PUBLISHED BOOKS:
Serafini, Frank & Gee, Elisabeth (2017). Remixing Multiliteracies: From New London to
New Times. Teachers College Press.
Serafini, Frank. (2015). Reading Workshop 2.0: Supporting Readers in the Digital Age. Portsmouth, NH: Heinemann.
Serafini, Frank. (2013). Reading the Visual: An Introduction to Teaching Multimodal Literacies. Teachers College Press
Serafini, Frank. (2010). Classroom Reading Assessment: More Efficient
Ways to View and Evaluate Your Students. Portsmouth, NH: Heinemann.
Serafini, Frank. (2009). Interactive Comprehension Strategies: Fostering Meaningful Talk About Texts. New York: Scholastic
Serafini, Frank, & Youngs, Suzette.
(2008). More (advanced) lessons in
comprehension: Expanding
students' understanding of all types of texts. Portsmouth, NH: Heinemann.
MacFarlane, Norma, & Serafini, Frank.
(2006). Reflections on literacy.
Toronto, ON: Pearson Education
Canada
Serafini, Frank, with Youngs, Suzette.
(2006). Around the reading workshop in
180 days: A month by month guide to effective
instruction. Portsmouth,
NH: Heinemann.
Serafini, Frank. (2004). Lessons in comprehension: Explicit
instruction in the reading workshop. Portsmouth, NH: Heinemann
Serafini, Frank, & Giorgis, Cyndi.
(2003). Reading aloud and beyond:
Fostering the intellectual life with older readers. Portsmouth, NH: Heinemann.
Serafini, Frank. (2001). The reading workshop: Creating space for
readers. Portsmouth, NH: Heinemann.
REFEREED
(PEER_REVIEWED) JOURNAL ARTICLES
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.
Serafini, Frank. (2017).
Visual Literacy. The Oxford Encyclopedia
of Education.
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. (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), p 118-133. Available: http://ejournals.library.ualberta.ca/index.php/langandlit/issue/view/1693
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
& Youngs, Suzette. (2013). Discussing Picturebooks Across
Perceptual, Structural,
and Ideological Perspectives. Journal of
Language and Literacy Education.
Serafini, Frank. (2012). Reading
Multimodal Texts in the 21st Century. Journal of Research in the Schools.
Serafini, Frank
& Clausen, Jennifer. (2012). Considering Typography as a Semiotic Resource
in Contemporary Picturebooks. Journal of
Visual Literacy, 31(2), 22-38.
Serafini, Frank. (2012). Expanding the
Four Resources Model: Reading Visual and Multimodal Texts.
Pedagogies: An International Journal 7(2),
150-164.
Serafini, Frank. (2011). A Question of
Fidelity. Arizona State Reading Journal.
Youngs, Suzette & Serafini, Frank.
(2011). Comprehension Strategies for Reading Historical
Fiction Picturebooks. The Reading Teacher.
International Reading Association.
65(2), 115-124.
Serafini, F.
(2011). Expanding Perspectives for Comprehending Visual Images in Multimodal Texts.
Journal of Adolescent and Adult Literacy.
54(5), 342-350.
Serafini, F.
(2010). Reading Multimodal
Texts: Perceptual, Structural and Ideological Perspectives. Children’s
Literature in Education. 41, 85-104.
Serafini, F.
(2010). Expository Fiction: Blurring the Boundaries Between Fiction and Non-Fiction
in Dragonology and The Discovery of Dragons. The Journal of
Children’s Literature. 36(1), 28-34.
Serafini,
Frank. (2009). Promoting interactive discussions: Changing traditional discourse patterns. English Quarterly Canada. 40(1), 5-9.
Dunkerly,
J., & Serafini, F. (2009). Examining images of family in commercial reading programs. Journal of Educational Controversy. 4(1).
Serafini,
Frank. (2008). The pedagogical possibilities of postmodern picturebooks. Journal
of Reading, Writing, and Literacy.
2(3), 23-41.
Serafini,
F., & Ladd, S. M. (2008). The challenge of moving beyond the literal in
literature discussions. Journal of Language and
Literacy Education [Online], 4(2), 6-20. Available: http://www.coe.uga.edu/jolle/2008_2/challenge.pdf
Serafini,
Frank. (2008). Pigs, Cinderella, and social issues. New England Journal of Reading
and Literacy Instruction.
43(2), 23-29.
Serafini,
Frank. (2008). Approaching, navigating and comprehending picturebooks. WSRA:
Journal of the Wisconsin State Reading Association. 47(2), 5-9.
Serafini,
Frank. (2007). The evolving role of the literacy specialist. South Carolina English Teacher. Fall Issue, 21-25.
Serafini,
Frank. (2006). Levels or labels: Leveled (leveling) texts in the elementary
reading curriculum. Pennsylvania Reads: A Journal of the Keystone State Reading Association. 7(1), 9-17.
Serafini, Frank. (2005). Taking on the
National Board for Professional Teaching Standards: Alignment, recognition, and
representation. Current Issues in
Education, 8(21).
Serafini, Frank. (2005). Voices in the
park, voices in the classroom: Readers responding to postmodern
picture books. Reading Research and Instruction.
44(3), 47-65.
Serafini, Frank. (2005). Overcoming
theoretical and pedagogical impediments to quality literature discussions. The Language and Literacy Spectrum.
15(1), 24-32.
Serafini, Frank. (2005). Implementing a
workshop approach to reading. Academic
Exchange Quarterly. 9(2), 173-178.
Serafini, Frank. (2004). Accelerated
Reader: Possibilities and Challenges. Montana
State Reading Journal, 20(4), 15-18.
Serafini, Frank. (2004). Images of
reading and the reader. The Reading
Teacher. 57(7), 610-617.
Serafini, Frank. (2003). Enlarging our
vision of balanced reading. Arizona State
Reading Journal, (29) 2, 18-23.
Serafini, Frank.
(2003). Informing our practice: Modernist, transactional, and critical perspectives on children’s
literature and reading instruction. Reading
Online, 6 (6).
Serafini, Frank. (2002). Possibilities
and challenges: The National Board for Professional Teaching
Standards. Journal of Teacher Education.
53(4) 316-327.
Serafini, Frank. (2002). Dismantling the
factory model of assessment. Reading
& Writing Quarterly. 18(1) 67-85.
Serafini, Frank. (2002). A journey with
the wild things: A reader response perspective in practice.
Journal of Children’s Literature. 28
(1) 73-78.
Serafini, Frank. (2002). Reflective
practice and learning. Primary Voices
K-6. 10 (4) 2-7.
Serafini, Frank. (2001). Three paradigms
of assessment: Measurement, procedure and inquiry. The Reading Teacher. 54(4) 384-393.
Serafini, Frank. (2000). Before the
conversations become “grand”. The
California Reader. 33(3)
Serafini, Frank. (1998). The standardised
classroom. Reading: A UK Journal About
Literacy and Language in Education, 32(2) 36-38.
BOOK
CHAPTERS
Serafini,
F. (2012). Rethinking
Reading Comprehension: Definitions, Instructional Practices, and
Assessment (pp. 189-202). In E. Williams (Ed.), Critical Issues in
Literacy Pedagogy: Notes from the Trenches. Illinois
State University Press.
Serafini, F. (2009). Understanding Visual Images in
Picturebooks. In J. Evans (Ed.), Talking beyond
the page: Reading and responding to contemporary picturebooks. London: Routledge.
Serafini, F., Funke, J., & Willey, R. (2001). Talk is
sharing: Creating space for sharing in the writing circle. In P. G. Smith
(Ed.), Talking classrooms: Shaping
children's learning through oral language instruction (pp. 87-104). Newark,
DE: IRA
Serafini, F., & Rogers, C. (2001).
Power, politics and the demise of progressive education. In
C. D. Marling & C. Edelsky (Eds.), The
fate of progressive language policies and practices (pp. 166-208). Urbana,
IL: National Council Teachers of English.
EDITORIALS
/ COLUMNS
Serafini, Frank & Youngs, Suzette (2013) Reading Workshop 2.0: Children's Literature in the Digital Age. The Reading Teacher, 66 (5), 401-404.
Serafini, Frank & Blasingame, James.
(2012). The Changing Face of the Young Adult Novel. The Reading Teacher, 66 (2), 145-148.
Serafini, Frank. (2012). Taking Full
Advantage of Children’s Literature. The
Reading Teacher, 65
(7), 457-459.
Serafini, Frank. (2011). When Bad Things
Happen to Good Books. The Reading Teacher,
65 (4), 238-242.
Serafini, Frank. (2011). Creating Space for
Children's Literature. The
Reading Teacher,
65(1), 30–34.
PEER
REVIEWED BOOK REVIEWS
Serafini, Frank. (2008).
Reconceptualizing storytime: Expanding students’ interpretive repertoires.
Educational Researcher, 37 (7)
446-447.
Serafini, Frank, Bean, Thomas, &
Readence, John. (2004). Reconceptualizing adolescent identity.
Reading Research Quarterly, 39 (4)
482-489.
INVITED
PROFESSIONAL PUBLICATIONS
Serafini, Frank.
(2012). What are We Differentiating in Differentiated Instruction? Journal of the Reading Association of Ireland. Fall Issue, 12-16.
Serafini, Frank. (2012). Interpreting Visual Images and Design Elements of Contemporary Picturebooks. Connecticut Reading Association Journal, 1(1), 3-8.
Serafini.
Frank. (2012). Boys and Reading: Supporting the Literacies of Today’s Young Readers. Bermuda Parenting Magazine.
Serafini,
Frank. (2010). Making the case for photography. The Newsletter of the Society of Children’s
Book Writers and Illustrators
Serafini,
Frank. (2008). Looking closely at the creative process. Journal of Children’s Literature,
34(1), 1-3.
MULTIMEDIA
INSTRUCTIONAL MATERIALS
Serafini, Frank.
(2006). Lessons in comprehension
professional e-book [Interactive CD]. Toronto,
ON: Pearson Education Canada.
Serafini, Frank. (2006). Building capacity for literacy instruction
[Instructional DVD]. Toronto, ON:
Pearson Education Canada
