Coding and computational thinking across the curriculum : A review of educational outcomes

Journal article

Mills, Kathy Ann, Cope, Jen, Scholes, Laura and Rowe, Luke. (2024). Coding and computational thinking across the curriculum : A review of educational outcomes. Review of Educational Research. pp. 1-38. https://doi.org/10.3102/00346543241241327
AuthorsMills, Kathy Ann, Cope, Jen, Scholes, Laura and Rowe, Luke
Abstract

Teaching coding and computational thinking is an emerging educational imperative, now embedded in compulsory curriculum in the United States, Finland, the UK, Germany, Belgium, the Netherlands, New Zealand, and Australia. This meta-synthesis of 49 studies critically reviews recent international research (2009–2022) of coding and computational thinking as core and integrated across the curriculum. It addresses four essential problems: (a) What are the key features of learning environments that successfully develop students’ coding and computational thinking? (b) What is the impact of student engagement in coding and computational thinking on learning outcomes across curriculum areas? (c) What pedagogical constraints are evident for coding and computational thinking, including across curriculum areas? and (d) Which conceptual frameworks support coding and computational thinking, and what has been marginalized or excluded? The review advances knowledge of coding and computational thinking—vital to guide and develop future AI-based solutions to real-world problems that challenge disciplinary boundaries.

Keywordscoding; computational thinking; game design; integrated curriculum; programming
Year01 Jan 2024
JournalReview of Educational Research
Journal citationpp. 1-38
PublisherSage Publications, Inc. (US)
ISSN1935-1046
Digital Object Identifier (DOI)https://doi.org/10.3102/00346543241241327
Web address (URL)https://journals.sagepub.com/doi/10.3102/00346543241241327
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-38
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online01 Apr 2024
Publication process dates
Deposited03 Jul 2024
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDP190100228
FT180100009
Additional information

© 2024 AERA

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This research was supported in part by the Australian Research Council’s Discovery Projects funding scheme (DP190100228 and FT180100009).

Supplementary materials can be found at https://journals.sagepub.com/doi/10.3102/00346543241241327#supplemen...

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

Place of publicationUnited States
Permalink -

https://acuresearchbank.acu.edu.au/item/90q8q/coding-and-computational-thinking-across-the-curriculum-a-review-of-educational-outcomes

Log in to edit

Download files

Publisher's version
OA_Mills_2024_Coding_and_computational_thinking_across_the.pdf
License: CC BY-NC 4.0
File access level: Open

  • 53
    total views
  • 31
    total downloads
  • 5
    views this month
  • 5
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

The CRAFTS learning framework : equipping learners to create relevant, accessible, fun, tailored and scholarly activities in higher education
Moro, Christian, Mills, Kathy Ann and Phelps, Charlotte. (2024). The CRAFTS learning framework : equipping learners to create relevant, accessible, fun, tailored and scholarly activities in higher education. Interactive Learning Environments. pp. 1-11. https://doi.org/10.1080/10494820.2024.2308100
Adolescents’ critical, multimodal analysis of social media self-representation
Veum, Aslaug, Burgess, Marthe Øidvin and Mills, Kathy A.. (2024). Adolescents’ critical, multimodal analysis of social media self-representation. Language and Education. 38(3), pp. 482-501. https://doi.org/10.1080/09500782.2023.2287508
Virtual reality games for 3D multimodal designing and knowledge across the curriculum
Mills, Kathy Ann, Brown, Alinta and Funnell, Patricia Anne. (2024). Virtual reality games for 3D multimodal designing and knowledge across the curriculum. The Australian Educational Researcher. pp. 1-31. https://doi.org/10.1007/s13384-024-00695-3
Reading for pleasure : scrutinising the evidence base–benefits, tensions and recommendations
Cremin, Teresa and Scholes, Laura. (2024). Reading for pleasure : scrutinising the evidence base–benefits, tensions and recommendations. Language and Education. 38(4), pp. 537-559. https://doi.org/10.1080/09500782.2024.2324948
Research Through the Eyes of Teachers
Rowe, Luke and Hattie, John. (2023). Research Through the Eyes of Teachers. In In Their Own Words: What Scholars and Teachers WantYou to Know About Why and Howto Apply the Science of Learning inYour Academic Setting pp. 44-60 Society for the Teaching of Psychology.
Intellectual Tributaries of the Digital Turn in Literacy Studies
Mills, Kathy Ann. (2023). Intellectual Tributaries of the Digital Turn in Literacy Studies. In Leaders in English Language Arts Education Research: Intellectual Self-Portraits pp. 163-176 Brill. https://doi.org/10.1163/9789004685673_013
Validating a forced‑choice method for eliciting quality‑of‑reasoning judgments
Marcoci, Alexandru, Stelmach, Margaret E., Rowe, Luke, Barnett, Ashley, Primoratz, Tamar, Kruger, Ariel, Karvetski, Christopher W., Stone, Benjamin, Diamond, Michael L., Saletta, Morgan, van Gelder, Tim, Tetlock, Philip E. and Dennis, Simon. (2023). Validating a forced‑choice method for eliciting quality‑of‑reasoning judgments. Behavior Research Methods. pp. 1-16. https://doi.org/10.3758/s13428-023-02234-x
Senses together : Multimodal literacy learning in primary education : Final project report
Mills, Kathy, Heck, Elizabeth, Brown, Alinta, Funnell, Patricia and Friend, Lesley. (2023). Senses together : Multimodal literacy learning in primary education : Final project report Brisbane, Queensland: Institute for Learning Sciences and Teacher Education, Australian Catholic University. https://doi.org/10.24268/acu.8zy8y
AI, concepts of intelligence, and chatbots : The “figure of man,” the rise of emotion, and future visions of education
Baker, Bernadette, Mills, Kathy A., McDonald, Peter and Wang, Liang. (2023). AI, concepts of intelligence, and chatbots : The “figure of man,” the rise of emotion, and future visions of education. Teachers College Record. 125(6), pp. 60-84. https://doi.org/10.1177/01614681231191291
Many truths, many knowledges, many forms of reason : Understanding middle-school student approaches to sources of information on the internet
Scholes, Laura, McDonald, Sarah, Stahl, Garth and Comber, Barbara. (2023). Many truths, many knowledges, many forms of reason : Understanding middle-school student approaches to sources of information on the internet. British Educational Research Journal. pp. 1-20. https://doi.org/10.1002/berj.3909
What do secondary teachers think about digital games for learning : Stupid fixation or the future of education?
Gutierrez, Amanda, Mills, Kathy, Scholes, Laura, Rowe, Luke and Pink, Elizabeth. (2023). What do secondary teachers think about digital games for learning : Stupid fixation or the future of education? Teaching and Teacher Education. 133, p. Article 104278. https://doi.org/10.1016/j.tate.2023.104278
Smart glasses for 3D multimodal composition
Mills, Kathy A. and Brown, Alinta. (2023). Smart glasses for 3D multimodal composition. Learning, Media and Technology. pp. 1-22. https://doi.org/10.1080/17439884.2023.2207142
Spiritual and Pedagogical Accompaniment (SPA) program 2022
Gutierrez, Amanda and Rowe, Luke. (2023). Spiritual and Pedagogical Accompaniment (SPA) program 2022 Brisbane, Queensland: Australian Catholic University.
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology
Moro, Christian, Mills, Kathy A., Phelps, Charlotte and Birt, James. (2023). The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology. International Journal of Educational Technology in Higher Education. 20(7), pp. 1-15. https://doi.org/10.1186/s41239-022-00378-y
Boys, science and literacy : Place-based masculinities, reading practices and the ‘science literate boy’
Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece and Comber, Barbara. (2023). Boys, science and literacy : Place-based masculinities, reading practices and the ‘science literate boy’. Research Papers in Education. 38(3), pp. 328-356. https://doi.org/10.1080/02671522.2021.1964097
Globalisation, cultural knowledges and sociomateriality in Middle Eastern education : How the global and local influence classroom practices
Friend, Lesley, Mills, Kathy A. and Lingard, Bob. (2023). Globalisation, cultural knowledges and sociomateriality in Middle Eastern education : How the global and local influence classroom practices. Globalization, Societies and Education. 21(1), pp. 66-77. https://doi.org/10.1080/14767724.2021.2016376
Literacy for digital futures : Mind, body, text
Mills, Kathy A., Unsworth, Len and Scholes, Laura. (2023). Literacy for digital futures : Mind, body, text Routledge. https://doi.org/10.4324/9781003137368
Understanding relationships between epistemic cognition and executive functioning : Implications for measurement and practice in early childhood
Walker, Sue, Brownlee, Jo Lunn, Scholes, Laura and Harris, Clare. (2022). Understanding relationships between epistemic cognition and executive functioning : Implications for measurement and practice in early childhood. Australasian Journal of Early Childhood. pp. 135-147. https://doi.org/10.1177/18369391221089381
Rhythm in literary apps
Hagen, Anette and Mills, Kathy A.. (2022). Rhythm in literary apps. Visual Communication. pp. 1-21. https://doi.org/10.1177/14703572221078038
Spiritual and Pedagogical Accompaniment (SPA) program (2019-2021)
Gutierrez, Amanda and Rowe, Luke. (2022). Spiritual and Pedagogical Accompaniment (SPA) program (2019-2021) Brisbane, Queensland: Australian Catholic University.
Scoping review of conceptions of literacy in middle school science
Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece, Lunn-Brownlee, Jo and Comber, Barbara. (2022). Scoping review of conceptions of literacy in middle school science. Research Papers in Education. pp. 1-21. https://doi.org/10.1080/02671522.2022.2105388
Video gaming and digital competence among elementary school students
Scholes, Laura, Rowe, Luke, Mills, Kathy A., Gutierrez, Amanda and Pink, Elizabeth. (2022). Video gaming and digital competence among elementary school students. Learning, Media and Technology. pp. 1-16. https://doi.org/10.1080/17439884.2022.2156537
Multimodal language rights and Indigenous totemic identity : Cross-cultural participatory research
Mills, Kathy A., Doyle, Katherine and Friend, Lesley. (2022). Multimodal language rights and Indigenous totemic identity : Cross-cultural participatory research. Journal of Language Identity and Education. pp. 1-19. https://doi.org/10.1080/15348458.2022.2149531
Virtual reality and embodiment in multimodal meaning making
Mills, Kathy A., Scholes, Laura and Brown, A.. (2022). Virtual reality and embodiment in multimodal meaning making. Written Communication. 39(3), pp. 335-369. https://doi.org/10.1177/07410883221083517
Year 3 student career choices : Exploring societal changes in constructions of masculinity and femininity in career choice justifications
Scholes, Laura and McDonald, Sarah. (2022). Year 3 student career choices : Exploring societal changes in constructions of masculinity and femininity in career choice justifications. British Educational Research Journal. 48(2), pp. 292-310. https://doi.org/10.1002/berj.3767
Immersive virtual reality (VR) for digital media making : Transmediation is key
Mills, Kathy A. and Brown, A.. (2022). Immersive virtual reality (VR) for digital media making : Transmediation is key. Learning, Media and Technology. 47(2), pp. 179-200. https://doi.org/10.1080/17439884.2021.1952428
Boy's gaming identities and opportunities for learning
Scholes, Laura, Mills, Kathy A. and Wallace, Elizabeth. (2022). Boy's gaming identities and opportunities for learning. Learning, Media and Technology. 47(2), pp. 163-178. https://doi.org/10.1080/17439884.2021.1936017
Children's epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Scholes, Laura, Wallace, Elizabeth, Walker, Sue, Lunn Brownlee, Jo and Lawson, Veronica. (2022). Children's epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school. British Educational Research Journal. 48(2), pp. 272-291. https://doi.org/10.1002/berj.3766
The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden
Scholes, Laura and Asplund, Stig-Börje. (2021). The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden. British Journal of Sociology of Education. 42(8), pp. 1192-1209. https://doi.org/10.1080/01425692.2021.1990016
Big data in qualitative research
Mills, Kathy A.. (2021). Big data in qualitative research. In In Atkinson, Paul, Delamont, Sara, Cernat, Alexandru, Sakshaug, Joseph W. and Williams, Richard A. (Ed.). SAGE research methods foundations pp. 1-12 SAGE Publications. https://doi.org/10.4135/9781526421036932528
autopsych : An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects
Courtney, Matthew G.R., Chang, Kevin C.T., Mei, Bing, Meissel, Kane, Rowe, Luke and Issayeva, Laila B.. (2021). autopsych : An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects. PLoS ONE. 16(10), p. e0257682. https://doi.org/10.1371/journal.pone.0257682
g versus c : comparing individual and collective intelligence across two meta-analyses
Rowe, Luke I., Hattie, John and Hester, Robert. (2021). g versus c : comparing individual and collective intelligence across two meta-analyses. Cognitive Research: Principles and Implications. 6(1), p. Article 26. https://doi.org/10.1186/s41235-021-00285-2
How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations?
Mills, Reece, Scholes, Laura, Stahl, Garth, McDonald, Sarah, Comber, Barbara and Lunn Brownlee, Jo. (2021). How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations? International Journal of Science Education. 43(14), pp. 2333-2350. https://doi.org/10.1080/09500693.2021.1961326
Year 3 boys' and girls' enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities
Scholes, Laura. (2021). Year 3 boys' and girls' enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities. International Journal of Inclusive Education. pp. 1-16. https://doi.org/10.1080/13603116.2021.1941319
Towards a typology of touch in multisensory makerspaces
Friend, Lesley and Mills, Kathy A.. (2021). Towards a typology of touch in multisensory makerspaces. Learning, Media and Technology. 46(4), pp. 465-482. https://doi.org/10.1080/17439884.2021.1928695
'We don't read in science' : Student perceptions of literacy and learning science in middle school
Scholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn. (2021). 'We don't read in science' : Student perceptions of literacy and learning science in middle school. Cambridge Journal of Education. 51(4), pp. 451-466. https://doi.org/10.1080/0305764X.2020.1860192
Disrupting the 'boys don't read' discourse : Primary school boys who love reading fiction
Scholes, Laura, Spina, Nerida and Comber, Barbara. (2021). Disrupting the 'boys don't read' discourse : Primary school boys who love reading fiction. British Educational Research Journal. 47(1), pp. 163-180. https://doi.org/10.1002/berj.3685
Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school
Mascadri, Julia, Lunn Brownlee, Joanne, Johansson, Eva, Scholes, Laura, Walker, Sue and Berthelsen, Donna. (2021). Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school. International Journal of Educational Research. 107, p. 101747. https://doi.org/10.1016/j.ijer.2021.101747
Middle school students' science epistemic beliefs : Implications for measurement
Lunn Brownlee, Jo, Ferguson, Leila, Scholes, Laura, McDonald, Sarah, Stahl, Garth, Comber, Barbara and Mills, Reece. (2021). Middle school students' science epistemic beliefs : Implications for measurement. International Journal of Educational Research. 105, p. 101719. https://doi.org/10.1016/j.ijer.2020.101719
Developing the multimodal language of emotions of low SES primary students
Mills, Kathy, Unsworth, Len and Stone, Bessie. (2020). Developing the multimodal language of emotions of low SES primary students Brisbane, QLD: Institute for Learning Sciences and Teacher Education, Australian Catholic University. https://doi.org/10.13140/RG.2.2.16361.03682
The development of children's epistemic beliefs across the early years of elementary school
Walker, Sue, Lunn-Brownlee, Jo, Scholes, Laura and Johansson, Eva. (2020). The development of children's epistemic beliefs across the early years of elementary school. British Journal of Educational Psychology. 90(2), pp. 266-281. https://doi.org/10.1111/bjep.12280
Multimodal language of attitude in digital composition
Mills, Kathy A., Stone, Bessie G., Unsworth, Len and Friend, Lesley. (2020). Multimodal language of attitude in digital composition. Written Communication. 37(2), pp. 135-166. https://doi.org/10.1177/0741088319897978
English language teaching of attitude and emotion in digital multimodal composition
Unsworth, Len and Mills, Kathy A.. (2020). English language teaching of attitude and emotion in digital multimodal composition. Journal of Second Language Writing. 47, p. Article 100712. https://doi.org/10.1016/j.jslw.2020.100712
Linguistic recycling : The process of quoting in increasingly mediatized settings
Haapanen, Lauri, Perrin, Daniel, Anson, Chris M., Argus, Reili, Burgess, Sally, Cope, Jen, Digmayer, Claas, Hall, Susanne, Jakobs, Eva-Maria, Laalo, Klaus, Leppänen, Leo, Martín-Martín, Pedro, Matsushita, Kayo, Merminod, Gilles, Moskovitz, Cary, Pemberton, Michael, Pfurtscheller, Daniel and Reber, Elisabeth. (2020). Linguistic recycling : The process of quoting in increasingly mediatized settings. AILA Review. 33(1), pp. 1-20. https://doi.org/10.1075/aila.00027.int
Multimodal attitude in digital composition : Appraisal in elementary English
Mills, Kathy A. and Stone, Bessie G.. (2020). Multimodal attitude in digital composition : Appraisal in elementary English. Research in the Teaching of English. 55(2), pp. 160-186.
Quoting to persuade : A critical linguistic analysis of quoting in US, UK, and Australian newspaper opinion texts
Cope, Jen. (2020). Quoting to persuade : A critical linguistic analysis of quoting in US, UK, and Australian newspaper opinion texts. AILA Review. 33(1), pp. 136-156. https://doi.org/10.1075/aila.00034.cop
Recognition of boys as readers through a social justice lense
Scholes, Laura. (2020). Recognition of boys as readers through a social justice lense. British Journal of Sociology of Education. 41(7), pp. 975-991. https://doi.org/10.1080/01425692.2020.1802227
The emotional trade-off between meaningful and precarious work in new economies
Patulny, Roger, Mills, Kathy A., Olson, Rebecca E., Bellocchi, Alberto and McKenzie, Jordan. (2020). The emotional trade-off between meaningful and precarious work in new economies. Journal of Sociology. 56(3), pp. 333-355. https://doi.org/10.1177/1440783320934156
A serious-game for child sexual abuse prevention: An evaluation of orbit
Jones, Christian, Scholes, Laura, Rolfe, Ben and Stieler-Hunt, Colleen. (2020). A serious-game for child sexual abuse prevention: An evaluation of orbit. Child Abuse and Neglect. 107(September 2020), pp. 1 - 13. https://doi.org/10.1016/j.chiabu.2020.104569
Happy, Stressed, and Angry : A National Study of Teachers' Emotions and Their Management
Patulny, Roger, Bellocchi, Alberto, Mills, Kathy Ann, McKenzie, Jordan and Olson, Rebecca. (2019). Happy, Stressed, and Angry : A National Study of Teachers' Emotions and Their Management. Emotions: History, Culture, Society. 3(2), pp. 223-244. https://doi.org/10.1163/2208522X-02010058
Metacognition and self‑regulated learning
Rowe, Luke and Kang, Sean. (2019). Metacognition and self‑regulated learning Australia: Evidence for Learning.
Indigenous ways with literacies in an Australian primary school
Mills, Kathy Ann, Davis-Warra, John, Sewell, Marlene and Anderson, Mikayla. (2019). Indigenous ways with literacies in an Australian primary school. In Learning and Teaching Around the World: Comparative and International Studies in Primary Education pp. 93-102 Routledge. https://doi.org/10.4324/9780429491498
Foreword : The spatial turn in literacy theory
Mills, Kathy A.. (2019). Foreword : The spatial turn in literacy theory. In In Pyles, Damiana G., Rish, Ryan M. and Warner, Julie (Ed.). Negotiating place and space through digital literacies : Research and practice pp. ix-xiii Information Age Publishing, Inc..
Emotion management and solidarity in the workplace : A call for a new research agenda
McKenzie, Jordan, Olson, Rebecca E., Patulny, Roger, Bellocchi, Alberto and Mills, Kathy A.. (2019). Emotion management and solidarity in the workplace : A call for a new research agenda. The Sociological Review. 67(3), pp. 672-688. https://doi.org/10.1177/0038026118822982
Popular girls aren't into reading: Reading as a site for working-class girls' gender and class identity work
Scholes, Laura. (2019). Popular girls aren't into reading: Reading as a site for working-class girls' gender and class identity work. Critical Studies in Education. https://doi.org/10.1080/17508487.2019.1601633
Middle years students' engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships
Stahl, Garth, Scholes, Laura, McDonald, Sarah and Lunn, Jo. (2019). Middle years students' engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships. Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2019.1684351
Developing the multimodal language of emotions of low SES primary students (LP150100030, 2016-2019)
Mills, Kathy, Unsworth, Len, Williamson, Mark, Ferguson, Angela, Quinn, M., Clay, Rosalind, Trembath, Melissa and Maksoud, Tony. (2019). Developing the multimodal language of emotions of low SES primary students (LP150100030, 2016-2019) [Dataset]. https://doi.org/10.26199/5dfbfbaffd787
Big data for qualitative research
Mills, Kathy A.. (2019). Big data for qualitative research Routledge. https://doi.org/10.4324/9780429056413
Emotion work at the frontline of STEM teaching
Bellocchi, Alberto, Mills, Kathy, Olsen, Rebecca, Patulny, Roger and McKenzie, Jordan. (2019). Emotion work at the frontline of STEM teaching. In In Bryan, Lynn A. and Tobin, Kenneth (Ed.). Critical issues and bold visions for science education : The road ahead pp. 247-264 Brill Sense. https://doi.org/10.1163/9789004389663_014
Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading
Scholes, Laura. (2019). Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading. Gender and Education. 31(3), pp. 344 - 361. https://doi.org/10.1080/09540253.2018.1533921
Gendered emotion management and teacher outcomes in secondary school teaching : A review
Olson, Rebecca E., McKenzie, Jordan, Mills, Kathy A., Patulny, Roger, Bellocchi, Alberto and Caristo, Fiona. (2019). Gendered emotion management and teacher outcomes in secondary school teaching : A review. Teaching and Teacher Education. 80, pp. 128-144. https://doi.org/10.1016/j.tate.2019.01.010
Doing the right thing in the early years of primary school: A longitudinal study of children's reasoning about right and wrong
Brownlee, Joanne Lunn, Walker, Susan, Wallace, Elizabeth, Johansson, Eva and Scholes, Laura. (2019). Doing the right thing in the early years of primary school: A longitudinal study of children's reasoning about right and wrong. The Australian Educational Researcher. 46, pp. 863 - 878. https://doi.org/10.1007/s13384-019-00306-6
Sensory ways to indigenous multimodal literacies : Hands and feet tell the story
Mills, Kathy A. and Dooley, Jane. (2019). Sensory ways to indigenous multimodal literacies : Hands and feet tell the story. In In Rennie, Jennifer and Harper, Helen (Ed.). Literacy education and Indigenous Australians : Theory, research and practice pp. 33-50 Springer Nature Singapore. https://doi.org/10.1007/978-981-13-8629-9_3
The digital mediation of emotions in late modernity
Mills, Kathy A., Unsworth, Len and Barton, Georgina. (2019). The digital mediation of emotions in late modernity. In In Patulny, Roger, Bellocchi, Alberto, Olson, Rebecca E., Khorana, Sukhmani, McKenzie, Jordan and Peterie, Michelle (Ed.). Emotions in late modernity pp. 190-208 Routledge. https://doi.org/10.4324/9781351133319-17
Bakhtin and the carnival : Humour in school children’s film making
Pandya, Jessica Zacher and Mills, Kathy A.. (2019). Bakhtin and the carnival : Humour in school children’s film making. Language and Education. 33(6), pp. 544-599. https://doi.org/10.1080/09500782.2019.1629954
Online multiplayer games for the social interactions of children with autism spectrum disorder : A resource for inclusive education
Stone, Bessie G., Mills, Kathy A. and Saggers, Beth. (2019). Online multiplayer games for the social interactions of children with autism spectrum disorder : A resource for inclusive education. International Journal of Inclusive Education. 23(2), pp. 209-228. https://doi.org/10.1080/13603116.2018.1426051
Multimodal literacy and large-scale literacy tests: Curriculum relevance and responsibility
Unsworth, Len, Cope, Jen and Nicholls, Liz. (2019). Multimodal literacy and large-scale literacy tests: Curriculum relevance and responsibility. Australian Journal of Language and Literacy. 42(2), pp. 128 - 139.
Differences in attitudes towards reading and other school-related activities among boys and girls
Scholes, Laura. (2019). Differences in attitudes towards reading and other school-related activities among boys and girls. Journal of Research in Reading. 42(3-4), pp. 485 - 503. https://doi.org/10.1111/1467-9817.12279
Reasoning about social inclusion over the early years of primary school : A focus on epistemic cognition
Brownlee, Jo Lunn, Walker, Sue, Scholes, Laura and Johansson, Eva. (2019). Reasoning about social inclusion over the early years of primary school : A focus on epistemic cognition. European Early Childhood Education Research Journal. 27(5), pp. 616-629. https://doi.org/10.1080/1350293X.2019.1651958
Visual arts : A multimodal language for Indigenous education
Mills, Kathy A. and Doyle, Katherine. (2019). Visual arts : A multimodal language for Indigenous education. Language and Education. 33(6), pp. 521-543. https://doi.org/10.1080/09500782.2019.1635618
Race and racism in digital media : What can critical race theory contribute to research on techno-cultures?
Mills, Kathy A. and Godley, Amanda. (2018). Race and racism in digital media : What can critical race theory contribute to research on techno-cultures? In In Mills, Kathy A., Stornaiuolo, Amy, Smith, Anna and Zaher Pandya, Jessica (Ed.). Handbook of writing, literacies, and education in digital cultures pp. 111-122 Routledge. https://doi.org/10.4324/9781315465258-12
A queer critical media literacies framework in a digital age
van Leent, Lisa and Mills, Kathy. (2018). A queer critical media literacies framework in a digital age. Journal of Adolescent and Adult Literacy. 61(4), pp. 401-411. https://doi.org/10.1002/jaal.711
The multimodal construction of race : A review of critical race theory research
Mills, Kathy A. and Unsworth, Len. (2018). The multimodal construction of race : A review of critical race theory research. Language and Education. 32(4), pp. 313-332. https://doi.org/10.1080/09500782.2018.1434787
Sensory literacies, the body, and digital media
Mills, Kathy A., Unsworth, Len and Exley, Beryl. (2018). Sensory literacies, the body, and digital media. In In Mills, Kathy A., Stornaiuolo, Amy, Smith, Anna and Zaher Pandya, Jessica (Ed.). Handbook of writing, literacies, and education in digital cultures pp. 26-36 Routledge. https://doi.org/10.4324/9781315465258-4
Introduction : Digital diversity, ideology, and the politics of a writing revolution
Mills, Kathy A. and Stornaiuolo, Amy. (2018). Introduction : Digital diversity, ideology, and the politics of a writing revolution. In In Mills, Kathy A., Stornaiuolo, Amy, Smith, Anna and Zaher Pandya, Jessica (Ed.). Handbook of writing, literacies, and education in digital cultures pp. 1-9 Routledge. https://doi.org/10.4324/9781315465258-1
Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue
Brownlee, Jo Lunn, Walker, Sue, Johansson, Eva, Scholes, Laura and Ryan, Mary. (2018). Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue. In In E. Johansson, A. Emilson and A.-M. Puroila (Ed.). Values education in early childhood settings: Concepts, approaches and practices pp. 69 - 87 Springer Nature. https://doi.org/10.1007/978-3-319-75559-5_5
What are the threats and potentials of big data for qualitative research?
Mills, Kathy A.. (2018). What are the threats and potentials of big data for qualitative research? Qualitative Research. 18(6), pp. 591-603. https://doi.org/10.1177/1468794117743465
Boys, masculinities and reading: Gender identity and literacy as social practice
Scholes, Laura. (2018). Boys, masculinities and reading: Gender identity and literacy as social practice Routledge. https://doi.org/10.4324/9781315413730
iPad animations : Powerful multimodal practices for adolescent literacy and emotional language
Mills, Kathy A. and Unsworth, Len. (2018). iPad animations : Powerful multimodal practices for adolescent literacy and emotional language. Journal of Adolescent and Adult Literacy. 61(6), pp. 609-620. https://doi.org/10.1002/jaal.717
Books are boring! Books are fun! Boys' polarized perspectives on reading
Scholes, Laura. (2017). Books are boring! Books are fun! Boys' polarized perspectives on reading. Boyhood Studies. 10(2), pp. 77 - 98. https://doi.org/10.3167/bhs.2017.100205
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
Scholes, Laura, Brownlee, Joanna, Walker, Sue and Johansson, Eva. (2017). Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school. International Journal of Inclusive Education. 21(10), pp. 991 - 1010. https://doi.org/10.1080/13603116.2017.1325075
Teaching for active citizenship: Moral values and personal epistemology in early years classrooms
Lunn Brownlee, Joanne, Johansson, Eva, Walker, Susan and Scholes, Laura. (2017). Teaching for active citizenship: Moral values and personal epistemology in early years classrooms Routledge.
Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
Scholes, Laura, Brownlee, Joanna, Walker, Sue, Johansson, Eva, Lawson, Veronica and Mascadri, Julia. (2017). Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning. International Journal of Inclusive Education. 21(5), pp. 507 - 520. https://doi.org/10.1080/13603116.2016.1223181
Indigenous children's multimodal communication of emotions through visual imagery
Mills, Kathy A., Bellocchi, Alberto, Patulny, Roger and Dooley, Jane. (2017). Indigenous children's multimodal communication of emotions through visual imagery. Australian Journal of Language and Literacy. 40(2), pp. 95-108.
Multimodal literacy
Mills, Kathy A. and Unsworth, Len. (2017). Multimodal literacy. In Oxford research encyclopedia of education pp. 1-29 Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.232
The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools
Scholes, Laura, Lampert, Jo, Burnett, Bruce M., Comber, Barbara, Hoff, Lutz and Ferguson, Angela. (2017). The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education. 42(4.3), pp. 19 - 43. https://doi.org/10.14221/ajte.2017v42n4.3
Open dialogue peer review : A response to Claxton & Lucas
Hattie, John, Clinton, Janet and Rowe, Luke. (2016). Open dialogue peer review : A response to Claxton & Lucas. Psychology of Education Review. 40(1), pp. 30-37. https://doi.org/10.53841/bpsper.2016.40.1.30
Intercultural teacher education: Elementary teacher educators' perspectives of the role of gender in leadership in Papua New Guinea
Scholes, Laura, Brownlee, Joanne Lunn, Davis, Julie and Ann, Farrell. (2016). Intercultural teacher education: Elementary teacher educators' perspectives of the role of gender in leadership in Papua New Guinea. In In Farrell, A. (Ed.). Diversity in the early years: Intercultural learning and teaching pp. 76 - 101 Oxford University Press.
Indigenous ways with literacies : Transgenerational, multimodal, placed, and collective
Mills, Kathy A., Davis-Warra, John, Sewell, Marlene and Anderson, Mikayla. (2016). Indigenous ways with literacies : Transgenerational, multimodal, placed, and collective. Language and Education. 30(1), pp. 1-21. https://doi.org/10.1080/09500782.2015.1069836
Literacy theories for the digital age : Social, critical, multimodal, spatial, material and sensory lenses
Mills, Kathy A.. (2016). Literacy theories for the digital age : Social, critical, multimodal, spatial, material and sensory lenses Multilingual Matters.
Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship
Brownlee, Joanna, Scholes, Laura, Walker, Sue and Johansson, Eva. (2016). Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship. Teaching and Teacher Education. 59, pp. 261 - 273. https://doi.org/10.1016/j.tate.2016.06.009
Emotional experiences of preservice science teachers in online learning : The formation, disruption and maintenance of social bonds
Bellocchi, Alberto, Mills, Kathy A. and Ritchie, Stephen M.. (2016). Emotional experiences of preservice science teachers in online learning : The formation, disruption and maintenance of social bonds. Cultural Studies of Science Education. 11(3), pp. 629-652. https://doi.org/10.1007/s11422-015-9673-9
Humanizing digital literacies : A road trip in search of wisdom and insight
Rowsell, Jennifer, Burke, Anne, Flewitt, Rosie, Liao, Han-Teng, Lin, Angel, Marsh, Jackie, Mills, Kathy, Prinsloo, Mastin, Rowe, Deborah and Wohlwend, Karen. (2016). Humanizing digital literacies : A road trip in search of wisdom and insight. The Reading Teacher. 70(1), pp. 121-129. https://doi.org/10.1002/trtr.1501
The literacy curriculum : A critical review
Mills, Kathy A. and Unsworth, Len. (2016). The literacy curriculum : A critical review. In In Wyse, Dominic, Hayward, Louise and Pandya, Jessica (Ed.). The SAGE handbook of curriculum, pedagogy and assessment pp. 621-637 SAGE Publications Inc..
Interrogating policy contradictions in literacy reforms about persuasive texts
Exley, Beryl and Mills, Kathy Ann. (2015). Interrogating policy contradictions in literacy reforms about persuasive texts. 2015 Annual Meeting of the American Educational Research Association. Chicago, IL 16 - 20 Apr 2015 American Educational Research Association. pp. 1-8
Decolonizing digital heritage practices for Indigenous literacy : A multimodal analysis of iPad Tellagami videos
Mills, Kathy Ann and Exley, Beryl. (2015). Decolonizing digital heritage practices for Indigenous literacy : A multimodal analysis of iPad Tellagami videos. 2015 Annual Meeting of the American Educational Research Association. Chicago, IL 16 - 20 Apr 2015 American Educational Research Association. pp. 1-12
Race, the senses, and the materials of writing and literacy practices
Mills, Kathy and Dreamson, Neal. (2015). Race, the senses, and the materials of writing and literacy practices. In In Turbill, Jan, Barton, Georgina and Brock, Cynthia (Ed.). Teaching writing in today's classrooms : Looking back to look forward pp. 301-315 Australian Literacy Educators' Association.
Learning English pragmatics in China : An investigation into Chinese EFL learners’ perceptions of pragmatics
Yuan, Yifeng, Tangen, Donna, Mills, Kathy A. and Lidstone, John. (2015). Learning English pragmatics in China : An investigation into Chinese EFL learners’ perceptions of pragmatics. The Electronic Journal for English as a Second Language. 19(1), pp. 1-16.
Socio-spatial approaches to literacy studies : Rethinking the social constitution and politics of space
Mills, Kathy A. and Comber, Barbara. (2015). Socio-spatial approaches to literacy studies : Rethinking the social constitution and politics of space. In In Rowsell, Jennifer and Pahl, Kate (Ed.). The Routledge handbook of literacy studies pp. 91-103 Routledge. https://doi.org/10.4324/9781315717647
Transforming the core business of teaching and learning in classrooms through ICT
Chandra, Vinesh and Mills, Kathy A.. (2015). Transforming the core business of teaching and learning in classrooms through ICT. Technology, Pedagogy and Education. 24(3), pp. 285-301. https://doi.org/10.1080/1475939X.2014.975737
Doing digital composition on the social web : Knowledge processes in literacy learning
Mills, Kathy A.. (2015). Doing digital composition on the social web : Knowledge processes in literacy learning. In In Cope, Bill and Kalantzis, Mary (Ed.). A pedagogy of multiliteracies : Learning by design pp. 172-185 Palgrave Macmillan. https://doi.org/10.1057/9781137539724_10
Clandestine Readers: Boys and girls going ‘undercover’ in school spaces
Scholes, Laura. (2015). Clandestine Readers: Boys and girls going ‘undercover’ in school spaces. British Journal of Sociology of Education. 36(3), pp. 359 - 374. https://doi.org/10.1080/01425692.2013.826899
Cultural flows in an Aboriginal school : Deterritorializing textual production through a socially mediated Indigenous heritage
Mills, Kathy Ann. (2014). Cultural flows in an Aboriginal school : Deterritorializing textual production through a socially mediated Indigenous heritage. 2014 Annual Meeting of the American Educational Research Association. Philadelphia, PA 03 - 07 Apr 2014 American Educational Research Association. pp. 1-10
Gaming well: Links between videogames and flourishing mental health
Jones, Christian M., Scholes, Laura, Johnson, Daniel, Katsikitis, Mary and Carras, Michelle C.. (2014). Gaming well: Links between videogames and flourishing mental health. Frontiers in Psychology. 5, pp. 1 - 8. https://doi.org/10.3389/fpsyg.2014.00260
Boys and CSA prevention: Issues surrounding gender and approaches for prevention
Scholes, Laura, Jones, Christian and Nagel, Michael. (2014). Boys and CSA prevention: Issues surrounding gender and approaches for prevention. Australian Journal of Teacher Education. 39(11), pp. 1 - 15. https://doi.org/10.14221/ajte.2014v39n11.1
Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification
Mills, Kathy and Dooley, Karen. (2014). Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification. Literacy Learning: The Middle Years. 22(3), pp. 33-41.
New directions for digital video creation in the classroom : Spatiality, embodiment, and creativity
Ranker, Jason and Mills, Kathy. (2014). New directions for digital video creation in the classroom : Spatiality, embodiment, and creativity. Journal of Adolescent and Adult Literacy. 57(6), pp. 440-443. https://doi.org/10.1002/jaal.278
Narrative and multimodality in English language arts curricula : A tale of two nations
Mills, Kathy and Exley, Beryl. (2014). Narrative and multimodality in English language arts curricula : A tale of two nations. Language Arts. 92(2), pp. 136-143.
Serious games for learning: Games-based child sexual abuse prevention in schools
Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen and Rolfe, Ben. (2014). Serious games for learning: Games-based child sexual abuse prevention in schools. International Journal of Inclusive Education. 18(9), pp. 934 - 956. https://doi.org/10.1080/13603116.2013.860195
Enhancing interdisciplinary learning with a learning management system
Park, Ji Yong and Mills, Kathy A.. (2014). Enhancing interdisciplinary learning with a learning management system. Journal of Online Learning and Teaching. 10(2), pp. 299-313.
Critical applied linguistics
Iyer, Radha, Kettle, Margaret, Luke, Allan and Mills, Kathy. (2014). Critical applied linguistics. In In Leung, Constant and Street, Brian V. (Ed.). The Routledge companion to English studies pp. 317-332 Routledge.
Time, space, and text in the elementary school digital writing classroom
Mills, Kathy A. and Exley, Beryl. (2014). Time, space, and text in the elementary school digital writing classroom. Written Communication. 31(4), pp. 434-469. https://doi.org/10.1177/0741088314542757
E-motion diaries : Blogging emotional responses to online learning in higher education
Mills, Kathy A. and Ritchie, Stephen M.. (2014). E-motion diaries : Blogging emotional responses to online learning in higher education. 2014 Annual Meeting of the American Educational Research Association. Philadelphia, PA 03 - 07 Apr 2014 American Educational Research Association. pp. 1-15
Children's emotions and multimodal appraisal of places : Walking with the camera
Mills, Kathy, Unsworth, Len, Bellochi, Alberto, Park, Ji Yong and Ritchie, Stephen. (2014). Children's emotions and multimodal appraisal of places : Walking with the camera. Australian Journal of Language and Literacy. 37(3), pp. 171-181.
CUOL : See you online
Mills, Kathy A.. (2013). CUOL : See you online. Screen education. 70(Winter), pp. 52-57.
Yarning circles in the literacy classroom
Mills, Kathy A., Sunderland, Naomi and Davis-Warra, John. (2013). Yarning circles in the literacy classroom. The Reading Teacher. 67(4), pp. 285-289. https://doi.org/10.1002/trtr.1195
Space, place and power : The spatial turn in literacy research
Mills, Kathy A. and Comber, Barbara. (2013). Space, place and power : The spatial turn in literacy research. In In Hall, Kathy, Cremin, Teresa, Comber, Barbara and Moll, Luis C. (Ed.). International handbook of research in children’s literacy, learning and culture pp. 412-423 Wiley-Blackwell Publishing, Inc.. https://doi.org/10.1002/9781118323342.ch30
The architecture of children's use of language and tools when problem solving collaboratively with robotics
Mills, Kathy A., Chandra, Vinesh and Park, Ji Yong. (2013). The architecture of children's use of language and tools when problem solving collaboratively with robotics. Australian Educational Researcher. 40(3), pp. 315-337. https://doi.org/10.1007/s13384-013-0094-z
Gender, inclusivity and engagement
Nagel, Michael and Scholes, Laura. (2013). Gender, inclusivity and engagement. In In M. Hyde, L. Carpenter and R. Conway (Ed.). Diversity, Inclusion and Engagement pp. 91 - 105 Oxford University Press.
Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes
Scholes, Laura. (2013). Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes. Masculinidad y Cambio Social. 2(2), pp. 194 - 220. https://doi.org/10.4471/MCS.2013.29
Multimodal and monomodal discourses of marketization in higher education : Power, ideology, and the absence of the image
Mills, Kathy Ann. (2013). Multimodal and monomodal discourses of marketization in higher education : Power, ideology, and the absence of the image. 2013 Annual Meeting of the American Educational Research Association. San Francisco, CA 27 Apr - 01 May 2013 American Educational Research Association. pp. 1-8
Sensing place : Embodiment, sensoriality, kinesis, and children behind the camera
Mills, Kathy, Comber, Barbara and Kelly, Pippa. (2013). Sensing place : Embodiment, sensoriality, kinesis, and children behind the camera. English Teaching: Practice and Critique. 12(2), pp. 11-27.
The teachers' role in child sexual abuse prevention programs: Implications for teacher education
Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen, Rolfe, Ben and Pozzebon, Kay. (2012). The teachers' role in child sexual abuse prevention programs: Implications for teacher education. Australian Journal of Teacher Education. 37(11), pp. 104 - 131. https://doi.org/10.14221/ajte.2012v37n11.5
Parsing the Australian curriculum English : Grammar, multimodality and cross-cultural texts
Exley, Beryl and Mills, Kathy A.. (2012). Parsing the Australian curriculum English : Grammar, multimodality and cross-cultural texts. Australian Journal of Language and Literacy. 35(2), pp. 192-205.
Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea
Brownlee, Joanna, Scholes, Laura, Ann, Farrell, Davis, Julie and Cook, Donna. (2012). Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea. Australian Journal of Teacher Education. 37(4), pp. 18 - 35.
Engaging the creative arts to meet the needs of twenty-first-century boys
Scholes, Laura and Nagel, Michael C.. (2012). Engaging the creative arts to meet the needs of twenty-first-century boys. International Journal of Inclusive Education. 16(10), pp. 969 - 984. https://doi.org/10.1080/13603116.2010.538863
'I'm making it different to the book' : Transmediation in young children's multimodal and digital texts
Mills, Kathy. (2011). 'I'm making it different to the book' : Transmediation in young children's multimodal and digital texts. Australian Journal of Early Childhood. 36(3), pp. 56-65. https://doi.org/10.1177/183693911103600308
Inciting the social imagination to realizing the dream : An unfolding story of transformative action in a low- socioeconomic school
Mills, Kathy. (2011). Inciting the social imagination to realizing the dream : An unfolding story of transformative action in a low- socioeconomic school. 2011 Annual Meeting of the American Educational Research Association. New Orleans, LA 08 - 12 Apr 2011 American Educational Research Association. pp. 1-8
iPed pedagogy for digital text production
Mills, Kathy Ann and Levido, Amanda. (2011). iPed pedagogy for digital text production. The Reading Teacher. 65(1), pp. 80-91.
'Now I know their secrets' : Kineikonic texts in the literacy classroom
Mills, Kathy. (2011). 'Now I know their secrets' : Kineikonic texts in the literacy classroom. Australian Journal of Language and Literacy. 34(1), pp. 24-37.
Microblogging as a literacy practice for educational communities
Mills, Kathy and Chandra, Vinesh. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy. 55(1), pp. 35-45. https://doi.org/10.1598/JAAL.55.1.4
The multiliteracies classroom
Mills, Kathy A.. (2011). The multiliteracies classroom Multilingual Matters.
“Filming in progress” : New spaces for multimodal designing
Mills, Kathy A.. (2010). “Filming in progress” : New spaces for multimodal designing. Linguistics and Education. 21(1), pp. 14-28. https://doi.org/10.1016/j.linged.2009.12.003
Shrek meets Vygotsky : Rethinking adolescents multimodal literacy practices in schools
Mills, Kathy. (2010). Shrek meets Vygotsky : Rethinking adolescents multimodal literacy practices in schools. Journal of Adolescent and Adult Literacy. 54(1), pp. 35-45. https://doi.org/10.1598/JAAL.54.1.4
Floating on a sea of talk : Reading comprehension through speaking and listening
Mills, Kathy A.. (2009). Floating on a sea of talk : Reading comprehension through speaking and listening. The Reading Teacher. 63(4), pp. 325-329. https://doi.org/10.1598/RT.63.4.8
Multiliteracies : Interrogating competing discourses
Mills, Kathy A.. (2009). Multiliteracies : Interrogating competing discourses. Language and Education. 23(2), pp. 103-116. https://doi.org/10.1080/09500780802152762
Transformed practice in a pedagogy of multiliteracies
Mills, Kathy A.. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An international journal. 3(2), pp. 109-128. https://doi.org/10.1080/15544800801929419
Access to multiliteracies : A critical ethnography
Mills, Kathy Ann. (2007). Access to multiliteracies : A critical ethnography. Ethnography and Education. 2(3), pp. 305-325. https://doi.org/10.1080/17457820701547310
'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom
Mills, Kathy A.. (2006). 'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132-154.
"We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies
Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.