• Gibson, J.J. (1979). The ecological approach to visual perception. New York: Houghton Mifflin.


• Seely Brown, J. & Duguid, P. (2002). The social life of information. Boston, MA: Harvard Business School Press.


• Sellen, A.J. & Harper, R. H. R. (2003). The myth of the paperless office. Massachusetts: Massachusetts Institute of Technology.

• Britt, M. A., & Aglinskas, C. (2002). Improving students’ ability to identify and use source information. Cognition and Instruction, 20, 485-522.


• Macedo-Rouet, M., Rouet, J.F., Epstein, I., & Fayard, P. (2003). Effects of online reading on popular science comprehension. Science Communication, 25 (2), 99-128.


• Rouet, J-F. (2006). The skills of document use. Mahwah, NJ: Erlbaum.


• Wineburg, S.S. (1991). Historical problem solving: A study of the cognitive process used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 (1), 73-87.

• Azevedo, R. & Cromley, J.G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96 (3), 523-535.


• Debmo, M.H. & Lynch, R. (2006). Becoming a self-regulated learner: Implications for web-based education. In O’Neil, H.F. & Perez, R.S. (Eds.) Web-based learning: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.


• Dillon, A. & Jobst, J. (2005). Multimedia learning with hypermedia. In Mayer, R.E. (Ed.) Cambridge handbook of multimedia learning. New York: Cambridge University Press.


• Mayer, R.E. (2001). Multimedia learning. New York: Cambridge University Press.


• Mosenthal, P.B. (2000). Assessing knowledge restructuring in visually rich, procedural domains: The case of garbage-disposal repair writ/sketched large. In Pailliotet, A.W. & Mosenthal, P.B. (Eds.). Reconceptualizing literacy in the media age. Stamford, Connecticut: JAI Press.


• Pressley, M. (1986). The relevance of the good strategy user model to the teaching of mathematics. Educational Psychologist, 21 (1 & 2), 139-161.


• Rouet, J-F., Britt, M. A., Mason, R. A., &Perfetti, C. A. (1996). Using multiple sources of evidence to reason about history. Journal of Educational Psychology, 88, 478-493.


• Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement (2nd ed; pp. 153-189). Mahwah, NJ: Erlbaum.

• Alvermann, D., Simpson, M., & Fitzgerald, J. (2006). Teaching and learning in reading. In Alexander, P.A. & Winne, P.H. (Eds) Handbook of educational psychology (2nd ed; pp. 427-456). Mahwah, New Jersey: Lawrence Erlbaum Associates.

• Graham, S. (2006). Writing. In Alexander, P.A. & Winne, P.H. (Eds) Handbook of educational psychology (2nd ed; pp. 457-478). Mahwah, New Jersey: Lawrence Erlbaum Associates.


• Wray, D., Medwell, J., Fox, R., & Poulson, L. (2000). The teaching practices of effective teachers of literacy. Educational Review, 52(1), 75-84.

• Barthes, R. (1975). The Pleasure of the Text. New York: Doubleday.


• Barthes, R. (2002). Rhetoric of the image. In Mirzoeff, N. (Ed.) The visual culture reader (2nd ed; pp. 135-138). London: Routledge.


• Stefans, B.K. (2005, November 5). Privileging Language: The Text in Electronic Writing. electronic book review. Retrieved September 23, 2006. Object for Study

Literature and composition instruction

• Blau, S. (2003). The Literature Workshop. New Hampshire: Heinemann. (See Chapter 2: From Teaching to Telling)


• Lunsford, A.A. (2006). Writing, technologies, and the fifth canon. Computers and Composition, 23 (2), 169-177.


• Rosenblatt, L. (1965). Literature as Exploration. New York: The Modern Language Association of America.

Media studies (visual rhetoric, meaning making, digital literacy)

• Aarseth, E. J. (1997). Cybertext: Perspectives on Ergodic Literature. Baltimore, MD: Johns Hopkins University Press.


• Branch, R.M. (2000). A taxonomy of visual literacy. In Pailliotet, A.W. & Mosenthal, P.B. (Eds.). Reconceptualizing literacy in the media age. Stamford, Connecticut: JAI Press.


• Chorney, T. (2005, December 12). Interactive Reading, Early Modern Texts and Hypertext: A Lesson from the Past. Academic Commons. Retrieved September 23, 2006. Object for Study


• DeCertau, M. (1984). The Practice of Everyday Life. Berkeley: University of California Press.


• Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Macmillan.


• Glister, P. (2000). Digital literacy. In Pea, R. (Ed.). The Jossey-Bass reader on technology and learning. San Francisco, CA: Jossey-Bass, Inc.


• Jenkins, H. (1992). Textual Poachers: Television Fans and Participatory Cultures, (pp. 50-85). New York: Routledge.


• Lemke, J.L. (2004). Metamedia literacy: Transforming meanings and media. In Handa, C. (Ed.) Visual rhetoric in a digital world. Boston: Bedford / St. Martin’s.


• Manovich, L. (1002). The Language of New Media. Cambridge, Mass: MIT Press.


• McPherson, T. (2002). Reload: Liveness, mobility and the web. In Mirzoeff, N. (Ed.) The visual culture reader (2nd ed; pp. 458-470). London: Routledge.


• Pailliotet, A.W. (2000). Introduction: Reconceptualizing literacy in the media age. In Pailliotet, A.W. & Mosenthal, P.B. (Eds.). Reconceptualizing literacy in the media age. Stamford, Connecticut: JAI Press.


• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5), 1-6.

• Davis, P.M. (2003) Effect of the Web on undergraduate citation behavior: Guiding student scholarship in a networked age. portal: Libraries & the Academy, 3 (1), 41-51.


• Grimes, D.J. & Boening, C. H. (2001). Worries with the web: A look at student use of web resources. College & Research Libraries, 62 (1), 11-23.


• Rice, R.A., McCreadie, M., & Chang, S.L. (2001). Accessing and Browsing Information and Communication. Cambridge: MIT Press. Transliteracies Research Report.
• Shenton, A.K. & Dixon, P. (2003). Models of young people’s information seeking. Journal of Librarianship and Information Science, 35 (1), 5-22.

• Brand-Gruwel, S., Wopereis, I., & Vermetten, Y. (2005). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior, 21, 487—508.


• Dumais, S., Cutrell, E., Cadiz, J., Jancke, G., Sarin, R., & Robbins, D. C. (2003). Stuff I’ve seen: A system for personal information retrieval and re-use. In Proceedings of the 26th Annual International ACM SIGIR Conference on Research and Development in Information Retrieval. Toronto: Canada.


• Ellis, R.A. (2006) Investigating the quality of student approaches to using technology in experiences of learning through writing. Computers in Education, 46, 371-390.


• Lenhart, A. & Madden, M. (2005). Teen content creators and consumers. Pew Internet & American Life Project Report. Washington D.C.: Pew Internet & American Life.


• Lieu, D.J. & Kinzer, C.K. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly 35 (1), 108-127.


• Mayer, R.E. (2000). The challenge of multimedia literacy. In Pailliotet, A.W. & Mosenthal, P.B. (Eds.). Reconceptualizing literacy in the media age. Stamford, Connecticut: JAI Press.


• Winne, P. H., Nesbit, J.C., Kumar, V., Hadwin, A.F., Lajoie, S.P., Azevedo, R., & Perry, N.E. (2006). Supporting self-regulated learning with gstudy software: A learning kit project. Technology, Instruction, Cognition, and Learning, 3, 105-115.

• Fletcher, J.D. (2004). Technology, the Columbus effect, and the third revolution in learning. In Rabinowitz, M., Blumberg, F.C., & Everson, H.T. The design of instruction and evaluation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.


• Fletcher, J.D. (2003). Evidence for learning from technology assisted instruction. In O’Neil, H.F. & Perez, R.S. (Eds.). Technology applications in education: A learning view. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.


• Jonassen, D.H. Peck, K.L., & Wilson, B.G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall.


• Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.


• Clark, R. C., & Mayer, R. E. (2003). e-learning and the science of instruction. San Francisco: Pfeiffer.


• Mayer, R.E. (2003). Theories of learning and their application to technology. In O’Neil, H.F. & Perez, R.S. (Eds.). Technology applications in education: A learning view. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.


• Mayer, R.E. (2006). Ten research-based principles of multimedia learning. In O’Neil, H.F. & Perez, R.S. (Eds.) Web-based learning: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

• Barthes, R. (1988). From Work to Text. In R. Barthes, Image-Music-Text (pp. 155-164; S. Heath, Trans.). New York: Hill.
• Blanchot, M. (1982). Reading. In M. Blanchot, The Space of Literature (pp. 191-197; A. Smock, Trans). Lincoln: U of Nebraska Press.
• Bortulussi, M. and Dixon, P. (2003). Psychonarratology: Foundations for the Empirical Study of Literary Response. New York: Cambridge UP.
• Crane, M. and Richardson, A. (1999, June). Literary Studies and Cognitive Science: Toward a New Interdisciplinarity. Mosaic: A Journal for the Comparitive Study of Literature, 32, 123-140.
• Dames, N. (2004). Wave-Theories and Affective Physiologies: The Cognitive Strain in Victorian Novel Theories. Victorian Studies, 46(2), 206-216. Object for Study


• Elfenbein, A. (2006). Cognitive Science and the History of Reading. PMLA 121(2), 484 — 500. Transliteracies Research Report
• Harker, W. John. (1996). Toward a Defensible Psychology of Literary Interpretation. In R. J. Kreuz and M.S. Macnealy (Eds), Empirical Approaches to Literature and Aesthetics. Norwood, NJ: Ablex.
• Gerrig, R. J. (2003). Experiencing Narrative Worlds: On the Psychological Activities of Reading. New Haven: Yale UP.
• Zwaan, R. A. (1993). Aspects of Literary Comprehension: A Cognitive Approach. Amsterdam: Benjamins.

Psycholinguistics

• Chomsky, Noam. (2000) New Horizons in the Study of Language and Mind. Cambridge: Cambridge University Press.


• Crocker, M.W., Pickering, M. Clifton, C. (Eds). (2000). Architectures and Mechanisms for Language Processing. New York: Cambridge University Press.


• Downing, P., Lima, S. & Noonan, M. (Eds). (1992). The Linguistics of Literacy. Philadelphia: J. Benjamins Publishing Co.


• Ram, A. & Moorman, K. (1999). Understanding Language Understanding: Computational Models of Reading. Cambridge: MIT Press.


• Rodriguez, R. & Alexander, J. (2004). A Proposal for a Hypertext- or Cyber-Linguistics. Forma y Funcion (17), 207-217.


• Rosenblatt, L.M. (2005). Making Meaning with Texts: Selected Essays. Portsmouth: Heinemann.

Other cognitive theories

• Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New York: HarperPerennial. Object for Study


• Herdman, C. M. (1999). Research on Visual Word Recognition: From Verbal Learning to Parallel Distributed Processing. Canadian Journal of Experimental Psychology, 53(4), 269-272. Object for Study.


• Marks, L. (2002). Touch: Sensuous Theory and Multisensory Media. Minneapolis: Univ of Minnesota Press. Transliteracies Research Report.

• Cognition and Instruction.


• College and Research Libraries.


• Computers and Composition.


• Computers in Education.


• Computers in Human Behavior.


• Educational Psychologist.


• Educational Review.


• Journal of Educational Psychology.


• Journal of Librarianship and Information Science.


• On the Horizon.


• portal:Libraries and the Academy.


• Reading Research Quarterly.


• Science Communication.


• Technology, Instruction, Cognition and Learning.

Online Journals

• The Book and the Journal: The Future of the Printed Word (Now available only through the Internet Archive). Home page. | Object for Study


• Digital Humanities Quarterly. Home page. | Object for Study


• Vectors:Journal of Technology in a Dynamic Vernacular. Home page. | Transliteracies Research Report

• National Center for Education Statistics. (2005). National Assessment of Adult Literacy. Retrieved September 23, 2006. Object for Study