Serafini, Frank & Reid, Stephanie. (2022). Semiotic, Literary, and Artistic Perspectives for Analyzing Picturebooks. Visual Communication.

Rylak, Danielle, Moses, Lindsey, Serafini, Frank, Torrejon, Carolina (2022). Agency in a first-grade writing workshop: A case study of two composers. Journal of Early Childhood Literacy

Serafini, Frank & Rylak, Danielle (2021). Representations of Museums and Museum Visits in Narrative Picturebooks. Libri et Liberi 10(1), 45-62.

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), 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), 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.

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.

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: 

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:

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 standardized classroom. Reading: A UK Journal About Literacy and Language in Education, 32(2) 36-38.


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). 

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.


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.


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.


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.