Reference
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25.
Chubb, I. (2012). Health of Australian Science Report. Retrieved 5th October, 2014, from http://www.chiefscientist.gov.au/wpcontent/uploads/HASReport_Web-Update_200912.pdf
Collin, R. (2014). A Bernsteinian analysis of content area literacy. Journal of Literacy Research, 46(3), 306-329.
Freebody, P. (2013a). Knowledge and school talk: Intellectual accommodations to literacy? Linguistics and Education, 24(1), 4-7.
Freebody, P. (2013b). School knowledge in talk and writing: Taking ‘when learners know’ seriously. Linguistics and Education, 24(1), 64-74.
Ge, Y.-P., Chung, C.-H., Wang, K.-H., Chang, H.-P., & Unsworth, L. (2014). Comparing the images in Taiwanese and Australian science textbooks by grammar of visual design: An Example of biological classification. Chinese Journal of Science Education, 22(2), 109-134.
Georgiou, H., Maton, K., & Sharma, M. (2014). Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work. Canadian Journal of Science, Mathematics and Technology Education, 14(3), 252-268.
Humphrey, S. (2013). Designing reading pedagogy for undergraduate biology students. Linguistics and the Human Sciences, 7(1-3), 55-76.
Humphrey, S. (2015). A 4×4 literacy toolkit for empowering English Language Learners for high stakes academic literacies. In K. F. Malu & M. B. Schaefer (Eds.), Research on Teaching and Learning with the Literacies of Young Adolescents (Vol. Volume 10, Handbook of Research in Middle Level Education, pp. pp. 49-72). Charlotte, NC: Information Age Publishing (IUP).
Humphrey, S., & Economou, D. (2015). Peeling the onion – a textual model of critical analysis. English for Academic Purposes, 17, 37-50.
Lemke, J. (1989). Making text talk. Theory into Practice, 28, 136-141.
Lemke, J. (1990). Talking science: Language, learning and values. Norwood, New Jersey: Ablex.
Love, K. (2010). Literacy pedagogical content knowledge in the secondary curriculum. Pedagogies: An International Journal, 5(4), 338-355.
Love, K., Baker, G., & Quinn, M. (2008). Literacy across the school subjects (LASS) DVD. University of Melbourne.
Macken-Horarik, M. (1996). Literacy and learning across the curriculum: towards a model of register for secondary school teachers. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 232-278). Harlow: Addison Wesley Longman.
Macken-Horarik, M. (1998). Exploring the requirements of critical literacy: a view from two classrooms. In F. Christie & R. Misson (Eds.), Literacy and Schooling (pp. 74-103). London: Routledge.
Macnaught, L., Maton, K., Martin, J., & Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50-63.
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: country comparisons: international comparisons of science, technology, engineering and mathematics (STEM) education. Final report: Australian Council of Learned Academies.
O’Halloran, K. (2003). Intersemiosis in mathematics and science: Grammatical metaphor and semiotic metaphor. In A.-M. Simon-Vandenbergen, M. Taverniers & L. Ravelli (Eds.), Grammatical Metaphor (pp. 337-366). Amsterdam/Philadelphia: John Benjamins.
O’Halloran, K. (2011). The Semantic Hyperspace: Accumulating Mathematical Knowledge across Semiotic Resources and Modes. In F. Christie & K. Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives ((pp. 217-236). London: Continuum.
O’Halloran, K. (2015). The Language of Learning Mathematics: A Multimodal Perspective. The Journal of Mathematical Behaviour – Special Issue: The Language of Learning Mathematics doi: http://dx.doi.org/10.1016/j.jmathb.2014.09.002
O’Halloran, K., & Lim, V. (2014). Systemic Functional Multimodal Discourse Analysis. In S. Norris & C. Maier (Eds.), Texts, Images and Interactions: A Reader in Multimodality (pp. 137-154). Berlin: Mouton de Gruyter.
Prain, V., & Tytler, R. (2012). Learning through constructing representations in science: A framework of representational construction affordances. International Journal of Science Education, 34(17), 2751-2773.
Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7-18.
Teese, R. (2013). Academic Success and Social Power: Examinations and Inequality. North Melbourne: Australian Scholarly Publishing.
Tytler, R., & Aranda, G. (2015). Expert teachers’ discursive moves in science classroom interactive talk. International Journal of Science and Mathematics Education, 13(2), 425-446.
Tytler, R., & Hubber, P. (2010). A representation-intensive signature pedagogy for school science. Paper presented at the Australian Association for Research in Education, Melbourne.
Tytler, R., Prain, V., Hubber, P., & Waldrip, B. (2013). Constructing representations to learn in science: Springer Science & Business Media.
Unsworth, L. (1999a). Explaining school science in book and CD ROM formats: Using semiotic analyses to compare the textual construction of knowledge. International Journal of Instructional Media, 26(2), 159-179.
Unsworth, L. (1999b). Teaching about explanations: Talking out the grammar of written language. In A. Watson & L. Giorcelli (Eds.), Accepting the literacy challenge (pp. 189-204). Sydney: Scholastic.
Unsworth, L. (2000). Investigating subject-specific literacies in school learning. In L. Unsworth (Ed.), Researching Language in Schools and Communities: Functional Linguistic Perspectives. London: Cassell.
Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum: Changing contexts of text and image in classroom practice. Buckingham, United Kingdom: Open University Press.
Unsworth, L. (2004). Comparing school science explanations in books and computer-based formats: The role of images, image/text relations and hyperlinks. International Journal of Instructional Media, 31(3), 283-301.
Unsworth, L., & Bush, R. (2010). Introducing multimodal literacy to young children learning English as a Second Language In D. Cole & D. Pullen (Eds.), Multiliteracies in Motion: Current Theory and Practice (pp. 59-83). London/New York: Routledge.