Tema 1. Grunderna i literacy-studier/ literacyforskning

• Barton, David, Literacy: an introduction to the ecology of written language, 2. ed., Malden, MA, Blackwell, 2007Obligatorisk* (Ca. 100 sidor i urval)
• Janks, Hilary., Literacy and power, London, Routledge, 2010Obligatorisk* (Kapitel 1–4, ca. 100 sidor. Övriga kapitel extensivt)
• Street, B, What's "new" in New Literacy Studies?: Critical approaches to literacy in theory and practice, Ingår i: Current issues in comparative education: CICE., vol. 5, nr. 2, 2003, s. 77–91Obligatorisk* (14 s.)
• Rowsell, Jennifer; Pahl, Kate, The Routledge handbook of literacy studies, New York, Routledge, 2015Obligatorisk* (Kapitel 2, 3 och 5)
• Westman, Maria, Skriftpraktiker i gymnasieskolan: bygg- och omvårdnadselever skriver, Stockholm, Acta Universitatis Stockholmiensis, 2009Obligatorisk* (Kapitel 3–5, s. 35–85 (50 s.))

Tema 2. Multimodalitet

• Danielsson, K.; Selander, S., Reading Multimodal Texts for Learning - a Model for Cultivating Multimodal Literacy, Ingår i: Designs for learning, vol. 8, nr. 1, 2016, s. 25–36Obligatorisk*
• Engblom, Charlotte; Andersson, Katharina; Åkerlund, Dan, Young students making textual changes during digital writing: Types, causes and consequences for the texts, 2020Obligatorisk* (s. 190–201)
• Jewitt, Carey; Bezemer, Josephus Johannes; O'Halloran, Kay L., Introducing multimodality, Milton Park, Abingdon, Oxon, Routledge, 2016Obligatorisk* (Navigating a diverse field, s. 1–14. (14 s.))
• Mavers, D, Remaking meaning across modes in literacy studies, Ingår i: The Routledge handbook of literacy studies, New York, Routledge, 2015, s. 282–294Obligatorisk* (13 s.)
• Jewitt, Carey, The Routledge handbook of multimodal analysis, London, Routledge, 2009Obligatorisk* (Different approaches to multimodality, s. 28–39 (12 s.))

Tema 3. Disciplinary literacy, mathematics literacy och scientific literacy

• Areljung, S; Sundberg, B, Potential for multi-dimensional teaching for emergent scientific literacy in pre-school practice., Ingår i: Journal of Emergent Science, vol. 15, 2018, s. 20–27Obligatorisk*
• Barwell, R, From language as a resource to source of meaning in multilingual mathematics classrooms., Ingår i: The Journal of mathematical behavior, vol. 50, 2018, s. 155–168, https://doi-org.ezproxy.its.uu.se/10.1016/j.jmathb.2018.02.007Obligatorisk*
• Bergvall, Ida, Bokstavligt, bildligt och symboliskt i skolans matematik: en studie om ämnesspråk i TIMSS, Uppsala, Acta Universitatis Upsaliensis, 2016Obligatorisk* (Kap. 3–4 samt 6)
• Dyrvold, A., Relations between semiotic resources in mathematics tasks: A source of students' difficulties, Ingår i: Research in mathematics education: papers of the British Society for Research into Learning Mathematics., vol. 22, nr. 3, 2020, s. 265–283Obligatorisk*
• Dysthe, Olga; Hertzberg, Frøydis; Hoel, Torlaug Løkensgard, Skriva för att lära: skrivande i högre utbildning, 2., [rev.] uppl., Lund, Studentlitteratur, 2011Obligatorisk* (Kap. 9, 20 s.)
• Jakobson, Britt; Axelsson, Monica, 'Beating about the bush' on the how and why in elementary school science, Umeå, Umeå universitet, 2012Obligatorisk*
• Morgan, C m.fl., Language and communication in mathematics education: an overview of research in the field., Ingår i: Language & communication, vol. 46, nr. 6, 2014, s. 843–853, https://doi-org.ezproxy.its.uu.se/10.1007/s11858-014-0624-9Obligatorisk*
• Lundqvist, Eva; Säljö, Roger; Östman, Leif, Inledning: literacy och scientific literacy, Ingår i: Scientific literacy: teori och praktik, Malmö, Gleerups, 2013Obligatorisk*
• Morgan, Candia, Investigating changes in high-stakes mathematics examinations: a discursive approach., Ingår i: Research in mathematics education: papers of the British Society for Research into Learning Mathematics., vol. 18, nr. 2, 2016, s. 92–119, https://www.tandfonline.com/doi/full/10.1080/14794802.2016.1176596Obligatorisk*
• Roberts, D.A., Competing visions of scientific literacy: The influence of a science curriculum policy image., Ingår i: Exploring the landscape of scientific literacy, 2011, s. 11–27Obligatorisk*
• Shanahan, Timothy, What is disciplinary literacy and why does it matter?, Ingår i: Topics in language disorders., vol. 32, nr. 1, 2012, s. 7–18Obligatorisk*
• Lidar, Malena m.fl., Undervisningstraditioner i naturvetenskaplig undervisning i relation till svenska utbildningsreformer i skolår 6, 2019 (s. 174–192)
• 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/359Obligatorisk* (s. 59–72)

Dessutom tillkommer ca 300 s. enligt lärares anvisning.

Kurslitteraturen omfattar ca 1000 sidor för en kurs på 7,5 hp. respektive ca 2000 sidor för en kurs på 15 hp.

* Obligatorisk