Books

 

Onwuegbuzie, A. J., & Abrams, S. S. (in press). An integrated mixed methods approach to nonverbal communication data: A practical guide to collection and analysis in online and offline spaces. Routledge.

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Abrams, S. S., & Gerber, H. R. (2021). Videogames, libraries, and the feedback loop: Learning beyond the stacks. Emerald.

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Abrams, S. S., Schaefer, M. B., & Ness, D. (2020). Child-parent research reimagined. Brill.

 

Chase, E., Morabito, N., & Abrams, S. S. (2020). Best practices for communicating about teaching and learning. Brill.

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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. Sense Publishers.

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Edited Volumes

 

Abrams, S. S., & Schaefer, M. B. (forthcoming). Journal of Adolescent & Adult Literacy, special issue: Adolescents, Adults and their Literacies: Child-Parent Research in Practice. 

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Hanghøj, T., & Abrams, S. S. (forthcoming). L1: Educational Studies in Language and Literature, special issue: Gaming and Literacies. 

 

Forzani, E., Abrams, S.S. , & Onwuegbuzie, A.J. (2021). Research in the Schools, special issue: Methodologists: Who Needs 'Em? 

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Abrams, S .S. (2019). Ubiquitous Learning: and International Journal, special issue: Ethics and Innovative Pedagogies.

                      

Abrams, S. S., Rowsell, J., & Merchant, G.H. (2017). Teachers College Record, special issue: Virtual Convergence: Creating Synergies between Research on Virtual Worlds and Videogames. 

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Abrams, S. S., Cope, B., & Kalantzis, M. (2016). Literacies Section. In M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Springer.

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Abrams, S. S., & Rowsell, J. (Eds.). (2011). Teachers College Record /NSSE Yearbook, special issue: Rethinking identity and literacy education in the 21st century. 

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Editorial Positions

 

Associate Editor, International Journal of Multiple Research Approaches.

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Gaming Ecologies and Pedagogies Series. Alternating primary editorship with H.R. Gerber. Brill Publishers.

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Refereed Journal Articles

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Rowsell, J., & Abrams, S. S. (accepted). Artifacts with feelings/feeling artifacts: Towards a notion of tacit modalities to support and propel anthropological research. Journal of Anthropology and Education. 

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Abrams, S. S. (accepted). Game-informed meaning making in U.S. math classes: Cooperative competition and students' literacies and numeracies. L1: Educational Studies in Language and Literature.

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Abrams, S. S., & Hanghøj, T. (forthcoming). Gaming and literacies: An introduction to the special issue. L1: Educational Studies in Language and Literature.

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Abrams, C., & Abrams S. S. (in press). Dialogue is anything but silent: A foreword to the Black Lives Matter special issue. International Journal of Multiple Research Approaches. 

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Abrams, S. S. , & Van Eck, R. N. (in press). Checked out? Videogame programming in U.S. libraries and implications for videogame literacies. Journal of Adolescent & Adult Literacy. 

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Abrams, S. S., Forzani, E., & Onwuegbuzie, A. J. (2021). Min(e)d the label: An introduction to Methodologists, Who Needs 'Em? Research in the Schools, 27(1), 1-14. 

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Forzani, E., Abrams, S. S. & Onwuegbuzie, A. J. (2021). Back to the future: A (re)imagined methodological space. Research in the Schools, 27(1), 99-118. 

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Abrams, S. S. (2021). Reimagining numeracies: Empowered, game-informed meaning making in and beyond the pandemic era. Language & Literacy, 23(2), 16-31. https://doi.org/10.20360/langandlit29551

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Schaefer, M. B., Abrams, S. S., Kurpis, M., Abrams, C., & Abrams, M. (2021). Pandemic meaning making: Messing toward motet. English Teaching: Practice & Critique, 20(2), 261-274.  https://doi.org/10.1108/ETPC-07-2020-0073

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Schaefer, M. B., Abrams, S. S., Kurpis, M., Abrams, M., & Abrams, C. (2020)."Making the unusual usual:” Students’ perspectives and experiences of learning at home during the COVID-19 pandemic. Middle Grades Review, 6(2).  https://scholarworks.uvm.edu/mgreview/vol6/iss2/8 

 

Abrams, S. S. (2019).  Ethics and innovative pedagogies. Ubiquitous Learning: An International Journal, 12(2), i-iii. https://doi.org/10.18848/1835-9795/CGP/v12i02/0-0

 

Abrams, S. S., Schaefer, M. B., & Ness, D.  (2019). Adolescents' digital literacies in flux: Intersections of voice, empowerment, and practices. Journal of Media Literacy Education,11(2), 79-97. https://doi.org/10.23860/JMLE-2019-11-2-5

 

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

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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.

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Abrams, S. S. (2017). Emotionally crafted experiences: Layering literacies in Minecraft. The Reading Teacher.

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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 http://www.sttc.ie/publications.html.

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Handbook Chapters

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Abrams, S. S, .& Van Eck, R. N. (in press). Methodological paradigms and examinations of gaming. In A. Onwuegbuzie & J 

Hitchcock (Eds.), The Routledge Handbook for Advancing Integration in Mixed Methods Research. Routeldge. 

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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.

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Encyclopedia Entries

 

Onwuegbuzie, A., Gerber, H. R., & Abrams, S. S. (2017).  Mixed methods research. International Encyclopedia of Communication Research Methods. 

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Abrams, S. S. (2016). Videogaming and literacies.  In M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Springer.

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Abrams, S. S., Cope, B., & Kalantzis, M. (2016). Literacies: An introduction. In M. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Springer.

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Book Chapters

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Abrams, S. S. (2021). Game-informed cooperative assessments and socially responsible learning in public school math classes. In M. Harvey & R. Marlatt (Eds). Esports research and its integration in education (pp.168-184). IGI Global. https://doi.org/10.4018/978-1-7998-7069-2.ch010

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Onwuegbuzie, A. J., & Abrams, S. S. (2021). Nonverbal communication analysis as mixed analysis. In B. Johnson and A.J. Onwuegbuzie (Eds.), The reviewers’ guide for mixed methods research analysis. Routledge.

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Abrams, S. S. & Gerber, H. R. (2021). Digital game-based learning, feedback loops, and classroom practice. In D. Seelow (Ed.), Digital Game-Based Learning. Eye on Education series. Routledge. 

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Abrams, S. S., Schaefer, M. B. & Ness, D. (2020). Reimagining child-parent research. In S.S. Abrams, M.B. Schaefer, & D. Ness 

(Eds.), Child-parent research reimagined (pp. 1-37). Brill. https://doi.org/10.1163/9789004421721_001

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Abrams, S. S., & LaRocca, T. (2020). Play in the making: Developing a range of literacies through making and game-based activities. In J. Rowsell, C. McLean & J. Marsh (eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 131-142). Routledge. 

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Abrams, S. S., & Rowsell, J. (2019). 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 (pp. 242-259). Information Age Publishing.

 

Abrams, S. S. (2018). Makerspaces and arts education. In B. Johnson & Y. Pratt-Johnson (Eds.), Inequalities in the Early Years (pp. 95-108). Routledge. 

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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.

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Column Editor

 

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.

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Journal Column

 

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. 

 

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Conference Proceedings

 

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.

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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.

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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.

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Other Publications

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Abrams, S. S. (2018). Games, learning, and assessment: Collaborative pursuits. [Web log]. Revolutionary Learning. Retrieved from http://revolutionarylearning.net/games-learning-and-assessment-collaborative-pursuits/

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Abrams, S. S. (2015). Supporting practice with emerging technologies. Edutopia.Retrieved from

http://www.edutopia.org/blog/supporting-practice-with-emerging-technologies-sandra-schamroth-abrams

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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