Publications / Books
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Abrams, S.S., Schaefer, M.B. & Ness, D. (forthcoming). Parent-child research reimagined. Brill.
Onwuegbuzie, A.J. & Abrams, S.S. (forthcoming). An integrated mixed methods approach to nonverbal communication data: A practical guide to collection and analysis in online and offline spaces.Routledge.
Chase, E., Morabito, N. & Abrams, S.S. (forthcoming). Best practices for communicating about teaching and learning. Brill.
Abrams, S.S. & Gerber, H.R. (in press). Videogames, libraries, and the feedback loop: Learning beyond the stacks. Voya.
Abrams, S.S., Downton, M.P., & Chen, X. (2018). Managing educational technology: School partnerships & technology integration. Routledge
Gerber, H.R., Abrams, S.S., Curwood, J.S., & Magnifico, A.M. (2016). Conducting qualitative research of learning in online spaces. SAGE Publications.
Abrams, S.S. (2015). Integrating virtual and traditional learning in 6-12 classrooms: A layered literacies approach to multimodal meaning making. Routledge.
Gerber, H.R. & Abrams, S.S. (Eds.). (2014). Bridging literacies with videogames. Rotterdam, the Netherlands: Sense Publishers.
Abrams, S.S.(Ed.). (forthcoming). Ubiquitous Learning: and International Journal, special issue on social justice, pedagogies, technologies, and social transformation.
Abrams, S.S., Rowsell, J., & Merchant, G.H. (2017). Virtual convergence: Creating synergies between research on virtual worlds and videogames. Special issue, Teachers College Record.
Abrams, S.S., Cope, B., & Kalantzis, M. (2016). Literacies Section. In M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Springer.
Abrams, S.S., & Rowsell, J. (Eds.). (2011). Rethinking identity and literacy education in the 21st century. Teachers College Record Yearbook, 110(1).
Associate Editor, International Journal of Multiple Research Approaches.
Gaming Ecologies and Pedagogies Series. Alternating primary editorship with H.R. Gerber. Brill Publishers.
Refereed Journal Articles
Smith, K.D. & Abrams, S.S. (2019). Gamification and ADA compliance: Considering equity. International Journal of Information and Learning Technology. https://doi.org/10.1108/IJILT-06-2018-0061
Abrams, S.S., Merchant, G., & Rowsell, J. (2017). Virtual convergence: Exploring culture and meaning in playscapes. Teachers
College Record, 119(12), 1-16.
Abrams, S.S. & Lammers, J.C. (2017). Belonging in a videogame space: Bridging affinity spaces and communities of practice. Teachers College Record, 119(2), 1-34.
Abrams, S.S. (2017). Emotionally crafted experiences: Layering literacies in Minecraft. The Reading Teacher.
Stuff, C., Abrams, S.S., & Gerber, H.R. (2016). Critical thinking and layered understandings: Book clubs, videogames, and adolescent learning. The ALAN (Assembly on Literature for Adolescents) Review.
Lucci, E.H., Abrams, S.S., & Gerber, H.R. (2016). Layered perspectives of adolescent literacies. The ALAN (Assembly on Literature for Adolescents) Review.
Abrams, S.S. & Gerber, H.R. (2015). Layering meaning across literate practices. The ALAN (Assembly on Literature for Adolescents) Review.
Abrams, S.S. & Russo, M. (2015). Layered literacies and contemporary learning. Journal of Adolescent & Adult Literacy, 59(2), 131-135
Abrams, S.S. & Walsh, S. (2014). Gamified vocabulary: Online resources and enriched language learning. Journal of Adolescent & Adult Literacy, 58(1), 49-58.
Turner, K.H., Abrams, S.S., Katic, E., & Donavan, M.J. (2014). Demystifying digitalk: The what and why of the language teens use in digital writing. Journal of Literacy Research, 46(2), 157-193.
Abrams, S. S. & Gerber, H.R. (2014). Cross-literate connections: Contemporary frames for meaning making in ELA classrooms. English Journal, 103(4), 18-24.
Gerber, H.R., Abrams, S.S., Onwuegbuzie, A.J. & Benge, C. (2014). From Mario to FIFA: What qualitative case study research suggests about games-based learning in a U.S. classroom. Educational Media International, 51(4), 16-34.
Abrams, S.S. (2013). Peer review and nuanced power structures: Writing and learning within the Age of Connectivism. E-Learning and Digital Media, 10(4), 395-406.
Olmanson, J.D., & Abrams, S.S. (2013). From partnership agreement to initial use: Multi-sited qualitative inquiry into early implementation efforts. E-learning and Digital Media, 10(4), 357-377.
Abrams, S.S. & Gerber, H.R. (2013). Achieving through the feedback loop: How videogames can help us understand authentic assessment and meaningful learning. English Journal, 103(1), 95-103.
Abrams, S.S. (2013). Virtual vocabulary and digital literacies: Opportunities for responsive, adaptive, and relevant connections. Journal of the International Society for Technology in Education, 1(1), 30-35.
Abrams, S.S. (2012). Powerful gaming structures and practices: Videogames, situated language, and cultural contexts. Languages and Linguistics, 30, 41-63.
Abrams, S.S. (2012). Video gaming and interconnected meanings: Nuanced learning beyond the screen. International Review of Contemporary Learning Research, 1(1), 1-8.
Abrams, S.S. & Rowsell, J. (2011). Dynamic learning in virtual spaces: Producers andconsumers of meaning. Journal on School Educational Technology, 7(1), 7-13.
Abrams, S.S. (2011). Association through action: Identity development in real and virtual videogame environments. Teachers College Record Yearbook, 110(1), 220-243.
Rowsell, J., & Abrams, S.S. (2011). (Re) conceptualizing I/identity: An introduction. Teachers College Record Yearbook, 110(1), 1-16.
Abrams, S.S. (2009). A gaming frame of mind: Digital contexts and academic implications. Educational Media International, 46(4), 335-347.
Belzer, A. & Abrams, S.S. (2005). Reading in and out of class: A study of 3 adult literacy learners. National Co-ordination Unit for Senior Traveller Training Centres. Available from
Abrams, S.S. (2015). Videogames and literacies: Historical threads and contemporary practices. In J.Rowsell & K. Pahl (Eds.), The Routledge Handbook of Literacy Studies (pp. 354-368). Routledge.
Abrams, S.S. & Merchant, G. (2013). The digital challenge. In K. Hall, T. Cremin, B. Comber & Moll (Eds.), International Handbook of Research in Children’s Literacy, Learning and Culture (pp. 319-332). Oxford: Wiley-Blackwell.
Onwuegbuzie, A., Gerber, H.R., & Abrams, S.S. (2017). Mixed methods research. International Encyclopedia of Communication Research Methods.
Abrams, S.S. (2016). Videogaming and literacies. In M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Springer.
Abrams, S.S., Cope, B., & Kalantzis, M. (2016). Literacies: An introduction. In M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Springer.
Abrams, S.S. & Van Eck, R. (forthcoming). Methodological paradigms and examinations of gaming. In A.J. Onwuegbuzie & J. Hitchcock,The Routledge Handbook for Advancing Integration in Mixed Methods Research.
Onwuegbuzie, A.J. & Abrams, S.S.(forthcoming). Nonverbal communication analysis as mixed analysis. In B. Johnson and A.J. Onwuegbuzie (Eds.), The Reviewers’ Guide for Mixed Methods Research Analysis. Routledge.
Abrams, S.S.& Rowsell, J. (in press). Immateriality redux: Tacit modalities and meaning across timescales. In D. Pyles, R. Rish, H. Pleasants, and J. Warner (Eds.), Negotiating Place and Space through Digital Literacies: Research and Practice. IAP.
Abrams, S. S. (2018). Makerspaces and arts education. In B. Johnson & Y. Pratt-Johnson (Eds.), Inequalities in the Early Years (pp. 95-108). Routledge.
Cope, B., Kalantzis, M., & Abrams, S.S. (2017). Multiliteracies: Meaning making and learning in the era of digital text. In F. Serafini & E. Gee (Eds.), Remixing Multiliteracies: Theory and Practice from New London to New Times (pp. 35-49). Teachers College Press.
Abrams, S.S. (2017). Cooperative competition, reflective communication, and social awareness in public high school math classes.
In Y. Baek (Ed.) Game-Based Learning: Theory, Strategies and Performance Outcomes (pp. 354-370). Nova Sciences Publishers.
Abrams, S.S. (2016). Gaming Zombies: Boys, zombies, and gameplay. In V. Carrington, J. Rowsell, E. Priyadharshini, and R. Westrup (Eds.), Schooling Zombies: Engaging with youth, popular culture and new pedagogies in a landscape of crisis. Springer.
Abrams, S.S. (2015). Digital resources, reflexive pedagogy, and empowered learning. In W. Cope & M. Kalantzis (Eds.), A Pedagogy of Multiliteracies: Learning by Design (pp. 37-48).Hampshire: Palgrave.
Morabito, N.P. & Abrams, S.S. (2015). Digital video and cross-literate reflections. In E. Ortlieb, L. Shanahan, & M. McVee (Eds.), Video as a Tool for Reflection in Literacy Education and Research. Emerald Press.
Abrams, S.S. & Gerber, H.R. (2014). Bridging literacies: An introduction. In H.R. Gerber & S.S. Abrams (Eds.), Bridging Literacies with Videogames. Rotterdam, the Netherlands: Sense Publishers.
Abrams, S.S. (2012). Digital narratives by digital natives: Online inquiry and reflective practices in a third space (pp.112-133). In R.W. Blake & B.E. Blake (Eds.), Becoming a Teacher: Using Narrative as Reflective Practice. A Cross-Disciplinary Approach. New York: Peter Lang.
Abrams, S.S., Gerber, H.R., & Burgess, M. (2012). Digital worlds and shifting borders: Popular culture, perception, and pedagogy (pp. 90-105). In B. Williams & A. Zenger (Eds.), New Media Literacies and Participatory Popular Culture Across Borders. Routledge.
Abrams, S.S. (2012). Video gaming and education: Key elements that foster active learning and critical thinking (pp. 35-37). In J. Rowsell & K. Pahl (Eds.), Literacy and Education: Understanding the New Literacy Studies in the Classroom, 2nd Edition. SAGE.
Abrams, S.S. (2011). Video games in the classroom: Harmonizing traditional constructs and digital experiences. In M. S. Khine (Ed.). Playful Teaching, Learning Games: New Tool for the Digital Classrooms (pp. 39-50). Rotterdam, the Netherlands: Sense Publishers.
Abrams, S.S. (2010). The dynamics of video gaming: Influences affecting game play and learning. In P. Zemliansky & D. Wilcox (Eds.), Design and Implementation of Educational Games: Theoretical and Practical Perspectives (pp. 78-90). IGI Global.
Abrams, S.S. & Gerber, H.R. (2015-2016). Layered Literacies, The ALAN (Assembly on Literature for Adolescents) Review. Vol. 43. National Council of Teachers of English.
Gerber, H.R. & Abrams, S.S. (2018). The feedback loop, meaning making, and your library’s (videogaming) programs. Level Up! (Voice of Youth Advocates). Library Press.
Chen, X., Downton, M., & Abrams, S.S. (2014). University- Industry Partnership in e-Learning Tools Development and Implementation.Association for the Advancement of Computing in Education.
Abrams, S.S. (2009). Keeping an eye on the game: Video gaming, visual literacy and cultural identity. Third Global Conference: Visual Literacies (pp.1-11). Oxford: England.
Abrams, S.S. (2008). Real connections from virtual experiences: The impact of video gaming on student learning. Multimodality and Learning International Conference: New perspectives on knowledge, representation and communication (pp. 23-24). London: University of London.
Electronic Publications, Non-Refereed
Abrams, S.S. (2015). Supporting practice with emerging technologies. Edutopia.Retrieved from
Abrams, S.S. (2013, March 25). Mid-Semester Musings. Web log]. Retrieved from http://stjbloggers.com/faculty-2/dr-sandra-schamroth-abrams
Abrams, S.S. (2013, Feb. 19). Technology, Innovation, and Professional Development: The St. John’s / Digital Literacies Summer Institute. Web log]. Retrieved from http://stjbloggers.com/faculty-2/dr-sandra-schamroth-abrams
Abrams, S.S. (2013, Jan. 2). When hanging out isn’t loitering.
[Web log]. Retrieved from http://stjbloggers.com/faculty-2/dr-sandra-schamroth-abrams
Abrams, S.S. (2011, March). Bullying in real and cyber worlds: What needs to be an ongoing / conversation. [Web log]. Retrieved from http://www.stjohns.edu/academics/graduate /education/SOE_speaks_blog/march_2011_blog_posts.stj