PhD Dissertations

• Castrillón-Ángel, E. F. (2024). Promotion of Re-Existence Literacies Through the Development of Resistance Narratives: A Critical Digital Pedagogy Practice with Preservice English Teachers. [Doutorado em Letras/Linguística, Universidade Federal do Piauí (UPFI), Brazil]

MA Theses

• Agudelo Ramírez, M. E. (2023). Fostering fandom literacy practices through an affective kaleidoscope: A proposal for second language teachers in Medellín, Colombia. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/5608. (PDF)
• Valencia Londoño, J. (2023). #Digitalstorytelling: Instagram as a tool to engage cultural awareness and critical literacy in higher education English learners. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Díez Trujillo, J. D. (2022). Gamification to foster 11th graders students’ English test preparation towards meaningful progressions of the L2 language in the virtual classroom. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Preciado Monsalve, A. M. (2022). Infusing culturally relevant practices and multimodal storytelling in an English elementary classroom [Universidad Pontificia Bolivariana, Sede Central Medellín]. https://repository.upb.edu.co/handle/20.500.11912/11622 (PDF)
• Robles Ortiz, N. A. (2022). Disrupting the status quo: Culturally Sustaining Literacies for language teaching . Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Chiquito Gómez, T (2021). Huellas Híbridas. Universidad Pontificia Bolivariana, Sede Central Medellín. http://www.huellahibrida.com.co/
• Domínguez Olivero, E. (--eliana d.), & Zapata Pescador, D. A. (2021). Analyzing LGBTQIA+ life stories through Queer Critical Literacy: A duoethnography study. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Piedrahita Marín, D. A. (2021). Deconstruction and Redesign of Learners’ Social Issues and Practices of Power Under a Critical Literacy Approach. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Ramírez Sánchez, N. A. (2021). A meta-analysis of critical literacy qualitative studies on preservice teacher education in Colombia. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Agudelo Lopera, Z. Y. (2020). Affinity spaces and multimodal texts for connecting English classroom and students’ daily tasks. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Castrillón Ángel, E. F. (2020). Podcasting as a Critical Digital Literacy practice to promote preservice teacher narratives in Colombia. Universidad Pontificia Bolivariana]. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/8851
• Diaz Gamarra, M. R. (2020). Using journals to reflect about narrative texts through critical literacy. Universidad Pontificia Bolivariana. (PDF)
• Giraldo Giraldo (Giraldo-Tong), M. (2020). Tratamiento didáctico de la pronunciación en las actividades de manuales de ELE para niños. [Universidad de Barcelona]. Dipòsit Digital. http://diposit.ub.edu/dspace/handle/2445/165991 (PDF)
• Tobón Gallego, A. E. (2020). Multimodal Critical Consciousness as a possibility in today´s language classrooms. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• López Ladino, M. M. (2017). Multimodal storytelling as moments of critical literacy and multimodal composing in the ESL preschool classroom. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3737 (PDF)
• Rodríguez Martínez, A. K. (2017). An exploration of young English learners’ reading experiences in response to critical literacy read-alouds. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3747 (PDF)
• Gutiérrez Arismendy, G. P. (2016). TheatreSport, a stage for critical literacy. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Isaza Velásquez, G. (2016). Critical multimodal design implemented in the second language classroom.  Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Salazar Castrillón, N. A. (2016). Determining the impact of multimodal text creation in the English communicative competences development in the normal school context.  Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Cañas Mejía, C. & Ocampo Castro, A. P. (2015). An exploration of children's personal literacies. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/2649 (PDF)

BA Theses

• Correa Zapata, E. & Saldarriaga Hincapié, D. (2024). Rock: A Stairway to Literacy. [Universidad Pontificia Bolivariana, Sede Central Medellín]. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/11820 (PDF)
• López Quintero, S. A. (2024). #LANGUAGE: How Hashtags Connect Second Language Users. Universidad Pontificia Bolivariana, Sede Central Medellín (PDF)
• Castaño Ospina, V. (2023). Multiple Intelligences (MI) theory in education: A critical analysis of the neuromyth. [Universidad Pontificia Bolivariana, Sede Central Medellín]. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/10794 (PDF)
• Sanmartín Arango, J. (2023). Livestreaming as an educational tool: Recommendations from the literature. Universidad Pontificia Bolivariana, Sede Central Medellín (PDF)
• Vásquez Saldaña, C. (2023). Preventing sexual harassment language in second language teaching. [Universidad Pontificia Bolivariana, Sede Central Medellín]. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/10817 (PDF)
• Martín Martínez, A. (2022). Game Sense to improve students’ knowledge and skills in English language learning and teaching practices. Universidad Pontificia Bolivariana, Sede Central Medellín (PDF)
• Jaramillo Salazar, S., & Simmerman, Y. (2021). The city as a learning space for second languages in the English Curriculum Guidelines. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Mazo Parra, J. C., & Sánchez Rodas, C. A. (2021). Gamers as Teachers: Using Game Elements to Gamify Language Learning and Teaching. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Pulgarín Mejía. C. C. (2021). Podcasting design as design to develop new media literacies with 21st century students. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Agudelo Ramírez. M. E. (2020). Teaching in the fandom realm through literacy: An approach for English teachers in Medellín, Colombia [Universidad Pontificia Bolivariana, Sede Central Medellín]. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/5608 (PDF)
• Gaviria Carvajal, C. A. (2020). Gamers as second language users: L2 as communicative resources to build communities on League of Legends [Universidad Pontificia Bolivariana, Sede Central Medellín]. Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/5609 (PDF)
• Castaño Ramírez, W. & Londoño Mazo, J. M. (2019). A duoethography of gamers as second language learners and teachers: Translating, polylanguaging, and translanguaging. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/4933 (PDF)
• Urrego Zapata, A. M. (2019). Actividades multimodales para la enseñanza de español a estudiantes sordos de una institución educativa del municipio de Itagüí. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/4998 (PDF)
• Chiquito Gómez, T. (2018). Culturally responsive pedagogy and critical literacies in pre-service teacher education: An experience at UPB-Medellín. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3732 (PDF)
• Eusse Múnera, E. (2018). Personal learning environments: a call for personalized learning in Colombia. Universidad Pontificia Bolivariana, Sede Central Medellín. (PDF)
• Hernandez Hincapié, M. F. & Ramírez Valencia, D. S. (2018). Gaming as a way to improve literacies skills in second language learners. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/4015 (PDF).
• Orrego Sánchez, T. S. (2018). The role of critical media literacy in the reconstruction of social media as environments available to promote critical thinking. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3679 (PDF)
• Ramírez Buitrago, J. S. (2018). The potential of video games in the 21st century classroom, literacy and second languaje learning. Universidad Pontificia Bolivariana, Sede Central Medellín (PDF).
• Castaño Cardona, S. (2017). Gaming fanfiction, a transformative problem for digital literacies and second language interaction. Universidad Pontificia Bolivariana, Sede Central Medellín (PDF)
• Mejía Vélez, M. C. (2017). Multimodality: an English teaching and learning strategy for English as a second language in Colombia. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3668 (PDF)
• Giraldo Giraldo, M. (2016). The influence of media literacy on second language learning of 21st century students. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3671 (PDF)
• Uribe Gómez, S. & Gómez Oviedo, M.A. (2016). Second languages as identity catalysts for pre-service teachers. [Universidad Pontificia Bolivariana, Sede Central Medellín] Repositorio Institucional UPB. https://repository.upb.edu.co/handle/20.500.11912/3691 (PDF)