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Publications / Books


Videogames, Libraries, and the Feedback Loop: Learning Beyond the Stacks

Child Parent Research.jpg

Child-Parent Research Reimagined

Integrating Virtual and Traditional Learning 6-12 Classrooms: A Layered Literacies Approach to Multimodal Meaning Making

Managing Educational Technology: School Partnerships and Technology Integration

Conducting Qualitative Research of Learning in Online Space

Bridging Literacies

with Videogames 

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Writing in Education: The Art of Writing for Education

Find Sandra's Books on Amazon



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.

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

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.

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.

Edited Volumes


Abrams, S. S., & Schaefer, M. B. (2022). Journal of Adolescent & Adult Literacy, 66(3), 139-204. Special issue: Adolescents, Adults and their Literacies: Child-Parent Research in Practice. 

Hanghøj, T., & Abrams, S. S. (2022). 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? 

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. 

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). Teachers College Record /NSSE Yearbook, special issue: Rethinking identity and literacy education in the 21st century. 

Editorial Positions


Co-Editor-in-Chief, Educational Media International 

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

Onwuegbuzie, A. J., Abrams, M. L., Abrams, S. S., Cohen-Miller, A., & Bambrola, A. (in press).  A meta-framework for conducting an integrated mixed methods autoethnography. Journal of Mixed Methods Research.

Onwuegbuzie, A. J., Abrams, S. S. (in press). Prevalence of mixed methods narrative inquiry and mixed methods narrative research: A fully integrated systematic review. Caribbean Journal of Education. 

Onwuegbuzie, A. J., Abrams, S. S., & Forzani, E. (in press). IMAGINE research of transformational assessment. Caribbean Journal of Education. 

Abrams, S. S. (2024). (R)evolutions of thought: Artificial intelligence and education futures. Teachers College Record, 125(11-12).

Rowsell, J., & Abrams, S. S. (2022). Artifacts with feelings/feeling artifacts: Towards a notion of tacit modalities to support and propel anthropological research. Journal of Anthropology and Education, 53(3), 280-297.

Abrams, S. S., & Schaefer, M. B. (2022). Reimagining literacies through child-parent collaborations. Journal of Adolescent & Adult Literacy, 66(3), 142-145.

Abrams, S. S. (2022). Game-informed meaning making in U.S. math classes: Cooperative competition and students' literacies and numeracies. L1: Educational Studies in Language and Literature, 22(2), 1-25.         

Abrams, S. S., & Hanghøj, T. (2022). Videogames in and beyond the L1 classroom: Gaming, literacies, and implications for L1 classroom practice. L1: Educational Studies in Language and Literature, 22(2), 1-22.

McClure, D. R., Ojo, E., Schaefer, M. B., Bell, D., Abrams, S. S., Onwuegbuzie, A. J. (2022). Online learning challenges experienced by university students in the New York City area during the COVID-19 pandemic: A mixed methods study. International Journal of Multiple Research Approaches, 13(2), 150-167.

Abrams, C., & Abrams S. S. (2021). Dialogue is anything but silent: A foreword to the Black Lives Matter special issue. International Journal of Multiple Research Approaches. 

Abrams, S. S. , & Van Eck, R. N. (2021). Checked out? Videogame programming in U.S. libraries and implications for videogame literacies. Journal of Adolescent & Adult Literacy

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. 

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. 

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

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.

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). 


Abrams, S. S. (2019).  Ethics and innovative pedagogies. Ubiquitous Learning: An International Journal, 12(2), i-iii.


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.


Smith, K. D. & Abrams, S. S. (2019). Gamification and ADA compliance: Considering equity. International Journal of  Information and Learning Technology.

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



Handbook Chapters

Bacalja, A., & Abrams, S. S. (in progress). Exploring digital game literacies through sociocultural entanglements and layered 

practices. In J. Castek, J. Coiro, E. Forzani, C. Kiili, M. S. Hagerman, & J. R. Sparks (Eds.), International Handbook of Research in Digital Literacies. Routledge.

Abrams, S. S., & Schaefer, M. B. (in press). Adolescent voices, qualitative tensions and YA literature: Reimagining child-

parent research for classroom co-inquiry. In V. Malo-Juvera & C.A. Hill (Eds.), Oxford handbook of young adult literature.

Abrams, S. S, .& Van Eck, R. N. (2021). Methodological paradigms and examinations of gaming. In A. Onwuegbuzie & J 

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

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.

Encyclopedia Entries


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.

Book Chapters

Cameron, M., & Abrams, S. S. (2023). “We're still trying to figure out every single day”: Teaching since COVID-19. In K. 

Marsh-Davies & C. Burnett (Eds.), Teacher identity and teaching practice post-COVID (pp. 145-162). Routledge. 

Abrams, S. S. & Gerber, H. R. (2021). Achieving through the feedback loop: Videogames, authentic assessment, and meaningful learning.  [Reprint] In T. L. Lynch (Ed.), Critical media literacy: Special issues (Vol. 1) (pp. 1-9). National Council of Teachers of English. 

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.

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.

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. 

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.

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. 

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. 

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.

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.

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. 


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.

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.


Other Publications

Abrams, S. S. (2018). Games, learning, and assessment: Collaborative pursuits. [Web log]. Revolutionary Learning. Retrieved from

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


Abrams, S. S. (2013, Feb. 19). Technology, Innovation, and Professional Development: The St. John’s  / Digital Literacies Summer Institute. Web log]. Retrieved from


Abrams, S. S. (2013, Jan. 2). When hanging out isn’t loitering.

[Web log]. Retrieved from


Abrams, S. S. (2011, March). Bullying in real and cyber worlds: What needs to be an ongoing  / conversation. [Web log]. Retrieved from /education/SOE_speaks_blog/march_2011_blog_posts.stj

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