1. Bezemer, J., Diamantopoulou, S., Jewitt, C., Kress, G., & Mavers, D. (2012). Using a social semiotic approach to multimodality: Researching learning in schools, museums and hospitals. National Centre for Research Methods.
2. Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039–1065.
3. Bloome, D. (1989). Beyond access. In D. Bloome (Ed.), Literacy and classrooms (pp. 53–106). Norwood: Ablex.
4. Bloome, D., & Bailey, F. (1992). From linguistics and education, a direction for the study of language and literacy. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multiple disciplinary perspectives on language and literacy research (pp. 181–210). Urbana: NCRE and NCTE.
5. Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah: Lawrence Erlbaum Associates.