dr. Guofang Li
Programs, policies, and processes for immigrants’ host language acquisition: An international review. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge. Supervisor: Dr. Guofang Li
[Review of the book, Discursive approaches to language policy, edited by Elisabeth Barakos and Johann W. Unger]. Language Policy. doi: 10.1007/s10993-018-9490-6. Supervisor: Dr. Guofang Li
English Medium Instruction (EMI) as Linguistic capital in Nepal: promises and realities. International Multilingual Research Journal. Supervisor: Dr. Guofang Li
[Review of the book English language education policy in Asia, by Robert Kirkpatrick]. The Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2017.1307046. Supervisor: Dr. Guofang Li
Establishing the localization and indigenization of Indian English: A case study. Journal of English as an International Language, 11 (2), 39-49. Supervisor: Dr. Guofang Li
Identity. In Li Wei (Ed.), Routledge Handbook of Applied Linguistics (2nd Ed., pp. 137-150). Routledge. https://doi.org/10.4324/9781003082637-13
Identity, language learning, and teacher education. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics (2nd edition). Wiley. https://doi.org/10.1002/9781405198431.wbeal20444
Translanguaging and identity across global sites. In R. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (4th Ed., pp. 148-158). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.07106-2
Plurilingualism, equity, and preservice teacher identity: Centring (linguistic) diversity in teacher education. TESL Canada Journal, 38(2), 114–139. https://doi.org/10.18806/tesl.v38i2.1359
Neoliberalism, transformation, and educational imperatives in tension: A duoethnography of collaboration and contestation in a Tanzanian community library. In A. Gagné, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences (pp. 231-246). Peter Lang. Supervisor: Dr. Bonny Norton
Teaching and teacher education in an era of superdiversity: Challenges and opportunities. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education: Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities. New York: Routledge.
Translanguaging, multimodality, and authorship: Cultivating creativity and critical literacies through multilingual education in Tanzania. In E.J. Erling, J. Clegg, C.M. Rubagumya, & C. Reilly (Eds.), Multilingual learning and language supportive pedagogies in Sub-Saharan Africa. London: Routledge.
Literacies and translanguaging in Africa: A critical review of sociocultural perspectives. Southern African Linguistics and Applied Language Studies, 39(2), 210-224. DOI: 10.2989/16073614.2021.1934051
Language ideologies in multilingual Tanzania: Parental discourses, school realities, and contested visions of schooling. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1760286.
Ubuntu translanguaging and social justice: Negotiating power and identity through multilingual education in Tanzania. In N. Avineri, L. R. Graham, E. Johnson, R. Riner, & J. Rosa (Eds.), Language and social justice in practice. New York: Routledge. Supervisors: Dr. Marlene Asselin and Dr. Bonny Norton
[Review of book Making signs, translanguaging ethnographies: Exploring urban, rural and educational spaces, edited by Ari Sherris and Elisabetta Adami]. Applied Linguistics, amz042, https://doi.org/10.1093/applin/amz042.
Power, literacy engagement, and polyphonic identities: Translanguaging in a Tanzanian community library. Southern African Linguistics and Applied Language Studies, 36(2), 133-146. DOI: 10.2989/16073614.2018.1495569. Supervisors: Dr. Marlene Asselin and Dr. Bonny Norton
"Admit me Chorus to this history": Staging Contact!Unload and digital literacy. In G. Belliveau & M. Westwood (Eds.) Soldiers Performing Self in Contact!Unload: Innovation in Theatre and Counselling Psychology. Vancouver, BC: UBC Press, pp. 89-96. Supervisor: Dr. George Belliveau and Dr. Kedrick James
Retroprojection virtual reality: Shakespeare on stage. TEXT Special Issue 36. http://www.textjournal.com.au/speciss/issue36/Stooshnov.pdf Supervisor: Dr. George Belliveau and Dr. Kedrick James
“Canada 150: Reimagining a Multilingual Canada in the Digital Era”. In: Tortell, Ph. (Ed.) Canada 150. Peter Wall Institute for Advanced Studies, Vancouver, Canada. Supervisor: Dr. Bonny Norton
The African Storybook and language teacher identity in digital times. The Modern Language Journal, 101(S1), 45–60. https://doi.org/10.1111/modl.12374 Supervisor: Dr. Bonny Norton
The African Storybook, teachers’ resources, and pedagogical practices. International Journal of Educational Development, 52, 26–36. https://doi.org/10.1016/j.ijedudev.2016.10.003 Supervisor: Dr. Bonny Norton
Digital stories and the African Storybook: Teaching English in the digital age. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice (pp. 116–126). New York: Routledge. Supervisor: Dr. Bonny Norton
Beliefs about language learning in study abroad: Advocating for a language ideology approach. Frontiers, 27, 85–103. Supervisor: Dr. Patricia Duff
Culture clubs in Canadian higher education: Examining membership diversity. Canadian Journal for New Scholars in Education, 7(1), 66–73. Supervisors: Dr. Patricia Duff and Dr. Ruyko Kubota
Using mobile surveys to share experiences from beyond the classroom. InterCom, The Newsletter of the Intercultural Communication Interest Section. Retrieved from http://newsmanager.commpartners.com/tesolicis/issues/2016-10-26/3.html Supervisor: Dr. Patricia Duff
To digital or not to digital: How mothers are navigating the digital world with their young children. Language & Literacy: A Canadian Education E-Journal, 19(1), 63-76. doi:http://dx.doi.org/10.20360/G22P5W Supervisor: Dr. Jim Anderson
Poem as literature review: Poetic rumination on the history of Poetic Inquiry. Transformative Dialogues, 13 (2).
I was there, they were there: A poetic rumination of familial history, place and the concept of self. In Lyle, E. (Ed.), Identity Landscapes. Leiden, The Netherlands: Brill | Sense. doi: https://doi.org/10.1163/9789004425194_013
The poetry of fieldnotes in Burkholder, C., & Thompson, J. (Eds.). Using fieldnotes in educational research: approaches, practices, and ethical considerations. London: Routledge. doi: 10.4324/9780429275821-12
Is there a definition? Ruminating on poetic inquiry, strawberries and the continued growth of the field. Art/Research International: A Transdisciplinary Journal, 3(2), 48-76. doi:10.18432/ari29356 Supervisors: Dr. Anthony Pare and Dr. Kedrick James
MirrorCameraRoom: The multi (in)stabilities of the selfie. Feminist Media Studies, 17(1), 77-92. Supervisor: Dr. Theresa Rogers
Im(matter)ial Bodies: a critical discourse analysis of a Canadian digital literacy resource. Language and Literacy. X(X) Supervisor: Dr. Theresa Rogers
Writing the body of the paper: Three new materialism methods for studying the socially mediated body. In Zizi Papacharissi (ed): A Networked Self: Human Augmentics, Artificial Intelligence, Sentience. Routledge. Supervisor: Dr. Theresa Rogers
Making the cut: An agential realist examination of selfies and touch. Social Media + Society, 1(4), 1-10. Supervisor: Dr. Theresa Rogers
Introduction: Selfies: #Me-diated bodies and inter-‘faces’. Social Media + Society, 1(4), 1-5. Supervisor: Dr. Theresa Rogers
Picture, position, map, emplaced assemblage: A genealogy of the body via social media. In H. Friese, M. Nolden, G. Rebane, & M. Schreite (Eds.), Handbook of social practices and digital life-worlds. Berlin: Springer-Verlag. Supervisor: Dr. Theresa Rogers
Stitch the bitch: #girls#socialmedia#bodies. In N. Mandell & J. Johnson (Eds.), Feminist issues: race, class, sexuality (6th ed.). Toronto: Pearson Canada. Supervisor: Dr. Theresa Rogers
Klangfarbenmelodie: Learner Identity and the Creative Arts. LEARNing Landscapes, 12(1), 259-270. https://doi.org/10.36510/learnland.v12i1.993