Peer-Reviewed
Articles

• Johnson, L., Mora, R. A., Parsons, S. A., García, A. G., & Mirra. N. (in press). Interrogating Hierarchies to Build a Humanitarian Literacy Research Architecture: Multiple Perspectives. Literacy Research: Teaching, Method, and Practice.
• Vasquez Espinal, E. M., & Mora, R. A. (2023). Seeking a philosophy of assessment: Rethinking and reconceptualizing assessment for today’s education and society. Revista Escritos. 31(67), 96-113. https://doi.org/10.18566/escr.v31n67.a06
• Ehret, C., Flint, T. K., Lammers, J., C., Magnifico, A. M., & Mora, R. A. (2023). Playful literacies across ages and contexts: New horizons for pleasure, affect, & living texts. English Teaching: Practice & Critique, 22(2), 133-136. https://doi.org/10.1108/ETPC-06-2023-199
• Mora, R. A., & Semingson, P. (2023). AI and literacy education: Consider the challenges, embrace the possibilities, make your classroom even more human. Literacy Today (July/August/September 2023), 54-58. https://publuu.com/flip-book/24429/445819/page/56
• Mora, R. A. (2022). Toward more equitable language learning and teaching frameworks for our ELT community: moving from EFL to ECL to CE. GiST Education and Learning Research Journal, 24, 25-42. https://doi.org/10.26817/16925777.1137
• Mosquera Pérez, J. E. (2022) CLIL in Colombia: Challenges and Opportunities for its Implementation. GiST Education and Learning Research Journal, 24, 7-24. https://doi.org/10.26817/16925777.1347
• García, G. E., Taylor, B. M., Pearson. P. D., Bray, T. M., Primeaux, J., & Mora, R. A. (2021). Improvements in teachers’ reading comprehension and bilingual students’ reading test performance in high-poverty schools. The Elementary School Journal, 121(3), 357-384.  https://doi.org/10.1086/712604
• Mora, R. A. (2021). Criticality and English language education: An autoethnographic journey. HOW Journal 28(3), 62-77. https://doi.org/10.19183/how.28.3.682
• Forteza Fernandez, R., Gudova, M., Guererra, A., Mora, R. A., & Rubtsova, E. (2020). Polylingualism in monolingual Yekaterinburg, a 2018 World Football Cup City. KnE Social Sciences / Fourth International Scientific Conference Communication Trends in the Post-literacy Era: Multilingualism, Multimodality, Multiculturalism, 4(2), 175–189. https://doi:10.18502/kss.v4i2.6329 (KnowledgeE)
• Mora, R. A., Campano, G., Thomas, E. E., Stornaiuolo, A., Monea, B., Thakurta, A., & Coleman, J. J. (2020). Decentering and decentralizing literacy studies: An urgent call for our field. Research in the Teaching of English, 54(4), 313-317. (PDF)
• Mora, R. A., Cañas, C., Rodríguez, A. K., & Salazar, N. A. (2020). Transforming literacy instruction in second language contexts: The impact of graduate education in Colombia. In T. L. Gallagher & K. Ciampa (Eds.), Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap (pp. 145-169). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-47821-6_8 (PDF)
• Mora, R. A., Cañas, C., Rosas Chávez, P., Rocha, C. H., & Maciel, R. F. (2020). In Dialogue: Latin America. Research in the Teaching of English, 54(4), 439-451. (PDF)
• Mourao, B. d. A., da Silva, F. J. D., Silveira, G. E., Luz, D. M. D., Eidelwein, M. P., Filho, C. L. d., Castrillón Angel, E. F., & do Nascimento, J. R. (2020). Adultização de crianças em escolas públicas no Município de Picos-PI. Brazilian Journal of Development, 6(10), 81874-81895. https://doi.org/10.34117/bjdv6n10-570
• Peláez, O. A., Montoya, J. C., & Castrillon, E. F. (2020). The elusive pervasiveness of english (sic) in higher education: the case of Colombia. Revista Espacios, 41(33), 212-228. https://www.revistaespacios.com/a20v41n33/20413318.html
• Aziz, J., Wilder, P., & Mora, R. A. (2019). YAL as a tool for healing and critical consciousness: An international perspective. The ALAN Review, 46(2), 71-78. http://www.alan-ya.org/wp-content/uploads/2014/11/L71-78-ALAN-Winter1819.pdf
• Chiquito, T., Restrepo, A., & Mora, R. A. (2019). Now, New, Next: A look at YAL from the South through the eyes and words of our younger teachers. The ALAN Review, 46(3), 104-109. http://www.alan-ya.org/wp-content/uploads/2014/11/m104-109-ALAN-Summer19.pdf
• Golovátina-Mora, P., Zelenskaia, E., Golovatina, V., Celiński, P., & Mora, R. A. (i2018). The meaning of post-: Participatory urbanism in Lublin, Pilsen, and Yekaterinburg. Belgeo [Online], 4 | 2018. https://doi.org/10.4000/belgeo.30464 (Belgeo)
• Ramírez, H., Chiquito Gómez, T., & Alzate Vanegas, I. (2018). La evaluación formativa: un cambio metodológico para los aprendizajes. Concepciones y realidades en la práctica. Revista Textos, 22, 33-44. https://repository.upb.edu.co/handle/20.500.11912/7011
• Semingson, P., Mora, R. A., & Chiquito, T. (2017). Booktubing, or when reader response meets 21st century literacies. The ALAN Review, 44(3), 61-66. http://www.alan-ya.org/wp-content/uploads/2014/11/J61-66-ALAN-Sum17.pdf
• Semingson, P., O’Byrne, I., Mora, R. A., & Kist, W. (2017). Social scholarship and the networked scholar: Researching, reading, and writing the web. Educational Media International, 57(4), 360-372. https://doi.org/10.1080/09523987.2017.1391525 (Academia)
• Chiquito Gómez, T., Patiño Escobar, D., Gallego David, J. A., Núñez Mejía, J. C., Hernández López, M., Posso, D., Amaya Salazar, L.,  Arévalo, F., Herrera Espinosa, V., Restrepo Mejía, D., Mejía Palacio, A. M., Henao, H., Sanmartín Arango, J., & Álvarez Correa, A. (2016). Lineamientos Curriculares del Área de Lengua Castellana: una propuesta de organización metodológica para el currículo. Revista Textos, 21, 59-80. https://repository.upb.edu.co/handle/20.500.11912/7013
• Mora, R. A. (2016a). Jaime Garzón’s Trickster discourse: His messages, social commentary, and legacy in Colombian comedy. International Journal of Cultural Studies, 19(5), 519-534. https://doi.org/:10.1177/1367877915595478 (Academia)
• Mora, R. A. (2016b, January). Literacy and conceptual appropriation in one page: Behind the LSLP micro-papers. Journal of Language and Literacy Education. [Online].  http://jolle.coe.uga.edu/wp-content/uploads/2014/01/SSOJanuary16_Dr.-Mora.pdf
• Mora, R. A. (2016e). Translating literacy as global policy and advocacy. Journal of Adolescent & Adult Literacy, 59(6), 647-651. https://doi.org/:10.1002/jaal.515 (Academia)
• Mora, R. A., Castaño, S., Orrego, T. S., Hernandez, M., & Ramírez, D. (2016). Language-as-victory: a study of gaming literacy practices in second-language contexts. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2016 Proceedings (pp. 2823-2831). IATED Academy. https://doi.org/10.21125/inted.2016.0163 (Academia)
• Mora, R. A., Chiquito, T., Giraldo, M., Uribe, S., & Salazar Patiño, Tatiana (2016, April). Exploring the narratives of tattoos and graffiti as second language literacies in the city. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C. (ED622744). ERIC. https://files.eric.ed.gov/fulltext/ED622744.pdf (PDF)
• Mora, R. A., Mejía-Vélez, M. C., Ramírez, N. & Pulgarín, C (2016). Reflecting on second language literacies in Medellín: an exploration of English in physical spaces. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2016 Proceedings (pp. 2791-2799). IATED Academy. https://doi.org/10.21125/inted.2016.0162 (Academia)
• Weaver, S. & Mora, R. A. (2016).  Introduction: Tricksters, Humour and Activism. International Journal of Cultural Studies, 19(5), 479-485. http://ics.sagepub.com/content/19/5.toc (PDF)
• Weaver, S., Mora, R. A., & Morgan, K. (2016). Gender and humour: examining discourses of hegemony and resistance. Social Semiotics, 26(3), 227-233. https://.doi.org/10.1080/10350330.2015.1134820 (Academia)
• Chiquito, T. (2015). Cultura, lengua y sonido en Junín y Parque Bolívar. Revista Textos, 20, 181-189. (PDF)
• Giraldo, M. (2015). La sociología como precursora de la investigación en educación. Revista Textos, 20, 227-240. (PDF)
• Mejía-Vélez, M. C. & Ramírez, N. (2015). Fragmentos de un diario. Revista Textos, 20, 191-201. (PDF)
• Mora, R. A. (2015a). City literacies in second languages: New questions for policy and advocacy. Journal of Adolescent & Adult Literacy, 59(1), 21-24. https://doi.org/10.1002/jaal.440 (Academia)
• Mora, R. A., Weaver, S., & Lindo, L. M. (2015). Editorial for special issue on education and humour: Education and humour as tools for social awareness and critical consciousness in contemporary classrooms. European Journal of Humour Research, 3(4), 1-8. https://europeanjournalofhumour.org/index.php/ejhr/article/view/75/pdf
  (Academia)
• Uribe, S. (2015). Del español y otros asuntos. Revista Textos, 20, 261-264. (PDF)
• Mora, R. A. (2014b). Critical literacy as policy and advocacy: Lessons from Colombia. Journal of Adolescent & Adult Literacy, 58(1). 16-18. https://doi:10.1002/jaal.329 (Academia)
• Mora, R. A. (2014d) Rethinking the intersection between technology, digital literacies and language ecologies. ENLETAWA Journal, 7, 115-128. https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/3695/3264 (Academia)
• Mora, R. A. (2013). The notion of second languages: Responding to today’s linguistic ecologies. The Journal for ESL Teachers and Learners, Vol. II, 53-61. http://www.confluenceindia.co.in/wp-content/uploads/2013/08/8-Raul-Mora.pdf
• Mora, R. A. (2012a). Bourdieu y la formación de docentes: Reflexividad sobre los retos y horizontes en el campo de la educación. Revista Pensamiento Universitario, 23, 55-62. (Academia)
• Mora, R. A. (2012b). Literacidad y el aprendizaje de lenguas: nuevas formas de entender los mundos y las palabras de nuestros estudiantes. Revista Internacional Magisterio, 58, 52-56. https://www.magisterio.com.co/articulo/literacidad-y-el-aprendizaje-de-lenguas-nuevas-formas-de-entender-los-mundos-y-las-palabras

Books, 
Book Chapters,
and Grey Literature

• Mora, R. A., & Chiquito-Gómez, T. (in press). Writing in English, writing and English: Diaethnographic scenes of identity, craft, mentorship, and advocacy. In J. Corcoran, C. Payant, S. Sarmento, L. Colombo, M. E. López-Gopar, & L. Córdova Hernández (Eds.), Pan-American Perspectives on Scholarly Writing for Publication. WAC Clearinghouse.
• Mora, R. A., & Golovátina-Mora, P. (in press). Kunstfagdidaktikk som kritisk litterasitet - en sosial og politisk praksis. In T. P. Østern, H. Illeris, K. N. Knudsen, S. Jusslin, & K. Holdhus (Eds.), Kunstfagdidaktikk som kunstnerisk, forskende og oppmerksom undervisningspraksis. Universitetsforlaget. (Chapter originally written in English, reinterpreted in Norwegian by Tone Pernille Østern)
• Golovátina-Mora, P., Nenko, O., Blandón-Gómez, H., & Mora, R. A. (2024). How to ethically decolonize research with more-than-human settings [How-to Guide]. In A. CohenMiller (Ed.), Sage Research Methods: Diversifying and Decolonizing Research. SAGE. https://doi.org/10.4135/9781529689990
• Mora, R. A., Tian, Z., & Harman, R. (2024). Introduction: A Collective Vision for Translanguaging and Multimodality. In R. A. Mora, Z. Tian, & R. Harman (Eds.), Translanguaging and multimodality as flow, agency, and a new sense of advocacy in and from the Global South. Routledge.
• O’Byrne, W. I., Crandall, B. R., Dail, J. S., Goering, C. Z., Mora, R. A., Price-Dennis, D., & Witte, S. (in press). Digital Wildfires: Tending to social media in the ELA classroom. In M. T. Christel & W. Kist (Eds.), Bringing Critical Media Literacy into ELA Classrooms (NCTE Special Issues, Vol. 2).
• ​Mora, R. A., & Golovátina-Mora, P. (2022). A (3D) sensitivity... that’s our superpower! In A. CohenMiller & N. Boivin (Eds) Questions in Qualitative Social Justice Research in Multicultural Contexts (pp. 34-37). Routledge.
• Mora, R. A., Tobón-Gallego, A. E., Mejía-Vélez, M. C., & Agudelo, E. (2022). Bridging multimodality and criticality to language education with a twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização. In S. R. Barros & L. C. de Oliveira (Eds.), Paulo Freire and Multilingual Education: Theoretical Approaches, Methodologies and Empirical Analyses in Language and Literacy (pp. 261-279). Routledge. https://doi.org/10.4324/9781003175728-18
• Bacalja, A., Aguilera, E. & Castillón-Ángel, E. F. (2021). Critical Digital Literacies. In J. Z. Pandya, R. A. Mora, J. Alford, N. Golden, & R. de Roock (Eds.), The Handbook of Critical Literacies (pp. 373-380). Routledge.
• Castrillón-Ángel, E. F., & Mora, R. A. (2021). Rethinking CDL practices in second-language teacher education through podcasting. In J. Ávila (Ed.), Critical Digital Literacies: Boundary-Crossing Practices (pp. 205-223). Brill. https://doi.org/10.1163/9789004467040_011 [PDF]
• Chiquito Gómez, T. (2021). Alnitak Orionis. In F. Gómez Patiño, J. P. Mejía Holguín, & A. Restrepo Hernández (Eds.), Heteronimias (pp. 51-76). Editorial UPB.
• Lozano Aguirre, M. R., Rodríguez Rozo, E., Chiquito Gómez, T., & Gamba Amaya, G. (Eds.) (2021). Elipsis 6 2021. Punto Aparte Editores.
• Mora, R. A., Cañas, C., Gutiérrez-Arismendy, G., Ramírez, N. A., Gaviria, C. A., & Golovátina-Mora, P. (2021). Critical literacies in Colombia: Social transformation and disruption ingrained in our local realities. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (pp. 151-158). Routledge. https://doi.org/10.4324/9781003023425-17
• Mora, R. A., Pandya, J. Z., Alford, J. H., Golden, N. A., & de Roock, R. S. (2021). Conclusion: Critical literacy and the new world ahead of us. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (pp. 465-471). Routledge. https://doi.org/10.4324/9781003023425-53
• Pandya, J. Z., Mora, R. A., Alford, J. H., Golden, N. A., & de Roock, R. S. (2021). Introduction to the Handbook of Critical Literacies. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (pp. 3-9). Routledge. https://doi.org/10.4324/9781003023425-2
• Pandya, J. Z., Mora, R. A., Alford, J., Golden, N., & de Roock, R. (2021). The handbook of critical literacies. Routledge. https://doi.org/10.4324/9781003023425
• Mora, R. A., Pulgarín, C., Ramírez, N., & Mejía-Vélez, M. C. (2018).  English literacies in Medellin: The city as literacy. In S. Nichols and S. Dobson (Eds.), Learning Cities: Multimodal explorations and placed pedagogies (pp. 37-60). Springer. https://doi.org/10.1007/978-981-10-8100-2_4 (Academia)
• Golovátina-Mora, P., Mora, R. A., Rodas Quintero, S. & Blandón Gómez, H. (2020). Lenguaje de la calle: ¿una propuesta utópica de la integración y la justicia desde grafiti? In A. M. Ruiz Gutiérrez, A. Valderrama López, & A. Galindo Hervás (Eds.), Justicia, memoria, integración. Debates teóricos y experiencias en el marco de las instituciones sociales (pp. 308-333). Editorial UPB. https://doi.org/10.18566/978-958-764-818-8 (PDF)
• Montes Bermúdez, D., Díaz Arango, V., Orrego Sánchez, T., & Uribe Zapata, A. (2020). Formación de docentes de Escuela Nueva con aprendizaje móvil para la integración de TIC en sus prácticas de enseñanza. Universidad Pontificia Bolivariana. http://doi.org/10.18566/978-958-764-902-4
• Mora, R. A., Gee, J. P., Hernandez, M., Castaño, S., Orrego, T. S., & Ramírez, D. (2020). Literacies of play: blazing the trail, uncharted territories, and hurrying up – #TeamLaV’s interview with James Paul Gee. In A. Garcia, S. Witte, & J. Dail (Eds.), Studying Gaming Literacies: Theories to Inform Classroom Practice (pp. 53-62). Brill/Sense. https://doi.org/10.1163/9789004429840_006 (PDF)
• Mora, R. A. (2019). Multimodal texts and tools in preservice methods courses: From consumption to design. In A. Palalas (Ed.), Blended Language Learning: International Perspectives on Innovative Practice (pp. 359-388). Beijing, China: China Central Radio & TV University Press. (Research Gate)
• Mora, R. A., Chiquito, T., & Zapata, J. D. (2019). Bilingual education policies in Colombia: Seeking relevant and sustainable frameworks for meaningful minority inclusion. In B. G. G. Johannessen (Ed.), Bilingual Education: Politics, Policies, and Practices in a Globalized Society (pp. 55-77). Springer. https://doi.org/10.1007/978-3-030-05496-0_4  (PDF)
• Cañas, C., Ocampo, A. P., Rodríguez, A. K., López-Ladino, M., & Mora, R. A. (2018). Toward a participatory view of early literacies in second language contexts: a reflection on research from Colombia. In G. Onchwari & J. Keengwe (Eds.), Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners (pp. 300-324). IGI Global. https://doi.org/10.4018/978-1-5225-3955-1.ch015 (Academia)
• Montes Bermúdez, D., Díaz Arango, V., Orrego Sánchez, T., & Uribe Zapata, A. (2017). Formación de docentes de escuela nueva con aprendizaje móvil para la integración de TIC en sus prácticas de enseñanza. Editorial UPB. https://repository.upb.edu.co/handle/20.500.11912/7117
• Mora, R. A. (2017a). From Team MakEY Colombia: A proposal to further concepualise /M/m/akerspaces. https://makeyproject.wordpress.com/2017/08/29/from-team-makey-colombia-a-proposal-to-further-conceptualise-mmakerspaces/
• Mora, R. A. (2017b). Lost in translation: A reflection on the absence of second-language teachers in media. In M. Dalton & L. R. Linder (Eds.), Screen Lessons: What I Have Learned from Teachers on Television and in the Movies (pp. 159-164). Peter Lang. (Academia)
• Mora, R. A. & Golovátina-Mora, P. (2017). A new model for reflexivity and advocacy for master’s-level EIL in-service programs in Colombia: The notion of “learning and teaching processes in second languages”. In A. Matsuda (Ed.), Preparing Teachers to Teach English as an International Language (pp. 35-50). Multilingual Matters. https://doi.org/10.21832/9781783097036-005 (Academia)
• Mora, R. A. (2016c). The exploration of language appropriation strategies in the context of gaming. https://dlaerhub.wordpress.com/2016/09/13/the-exploration-of-language-appropriation-strategies-in-the-context-of-gaming/
• Mora, R. A. (2016d). The use of multimodal tools in preservice English education. https://dlaerhub.wordpress.com/2016/09/20/the-use-of-multimodal-tools-in-preservice-english-education/
• Mora, R. A. (2015b). La investigación cualitativa como continuum multidimensional. ML2 Working Papers/Documentos de Trabajo ML2, 3. http://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/documento_de_trabajo_ml2_3_-_r._a._mora.pdf
• Mora, R. A. (2015c). Learning and teaching world languages: Four challenges for advanced education in Latin America. ML2 Working Papers/Documentos de Trabajo ML2, 1.  http://www.literaciesinl2project.org/uploads/3/8/9/7/38976989/ml2_working_paper_1_-_r._a._mora.pdf
• Mora. R. A., Castaño, M., Gómez, N., Ramírez, N., Mejía-Vélez, M. C., & Pulgarín, C. (2015, April). Second language literacies in the city: New practices in urban spaces of Medellín, Colombia. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. (ED565461). ERIC. https://files.eric.ed.gov/fulltext/ED565461.pdf (ERIC)
• Golovátina-Mora, P. & Mora, R. A. (2014). Monstrous other or an invisible self? A reflection on the role of self-other relations in the identity formation using an example of the image of the Medellín river (Medellín, Colombia). In I. Mišterová & E. Skopečková, (Eds.), A Search for Identity: Identity in Linguistic, Literary, Methodological, and Cultural Perspectives (pp. 123-142). Plzeň, Czech Republic: Západočeská univerzita v Plzni. (Academia)
• Mora, R. A. (2014a). 21st Century literacies in the Colombian context: Experiences in language teacher education. http://www.initiativefor21research.org/1/post/2014/04/21st-century-literacies-in-the-columbian-context-experiences-in-language-teacher-education.html
• Mora, R. A. (2014c). La importancia de una postura crítica ante el <bilingüismo> para la formación de jóvenes líderes. In L. Reales Jiménez (Ed.), De los derechos humanos al emprendimiento y la prosperidad en Colombia: Memorias de la Cátedra ASOUSA 2012-2014 (pp. 188-195). Corporación Acción Ciudadana Colombia – AC Colombia. (Academia)
• Mora, R. A. (2014d). Media, uczestnictwo i umiejętności cyfrowe: nowy sposób kształtowania dzisiejszego środowiska językowego (Media, participation, and digital literacies: A new way to reframe today’s language ecologies). In P. Celiński (Ed.), Nowe media = nowa partycypacja (pp. 22-31). Fundacja „Instytut Kultury Cyfrowej” [Article translated into Polish] http://kulturacyfrowa.org/book01/#/1/Nowe%20Media%20=%20Nowa%20Partycypacja/17
• Mora, R. A., Martínez, J. D., Alzate-Pérez, L., Gómez-Yepes, R., & Zapata-Monsalve, L. M. (2012). Rethinking WebQuests in second language teacher education: The case of one Colombian university. In C. Wankel & P. Blessinger (Eds.) Increasing Student Engagement and Retention using Online Learning Activities: Wikis, Blogs and WebQuests (pp. 291-319) Emerald. https://doi.org/10.1108/S2044-9968(2012)000006A013 (Academia)
• Mora R. A. & Muñoz Luna, R. (2012). A critical deconstruction of TV ads for online English courses: toward a reconstruction of the concept of second language. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2012 Proceedings (pp. 413-421).  International Association of Technology, Education and Development (IATED). https://library.iated.org/view/MORA2012ACR (Academia)