Frank Serafini

Serafini, Frank (in preparation) The Multimodal Nature of Semiotic Instantiation Across Words 

and Images in Contemporary Picturebooks. Children’s Literature in Education.

Serafini, Frank. (in preparation) Rethinking the Complex Relationship of Words and Images in 

Children’s Literature. Literacy Research Association Yearbook.

Serafini, Frank & Reid, Stephanie. (under review). Semiotic resources in Shaun Tan’s The Lost 

Thing: Book Chapter.

Serafini, Frank & Colton, Jill. (2023) There’s a Fictional Ghost in the House. Australian 

Journal of Language and Literacy.

Serafini, Frank. (2023) How Multimodality Matters in Children’s Literature Scholarship. 

Australian Journal of Language and Literacy.

Serafini, Frank & Moses, Lindsey. (2023). An Analysis of the Semiotic Resources of 

Contemporary Movable Picturebooks, Bookbird. 61(2), 26-36.

Moses, Lindsey & Serafini, Frank. (2022) Image, Text, and Design: Students’ Semiotic Choices 

in Nonfiction Compositions. Literacy: Journal of the United Kingdom Literacy 

Association, 56(4), 340-354.

Serafini, Frank. (2023). Beyond the visual: An Introduction to Researching 

            Multimodal Phenomena. Teachers College Press. 

Serafini, Frank & Gee, Elisabeth (2017). Remixing Multiliteracies: From New London to New 

            Times. Teachers College Press.

Serafini, Frank & Rylak, Danielle (in press).  Representations of Museums and Museum 

Visits in Narrative Picturebooks. Libri et Liberi.

Moses, L., Rylak, D., Kachorsky, D., & Serafini, F. (2020), Investigating young 

readers’ use of visual, textual, and design resources in contemporary picturebooks. JOLLE: Journal of Language and Literacy Education. 16(2), p. 1-23.

Serafini, Frank, Moses, Lindsey, Kachorsky, Dani, and Rylak, Danielle. (2020). Incorporating 

multimodal literacies into classroom-based reading assessments. The Reading Teacher. 

74 (3), p. 285-296.

Hruby, G., Heibert, E., McGill-Franzen, A., Draper, R., Serafini, F., Chandler-Olcott, K., McVerry, G., and O’Byrne, I. (2019) Defining Instructional Text: Eight Literacy Scholars Discuss Framing and Trade-offs. Ubiquity: The Journal of Literature, Literacy, and the Arts, Research Strand, 6(1), 1-38.

Serafini, Frank & Reid, Stephanie (2019). Multimodal Content Analysis: Expanding 

Analytical Approaches to Content Analysis. Visual Communication, 19(1) 1-27. https://doi.org/10.1177/1470357219864133

Serafini, Frank & Reid, Stephanie (2019). Crossing Boundaries: Exploring 

Metaleptic Transgressions in Contemporary Picturebooks, Children’s Literature in 

Education. 51, 261-284.

Reid, Stephanie F. & Serafini, Frank (2018). More than words: An investigation of the middle-

grade novel. Journal of Children’s Literature, 44(2), 32-44.

Serafini, Frank, Kachorsky, Dani, & Reid, Stephanie F. (2018). Revisiting the Multimodal 

Nature of Children’s Literature. Language Arts, 95(5), 311-321.

Kachorsky, Dani, Moses, Lindsey, & Serafini, Frank. (2017). Meaning Making with 

Picturebooks: Young Children’s Use of Semiotic Resources. Literacy

Research and Instruction, 56(3), 231-249.

Moses, Lindsey, Serafini, Frank, & Lloyd, Stacy. (2016). Looking Closely at Informational 

Texts: Considering the Role(s) of Mentor Texts for kindergarten Children. Journal of 

Research in Childhood Education. 30(4), 529-539.

Kachorsky, Dani, Aguilera, Earl, Gee, Elisabeth, & Frank Serafini (2016) Expanding analytical 

perspectives on children’s picturebook apps. Literacy Research: Theory, Method, and 

Practice. Literacy Research Association Annual Yearbook, 1-15.

Serafini, Frank, Kachorsky, Dani, & Goff, Maria. (2015). Representing Reading: An 

Analysis of Professional Development Book Covers. Journal of Language and Literacy Education. 11(2), 94-112.

Serafini, Frank. (2015). The Appropriation of Fine Art in Contemporary Narrative 

Picturebooks. Children’s Literature in Education. 46(4), 438-453.

Serafini, Frank, Kachorsky, Dani, & Aguillera, Earl. (2015). Picturebooks 2.0: Transmedial 

Features Across Narrative Platforms. Journal of Children’s Literature. 41(2), 16-24.

Serafini, Frank. (2015). Paths to Interpretation: Developing Students’ Interpretive Repertoires.

Language and Literacy. 15(3), 118-133. 

Serafini, Frank. (2015). Multimodal Literacy: From Theories to Practices. Language Arts.

92(6), 412-423.