Main group 1

• Barton, David, Literacy: an introduction to the ecology of written language, 2. ed., Malden, MA, Blackwell, 2007Compulsory*
• Janks, Hilary., Literacy and power, London, Routledge, 2010Compulsory*
• Jones, S, Critical literacies in the making: Social class and identities in the early reading classroom, Part of: Journal of early childhood literacy., vol. 13, no. 2, 2012, p. 197–224Compulsory*
• Street, B, What's "new" in New Literacy Studies?: Critical approaches to literacy in theory and practice, Part of: Current issues in comparative education: CICE., vol. 5, no. 2, 2003, p. 77–91Compulsory*
• Rowsell, Jennifer; Pahl, Kate, The Routledge handbook of literacy studies, New York, Routledge, 2015Compulsory*
• Westman, Maria, Skriftpraktiker i gymnasieskolan: bygg- och omvårdnadselever skriver, Stockholm, Acta Universitatis Stockholmiensis, 2009Compulsory*

Main group 2

• Jewitt, Carey; Bezemer, Josephus Johannes; O'Halloran, Kay L., Introducing multimodality, Milton Park, Abingdon, Oxon, Routledge, 2016Compulsory*
• Domingo, M; Jewitt, C; Kress, G, Multimodal social semiotics: Writing in online contexts, Part of: The Routledge handbook of literacy studies, New York, Routledge, 2015, p. 251–266Compulsory*
• Jewitt, Carey, The Routledge handbook of multimodal analysis, London, Routledge, 2009Compulsory*
• Kucirkova, N et al., Systematic review of young children's writing on screen: What do we know and what do we need to know, Part of: Literacy: published on behalf of the United Kingdom Literacy Association, vol. 53, no. 4, 2019, p. 216–225Compulsory*
• Mavers, D, Remaking meaning across modes in literacy studies, Part of: The Routledge handbook of literacy studies, New York, Routledge, 2015, p. 282–294Compulsory*
• Danielsson, Kristina; Selander, Staffan, Se texten!: multimodala texter i ämnesdidaktiskt arbete, Malmö, Gleerup, 2014Compulsory*
• Engblom, Charlotte; Andersson, Katharina; Åkerlund, Dan, Young students making textual changes during digital writing: Types, causes and consequences for the texts, 2020Compulsory*

Main group 3

• Östman, Leif; Almqist, Jonas, What do values and Norms Have to Do with Scientific Literacy?, Ingår i: Cedric Linder, Leif Östman, Douglas A. Roberts, Per-Olof Wickman, Gaalen Erickson & Allan MacKinnon (red.) Exploring the Landscape of Scientific Literacy. London: Routledge, 2011Compulsory*
• Areljung, S; Sundberg, B, Potential for multi-dimensional teaching for emergent scientific literacy in pre-school practice, Journal of Emergent Science, 2018Compulsory*
• Barwell, R, From language as a resource to source of meaning in multilingual mathematics classrooms., Journal of Mathematical Behaviour, 2018Compulsory*
• Bergvall, Ida, Bokstavligt, bildligt och symboliskt i skolans matematik: en studie om ämnesspråk i TIMSS, Uppsala, Acta Universitatis Upsaliensis, 2016Compulsory*
• Jakobson, Britt; Axelsson, Monica, 'Beating about the bush' on the how and why in elementary school science, Umeå, Umeå universitet, 2012Compulsory*
• Lidar, Malena et al., Undervisningstraditioner i naturvetenskaplig undervisning i relation till svenska utbildningsreformer i skolår 6, 2019
• Lundqvist, Eva; Säljö, Roger; Östman, Leif, Inledning: literacy och scientific literacy, Part of: Scientific literacy: teori och praktik, Malmö, Gleerups, 2013Compulsory*
• Shanahan, Timothy, What is disciplinary literacy and why does it matter?, Part of: Topics in language disorders., vol. 32, no. 1, 2012, p. 7–18Compulsory*
• Öhman, Marie; Öhman, Johan, Harmoni eller konflikt? - en fallstudie av meningsinnehållet i utbildning för hållbar utveckling, NorDiNA, 2012, https://www.journals.uio.no/index.php/nordina/article/view/359Compulsory*
• Morgan, Candia, Investigating changes in high-stakes mathematics examinations: a discursive approach., Part of: Research in mathematics education: papers of the British Society for Research into Learning Mathematics., vol. 18, no. 2, 2016, p. 92–119, https://www.tandfonline.com/doi/full/10.1080/14794802.2016.1176596Compulsory*
• Areljung, S; Sundberg, B, Potential for multi-dimensional teaching for emergent scientific literacy in pre-school practice., Part of: Journal of Emergent Science, vol. 15, 2018, p. 20–27Compulsory*
• Barwell, R, From language as a resource to source of meaning in multilingual mathematics classrooms., Part of: The Journal of mathematical behavior, vol. 50, 2018, p. 155–168, https://doi-org.ezproxy.its.uu.se/10.1016/j.jmathb.2018.02.007Compulsory*
• Moschkovich, J.N., Academic literacy in mathematics for English Learners., Part of: The Journal of mathematical behavior, vol. 40, 2015, p. 43–62Compulsory*
• Morgan, C et al., Language and communication in mathematics education: an overview of research in the field., Part of: Language & communication, vol. 46, no. 6, 2014, p. 843–853, https://doi-org.ezproxy.its.uu.se/10.1007/s11858-014-0624-9Compulsory*
• Roberts, D.A., Competing visions of scientific literacy: The influence of a science curriculum policy image., Part of: Exploring the landscape of scientific literacy, 2011, p. 11–27Compulsory*

* Compulsory