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​Alford, J. (2021). Critical Literacy with Adolescent English Language Learners: Exploring Policy and Practice in Global Contexts. Routledge.
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Allen, J. K., Griffin, R. A., & Mindrila, D. (2022). Teacher perceptions of critical media literacy. University of Rhode Island. Journal of Media Literacy Education Pre-Prints.

Barnes, M. E., & Coffey, H. (2021). Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy. English Teaching: Practice & Critique.

Basile, A. (2021). YPAR: Exploring New Literacies and Critical Literacy Pedagogy in a Virtual Teaching and Learning Environment (Doctoral dissertation, University of Rochester).
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Batista-Morales, N. S. (2021). Creating border crossing spaces for decolonizing critical literacy encounters in teacher preparation (Doctoral dissertation).

Bautista, N. U., & Batchelor, K. E. Addressing Social Justice in the Science Methods Classroom through Critical Literacy: Engaging Preservice Teachers in Uncomfortable Discussions.

Behizadeh, N., Salter, B. J., & Thompson-Smith, C. M. (2021). Supporting students in writing for critical social change in K-12 schools. Ubiquity: The Journal of Literature, Literacy, and the Arts, Research Strand, 8(1), 38-63.

Behrman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49(6), 490-498.

Brown, A. (2021). A MIXED METHODS APPROACH TO INITIATING A CRITICAL GLOBAL LITERACY CURRICULUM IN THE RURAL HIGH SCHOOL ENGLISH/LANGUAGE ARTS CLASSROOM.
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Buyserie, B. (2022). Languages of Power and Resistance: Future Teachers Writing for Social Justice. Prompt: A Journal of Academic Writing Assignments, 6(1).

Canett Castro, K. M., Fierro López, L. E., & Martínez Lobatos, L. (2021). Towards a critical literacy with a gender approach in the teaching of literature. Diálogos sobre educación. Temas actuales en investigación educativa, 12(23).

Chen, H., Lewis, H., & Myhill, D. (2021). Fostering critical reasoning: Developing argumentative competence in early and middle primary years. Australian Journal of Language & Literacy, 44(2).

Cherubini, L. (2021). Positioning Prospective Teachers’ Examination of the Hidden Curriculum: A Critical Literacy Context. SCIENTIA, 9.
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Colantonio-Yurko, K., Boehm, S., & Olmstead, K. (2022). Girls Rising: Addressing Female Activist Characters in YA Literature through Critical Literacy. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1-6.

Comber, B. (2015). Critical literacy and social justice. Journal of Adolescent & Adult Literacy, 58(5), 362-367.
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Comber, B., Thomson, P., & Wells, M. (2001). Critical literacy finds a" place": Writing and social action in a low-income Australian grade 2/3 classroom. The Elementary School Journal, 101(4), 451-464.

De La Paz, S., Wissinger, D. R., Gross, M., & Butler, C. (2021). Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students. Reading and Writing, 1-24.

DeVoogd, G. L., & McLaughlin, M. (2004). Critical literacy: Enhancing students’ comprehension of text. New York, NY: Scholastic.
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Dyches, J. (2022). Power Reading: Agitating with Critical Disciplinary Literacy Think-Alouds. English Journal, 111(3), 75-83.

Ferrell, A. L. (2021). Exploring Critical Literacy for Elementary Students with Disabilities. Equity & Excellence in Education, 1-16.

Fleming, J. Professional learning in an age of digital technology: A reflection on critical literacy. In Reflective Practice in Education and Social Work (pp. 173-184). Routledge.

Flores, T. T. (2021). Fighting to Be Heard: Latina Adolescent Girls Writing Toward Change. Journal of Adolescent & Adult Literacy. Chicago
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Gallagher, M. A., & Jones, J. P. (2021). Supporting Students’ Critical Literacy: Mathematical Modeling and Economic Decisions. In Exploring Mathematical Modeling with Young Learners (pp. 373-387). Springer, Cham.
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Garcia, A. (2013). Critical foundations in young adult literature: Challenging genres (Vol. 4). Sense Publishers.

Garcia, A., Levinson, A. M., & Gargroetzi, E. C. (2020). “Dear Future President of the United States”: Analyzing Youth Civic Writing Within the 2016 Letters to the Next President Project. American Educational Research Journal, 0002831219870129.

Garcia, A., Mirra, N., Morrell, E., Martinez, A., & Scorza, D. A. (2015). The council of youth research: Critical literacy and civic agency in the digital age. Reading & Writing Quarterly, 31(2), 151-167.

Garcia, A., Seglem, R., & Share, J. (2013). Transforming teaching and learning through critical media literacy pedagogy. Learning landscapes, 6(2), 109-124.
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G. Stewart, O., Hsieh, B., Smith, A., & Pandya, J. Z. (2021). What more can we do? A scalar approach to examining critical digital literacies in teacher education. Pedagogies: An International Journal, 16(2), 125-137.

Haddix, M. (2009). Black boys can write: Challenging dominant framings of African American adolescent males in literacy research. Journal of Adolescent & Adult Literacy, 53(4), 341-343.

Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy education. Educational review, 52(2), 175-186.

Janks, H. (2009). Literacy and power. Routledge.

Janks, H. (2014). Critical literacy's ongoing importance for education. Journal of Adolescent & Adult Literacy, 57(5), 349-356.

Janks, H. (2014). The importance of critical literacy. Moving critical literacies forward: A new look at praxis across contexts, 32-44.

Janks, H., Dixon, K., Ferreira, A., Granville, S., & Newfield, D. (2013). Doing critical literacy: Texts and activities for students and teachers. Routledge.

Jeong, H., Eggleston, L., & Samaniuk, J. (2021). Culturally and linguistically responsive pedagogy in a digitally mediated classroom: Practices, challenges, and needs. NYS TESOL Journal, 8(1)
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Jiménez, L. M. (2021). Mirrors and Windows with Texts and Readers: Intersectional Social Justice at Work in the Classroom. Language Arts, 98(3), 156-161.
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Johnson, E., & Vasudevan, L. (2012). Seeing and hearing students' lived and embodied critical literacy practices. Theory into Practice, 51(1), 34-41.

Kinloch, V. (2015). Crossing boundaries—Teaching and learning with urban youth. Teachers College Press.

Kinloch, V. (2015). Harlem on our minds: Place, race, and the literacies of urban youth. Teachers College Press.

Kinloch, V., & San Pedro, T. (2014). The space between listening and storying: Foundations for projects in humanization. Humanizing research: Decolonizing qualitative inquiry with youth and communities, 21-42.

Kirkland, D. E. (2009). The skin we ink: Tattoos, literacy, and a new English education. English Education, 41(4), 375-395.

Kirkland, D. E. (2011). Books like clothes: Engaging young Black men with reading. Journal of Adolescent & Adult Literacy, 55(3), 199-208.

Kirkland, D. E. (2013). A search past silence: The literacy of young Black men. Teachers College Press.

Kirkland, D. E., & Jackson, A. (2009). “We real cool”: Toward a theory of black masculine literacies. Reading research quarterly, 44(3), 278-297.

Lee, C. C., Dufresne, K. V., & Relyea, J. E. “They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations. Journal of Adolescent & Adult Literacy.

Lønsmann, D. (2020). Language and Social Justice: Using Language as a Lens for Investigating Inequalities. Nordic Journal of English Studies, 19(3).
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Lewis, C., Crampton, A., & Scharber, C. (2021). The sociocultural role of imagination in critical digital literacy. Pedagogies: An International Journal, 16(2), 154-172.

Leonard, R. L. (2021). The Role of Writing in Critical Language Awareness. College English, 84(2), 175-198.

Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language arts, 79(5), 382-392.

Lewison, M., Leland, C., & Harste, J. C. (2014). Creating critical classrooms: Reading and writing with an edge. Routledge.

Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of adolescent & adult literacy, 43(5), 448-461.

Luke, A. (2012). Critical literacy: Foundational notes. Theory into practice, 51(1), 4-11.

Luke, A. (2013). Regrounding critical literacy. Framing languages and literacies: Socially situated views and perspectives, 136-148.

Luke, A. (2014). Defining critical literacy. Moving critical literacies forward: A new look at praxis across contexts, 19-31.

Luke, A. (2018). Critical literacy, schooling, and social justice: The selected works of Allan Luke. Routledge.

Luke, A., & Dooley, K. T. (2011). Critical literacy and second language learning. Handbook of research on second language teaching and learning.

Luke, A., & Woods, A. F. (2009). Critical literacies in schools: A primer. Voices from the Middle, 17(2), 9-18.

McLaughlin, M., & DeVoogd, G. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy, 48(1), 52-62.

Memari, M. (2021). Effects of Critical Thinking on Writing Cause and Effect Essays by Iranian EFL Learners. Research in English Language Pedagogy.

Mora Velez, R. A., Zacher Pandya, J., Alford, J., Golden, N., & de Roock, R. (2021). Conclusion: Critical Literacy and the Challenges Ahead of Us. The Handbook of Critical Literacies. Vol. 1., 465-471.
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Morrell, E. (2015). Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. Routledge.
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Morrell, E., & Morrell, J. (2021). Critical literacy and the school-to-prison pipeline. School, Not Jail: How Educators Can Disrupt School Pushout and Mass Incarceration, 50.

Nyawalo, M. Y. (2021). Teaching in Times of Crisis: Applying Comparative Literature in the Classroom. Routledge.

OʼBrien, L. (2021). Using Multilingual, Immigrant, and Refugee Students’ Voices to Disrupt Racism in English Language Instruction.

Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.

Oktoma, E., Nugroho, M. A. B., Suryana, Y., Rafli, Z., & Rahmat, A. (2021). Students’ Critical Thinking Ability in Writing Argumentative Essay.
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Olivier, J. (2020). 'Self-directed multimodal learning within a context of transformative open education'. in J . Oliver (ed.), Self-directed multimodal learning in higher education (NWU Self-Directed Learning Series Volume 5), pp. 1-49, AOSIS, Cape Town. https://doi.org/10.4102/aosis.2020.BK210.01

Perez, E., & Cazanave, C. (2022). Writing as a Tool for Social Change. Writing is Thinking: Strategies for All Content Areas, 35.

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.

Robinson, P. A., Allen-Handy, A., & Burrell-Craft, K. (2021). Critical media literacy and Black female identity construction: A conceptual framework for empowerment, equity, and social justice in education. Journal of Media Literacy Education, 13(1), 79-91.
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Rogers, R., & Wetzel, M. M. (2013). Designing critical literacy education through critical discourse analysis: Pedagogical and research tools for teacher-researchers. Routledge.
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Santiago del Pino, M., & Goenechea Permisán, C. (2020). Critical Literacy and the Media: Teachers in Training in the Face of Hate Speech.

Sefton-Green, J. (2021). Critical literacy, schooling, and social justice: a review of Allan Luke’s collected essays (2018). Journal of Curriculum Studies, 1-13.
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Shapiro, S. Cultivating Critical Language Awareness in the Writing Classroom.
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Silvhiany, S., Huzaifah, S., & Ismet, I. (2021). Critical Digital Literacy: EFL Students’ Ability to Evaluate Online Sources. Indonesian Journal of EFL and Linguistics, 6(1), 249-269.

Stevens, L. P., & Bean, T. W. (2007). Critical literacy: Context, research, and practice in the K-12 classroom. Sage Publications.

Vasquez, V. M. (2014). Negotiating critical literacies with young children. Routledge.

White, R. E., & Cooper, K. (2015). What is critical literacy?. In Democracy and Its Discontents (pp. 21-35). Brill Sense.
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Williams, A. D., Johnson, S. K., Shumway, A., & Eggett, D. L. (2021). Affect, Fear, and Openness in an Antiracist Writing Classroom. Journal of Basic Writing, 40(1).

 Winn, M. T.  (2010). ‘Betwixt and between’: literacy, liminality, and the celling of Black girls. Race Ethnicity and Education, 13(4), 425-447.

Winn, M. T. (2019). Girl time: Literacy, justice, and the school-to-prison pipeline. Teachers College Press.

Winn, M. T., & Behizadeh, N. (2011). The right to be literate: Literacy, education, and the school-to-prison pipeline. Review of Research in Education, 35(1), 147-173.