1. Ainsworth, S. (2006). DeFT: A�conceptual framework for considering learning with multiple representations. Learning and Instruction,�16(3),�183�198. DOI: 10.1016/j.learninstruc.2006.03.001
2. Aberg-Bengtsson, L., von Zeipel, H., Ottosson, T., & Beach, D. (2011). Can we take young pupils? understanding of illustrations for granted? Investigating multi-modally presented learnign-contents in school science and mathematics. P��sp�vek prezentovan� na�konferenci ECER 2011, Berl�n, N�mecko, z���, 2011.
3. Anglin, G. J. (1986). Effect of pictures on recall of written prose: How durable are picture effects? P��sp�vek prezentovan� na�Annual convention of the Association for educational communication and technology, Las Vegas, Nevada, leden, 1986.
4. Anglin, G. J., & Stevens, J. T. (1987). Prose-relevant pictures and recall from science text. P��sp�vek prezentovan� na�Annual convention of the Association for educational communication and technology, Atlanta, Georgia, �nor, 1987.
5. Anglin, G. J., Towers, R. L., & Levie, W. H. (1996). Visual message design and learning: The role of static and dynamic illustrations. In D. H. Jonassen (Ed.), Handbook of research on education communications and technology (s. 755�794). New York, Washington, D.�C.: Macmillan.