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Personal Data

Born: April 15, 1948; San Jose, California

Education

Stanford University 1972-1975
Department of Linguistics
M.A. Linguistics (June 1974)
PhD Linguistics (Oct. 1975)
Stanford University 1971-1972
School of Education
Philosophy and Psychology of Education
University of California at Santa Barbara 1967-1970
B.A. Philosophy (June 1970)
St. Joseph's College 1966-1967
Mt. View, California
Liberal Arts, Latin, Greek

Honors, Awards, Grants and Contracts

Game Changer 2014, Games for Change Festival, New York, New York, 2014

Fellow of the American Educational Research Association, Elected 2014

Regents’ Professor, Arizona State University, 2014

Principle Investigator, MacArthur Foundation/Educational Testing Service Gordon Fellowship Program on 21st Learning and Assessment, 2012-2014

Member, National Academy of Education, Elected 2007

Principle Investigator, Our Courts Project: 21st Century Civics for Civic Participation, MacArthur Foundation (Arizona State University, 2008-1010)

Principal Investigator, 21st Century Learning and Assessment, MacArthur Foundation (Arizona State University, 2008-2012)

Principal Investigator, GameStar Mechanic: Game Design for Learning, MacArthur Foundation (University of Wisconsin, 2007-2009)

Principal Investigator, A Productive Approach to Learning and Media Literacy through Video Games and Simulations, MacArthur Foundation (University of Wisconsin, 2007-2009)

Principal Investigator, Video Games, Learning, and Society, Spencer Foundation Grant (University of Wisconsin, 2005-2007)

Co-Principal Investigator, Idea of Testing, Spencer Foundation Grant (University of Wisconsin, 2000-2003, 2003-2005)

Spencer Conference Grant Award (University of Wisconsin, 1999)

Spencer Foundation Mentor Award (University of Wisconsin, 1998-2000)

Co-Principal Investigator, Talk, Text, and Identity, Spencer Foundation Grant (Clark University, 1995-1998)

Burlington Resources Foundation Faculty Achievement Award for Outstanding Scholar (University of Southern California, 1991)

Fund for Innovative Teaching Award (University of Southern California, 1990)

FRIF Grant for Psycholinguistic Studies of Prosody and Discourse (University of Southern California, 1990-1991)

Literacies Institute, Co-principal Investigator and member executive board, Mellon Foundation Grant to Education Development Center, Newton, Massachusetts (1989-1992)

Co-Director, Literacies Institute, Planning Grant from Educational Development Center, Newton, Massachusetts (1988-1989)

Principal Investigator, Doctoral Leadership Training in Teaching & Research, Department of Education (Boston University, 1984-1987)

Principal Investigator, Research Grant: Acquisition of Language by Deaf Children, Department of Education (Boston University, 1985-1986)

Invited Fellow, Max-Planck-Institut für Psycholinguistik, Nijmegen, The Netherlands (1983)

Mellon Grant for Cognitive Science (Hampshire College, 1980-1981)

National Endowment for the Humanities Fellowship, Summer Stipend (Hampshire College, 1979)

Bernard and Julia Bloch Memorial Fellow, Linguistic Society of America Summer Institute at the University of Massachusetts at Amherst (1974)

Stanford University Fellow (Stanford University, 1972-1974)

California State Fellow (Stanford University, 1972-1974)

Phi Beta Kappa (University of California at Santa Barbara, 1970)

Alumni's Outstanding Graduate in Field: Philosophy, (University of California at Santa Barbara, 1970)

Specializations (in alphabetical order)

Teaching and Research Experience

Mary Lou Fulton Presidential Professor of Literacy Studies 2007-
Regents’ Professor 2014-
Department of Curriculum and Instruction 2007-2010
Department of English 2010-
Arizona State University
Tashia Morgridge Professor of Reading 1998-2007
Department of Curriculum and Instruction
Joint Appointment, Department of Educational Psychology
University of Wisconsin at Madison
Jacob Hiatt Chair in Education 1993-1997
Hiatt Center for Urban Education
Clark University, Worcester, Massachusetts
Professor, Linguistics 1991-1993
Associate Professor, Linguistics 1989-1991
Department of Linguistics
University of Southern California, Los Angeles, California
Visiting Professor (on sabbatical from USC) 1991-1992
Department of Psychology & Program in Education
Clark University, Worcester, Massachusetts
Chair 1987-1988
Department of Developmental Studies and Counseling
School of Education
Boston University, Boston, Massachusetts
Associate Professor, Linguistics & Education 1987-1988
Assistant Professor, Linguistics & Education 1982-1987
Program in Applied Psycholinguistics, School of Education
Program in Applied Linguistics, Graduate School
Boston University, Boston, Massachusetts
Director, Program in English Education 1982-1984
School of Education
Boston University, Boston, Massachusetts
Senior Research Fellow, Psychology 1981-1982
Cognitive Science Laboratory
Department of Psychology
Northeastern University, Boston, Massachusetts
Assistant Professor, Linguistics 1976-1981
School of Language and Communication
Reappointed in 1980 (for 1981-1986)
Hampshire College, Amherst, Massachusetts
Acting Assistant Professor, Linguistics 1975-1976
Lecturer, Linguistics Fall, 1974
Teaching Fellow, English and Linguistics Spring, 1974
Stanford University, Stanford, California
Research Associate, Education 1971-1972
Far West Laboratory for Educational Research
Stanford Research and Development Center for Teaching
Berkeley, California and Stanford, California

Editorial Services

Editorial Boards (Former and Current)

American Educational Research Journal (AERJ)

Multiperspectival Approaches to Digital Game Studies, Book Series, Continuum

Anthropology and Education Quarterly

Cognition and Instruction

Critical Inquiry in Language Studies

Digital Culture and Education

Discourse Processes

Entertainment Computing

Games and Culture: A Journal of Interactive Media

Innovate: Journal of Online Education

International Journal of Educational Research

Journal of Education

Journal of Educational Psychology

Language and Intercultural Communication

Linguistics and Education

Literacies (Book Series), Routledge

Measurement: Interdisciplinary Research and Perspectives

Modern Language Quarterly

Narrative Inquiry

Reading Research Quarterly

Research and Practice in Technology Enhanced Learning

Research on Language and Social Interaction

Review of Educational Research (RER)

Symbolic Interaction

The International Journal of Language Studies

The International Journal of Learning and Media

The Journal of Language, Identity, and Education

The Journal of Narrative and Life History

Written Communication

International Multilingual Research Journal

Journal of Multicultural Discourses

Journal of Arabic Studies in Education & Psychology

International Journal of Gaming and Computer-Mediated Simulations

Reviews

The Journal of Language, Identity, and Education

American Educational Research Association (AERA)

American Educational Research Journal

Anthropology and Education Quarterly

Applied Linguistics

Assessment in Education

Australian Research Council

City University of Hong Kong Research Committee

Cognition and Instruction

Cognitive Science

Conference on Theoretical Approaches to Sign Language

Convergence: The Journal of Research into New Media Technologies

Culture, Medicine and Psychiatry

Discourse Processes

Discourse: Studies in the Cultural Politics of Education

Educational Researcher

English for Specific Purposes

Falmer/Taylor & Francis

Instructional Science

Journal of Curriculum Studies

Journal of Economic Education

Journal of Narrative and Life History

Journal of Pragmatics

Journal of Sociolinguistics

Journal of Speech and Hearing Disorders

Journal of the Acoustical Society of America

Language in Society

Learning and Individual Differences

Linguistic Inquiry

Linguistics and Education

Linguistics and Philosophy

M.I.T. Press

Modern Language Quarterly

Narrative Inquiry

National Research Center on English Learning & Achievement

National Science Foundation

Natural Language & Linguistic Theory

Northeast Linguistic Society (NELS)

Nous (a journal in philosophy)

Oxford University Press

Reading Research Quarterly

Research in the Teaching of English

Research on Language and Social Interaction

Science Education

Sign Language Studies

South African National Research Foundation

State University of New York Press

Teachers College Press

Teachers College Record

Teaching and Teacher Education

The Leverhulme Trust (London)

University of Edinburgh Press

Visual Communication

Written Communication

Written Language and Literacy

PUBLICATIONS

DISSERTATION

Perception, Intentionality, and Naked Infinitives: A Study in Linguistics and Philosophy. Stanford University, August, 1975 (University Microfilms, Ann Arbor, Michigan)

BOOKS

Protocols and conceptual analysis, National Institute of Education and ERIC, 1974 (with David Berliner)

Social linguistics and literacies: Ideology in Discourses, London: Falmer Press, 1990

The social mind: Language, ideology, and social practice, New York: Bergin and Garvey, 1992

An introduction to human language: Fundamental concepts in linguistics, Englewood Cliffs, N.J.: Prentice Hall, 1993

Social linguistics and literacies: Ideology in Discourses, Second Edition, London: Taylor & Francis, 1996
[also, La ideologia en los Discursos. Madrid, Spain: Morata, 2005]

The new work order: Behind the language of the new capitalism, Sydney: Allen Unwin; Boulder, Colorado: Westview/Harper Collins (with Glynda Hull and Colin Lankshear), 1996
[also, El nuevo orden laboral: Lo que se oculta tras el lenguaje del neocapitalismo. Girona, Spain: Ediciones Pomares, 2002]

An introduction to discourse analysis: Theory and method, London: Routledge, 1999
[also, An introduction to discourse analysis: Theory and Method. Foreign Language Teaching and Research Press, China, 2000—English text with Chinese introduction]

What video games have to teach us about learning and literacy, New York: Palgrave/Macmillan, 2003
[also, Lo que nos ensenan los Videojuegos sobre el aprendizsje y el alfabetismo. Granada, Spain: Coleccion Aulae, 2004]

Situated language and learning: A critique of traditional schooling, London: Routledge, 2004

An Introduction to discourse analysis: Theory and method, Second Edition, London: Routledge, 2005

Why video games are good for your soul: Pleasure and learning, Melbourne, Common Ground, 2005

Good video games and good learning: Collected essays on video games, learning, and literacy, New York: Peter Lang, 2007

Social linguistics and literacies: Ideology in Discourses, Third Edition, London: Taylor & Francis, 2007

What video games have to teach us about learning and literacy, Second Edition, New York: Palgrave/Macmillan, 2007
[Also: Come un Videogioco: Insegnare e Apprendere Nela Scuola Digitale. Milano, Italy: Raffaello Cortina Editore, 2013, translated by Pier Cesare Rivoltella & Alessandra Carenzio]

New digital media and learning as an emerging area and "worked examples" as one way forward, Cambridge, MA: MIT Press, 2010

Women as gamers: The Sims and 21st century learning, New York: Palgrave/Macmillan, (with Elizabeth Hayes), 2010

How to do discourse analysis: A toolkit, London: Routledge, 2010

An introduction to discourse analysis: Theory and method, Third Edition, London: Routledge, 2010

Language and learning in the digital age, London: Routledge, (with Elisabeth Hayes), 2011

Social linguistics and literacies: Ideology in Discourses, Fourth Edition, London: Taylor & Francis, 2011

The Routledge handbook of discourse analysis, Ed. By J. P. Gee & M. Handford. London: Routledge, 2012

The Anti-Education Era: Creating Smarter Students through Digital Learning, New York: Palgrave/Macmillan, 2013

Good Video Games + Good Learning: Collected Essays on Video Games, Learning, and Literacy, Second Edition, New York: Lang, 2013

An Introduction to Discourse Analysis: Theory and Method, Fourth Edition, London: Routledge, 2014

How to Do Discourse Analysis: A Toolkit. Second Edition, London: Routledge, 2014

The Social Mind. Champaign-Urbana: Common Ground, 2014, Reprinted from 1992 edition

Collected Essays on Learning and Assessment in the Digital World, Champaign-Urbana: Common Ground, 2014

Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games, New York: Routledge, 2014

Literacy and Education, New York: Routledge, 2015

The Essential James Gee: An Introduction to Discourse Analysis, A Routledge Freebook. New York: Routledge, 2015

JOURNALS

The mass-count distinction in English, Stanford Occasional Papers in Linguistics #2, 1972

Jackendoff's thematic hierarchy condition and the passive construction, Linguistic Inquiry 5.2 (304-308), 1974

Adjective preposing and there insertion: a point about syntactic rules and semantic processes, Studies in Language 2.1 (103-111), 1978

Semantic perspicuity and the locative hypothesis: implications for acquisition, Journal of Education 164.2 (185-209), 1982 (with J. A. Kegl)

Anyone's any: a view of language and poetry. Language and Style 16.2 (123-137), 1983

Orality and literacy: a response to Walter Ong. Language and Style 16.2 (231-237), 1983

Performance structures: a psycholinguistic and linguistic appraisal. Cognitive Psychology 15 (411-458), 1983 (with Francois Grosjean)

Pausing, narrative/story structure, and ASL. Discourse Processes, 4 (243-258), 1983 (with J. A. Kegl)

Discourse studies in ASL, special issue of Discourse Processes, editor (with Robert Hoffmeister)

Empirical evidence for narrative structure. Cognitive Science, 8 (59-85), 1984 (with Francois Grosjean)

The narrativization of experience in the oral style. Journal of Education, 167.1 (9-35), 1985 [Reprinted in Candace Mitchell & Kathleen Weiler, Eds., Rewriting Literacy: Culture and the Discourse of the Other, New York: Bergin & Garvey, pp. 77-101]

The structure of perception in the poetry of William Carlos Williams. Poetics Today, 6 (375-397), 1985

Nativization, linguistic theory, and deaf language acquisition. Sign Language Studies, 49 (291-342), 1985 (with Wendy Goodhart)

Toward a realistic theory of language acquisition. Harvard Educational Review, 56 (52-68), 1986 [Reprinted in Masahiko Minami & Bruce P. Kennedy, Eds., Language Issues in Literacy and Bilingual/Multicultural Education, Reprint Series No. 22, Cambridge, Mass: Harvard Educational Review, 1991, pp. 98-116]

Units in the production of narrative discourse. Discourse Processes, 9 (391-422), 1986

Prosodic structure and spoken word recognition. Cognition, 25 (135-155), 1987 [Reprinted in U. H. Frauenfelder and L. K. Tyler, Eds., Spoken Word Recognition, Cambridge, Mass.: MIT Press., 1987, pp. 135-155] (with Francois Grosjean)

Orality and literacy: From The Savage Mind to Ways with Words. TESOL Quarterly, 20 (719-746), 1986 [Reprinted in Janet Maybin, Ed., Language and Literacy in Social Practice. Clevedon, Philadelphia, Adelaide: Multilingual Matters/The Open University, pp. 168-192; Translated as Oralidad y literacidad: de El Pensamiento salvaje a Ways with Words in Virginia Zavala, Mercedes Nino-Murcia, & Patricia Ames, Eds. Escritura y Sociedad: Nuevas Perspectivas Teoricas y Ethngraficas. Lima, Peru; Red Para Desarrollo de las Ciencias Sociales en Peru, 2004]

What is literacy? Teaching and Learning, 2 (3-11), 1987, and Literacies Institute Technical Report, No. 2, 1989 [Reprinted in Candace Mitchell & Kathleen Weiler, Eds., Rewriting Literacy: Culture and the Discourse of the Other, New York: Begin & Garvey, 1992, pp. 3-11; and in Patrick Shannon, Ed., Becoming Political: Readings and Writings in the Politics of Literacy Education, Portsmouth, N.H.: Heineman, 1992, pp. 21-28; and in L. M. Cleary & M. D. Linn, Eds., Linguistics for Teachers, New York: McGraw-Hill, 1993; Vivian Zamel & Ruth Spack, Eds., Negotiating Academic Literacies: Teaching and Learning across Languages and Cultures, Mahwah, N. J.: Erlbaum, 1998, pp. 51-59; Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, & Mike Rose, Eds., Literacy: A Critical Sourcebook, Boston, MA: Bedford/ St. Martin’s, 2001, pp. 537-544; Patrick Shannon, Ed., Becoming Political, Too: New Readings and Writings on the Politics of Literacy Education, Portsmouth, NH: Heinemann, 2001, pp. 1-9; Harriet Luria, Deborah M. Symour, & Trudy Smoke, Eds., Language and linguistics in context, Mahwah, NJ: Lawrence Erlbaum, 2006, pp. 264-273]

Discourse systems and aspirin bottles: On literacy. Journal of Education, 170 (27-40), 1988 [Reprinted in Candace Mitchell & Kathleen Weiler, Eds., Rewriting Literacy: Culture and the Discourse of the Other, New York: Bergin & Garvey, pp. 123-135]

Count Dracula, the Vampire Lestat, and TESOL. TESOL Quarterly, 22 (201-225), 1988

Legacies of literacy: From Plato to Freire through Harvey Graff. Harvard Educational Review, 58 (195-212), 1988, and Journal of Education, 171 (147-165), 1989. [Reprinted in Masahiko Minami & Bruce P. Kennedy, Eds., Language Issues in Literacy and Bilingual/Multicultural Education, Reprint Series No. 22, Cambridge, Mass: Harvard Educational Review, 1991, pp. 266-285]

Two styles of narrative construction and their linguistic and educational implications. Discourse Processes, 12 (287-307), 1989. [Reprinted in Jenny Cheshire & Peter Trudgill, Eds., The Sociolinguistic Reader, Volume 2: Gender and Discourse. London: Arnold, 1998, pp. 295-314]

Discourse styles: Variations across speakers, situations, and tasks. Introduction to special issue of Discourse Processes, 12 (263-265), 1989 (with Sarah Michaels)

Discourse styles: Variation across speakers, situations, and tasks. Special issue of Discourse Processes, editor (with Sarah Michaels)

What do English teachers teach? Journal of Education, 171 (135-146), 1989

Literacies and traditions. Journal of Education, 171 (26-38), 1989

"Literariness," formalism, and sense making: The line and stanza structure of human thought. Journal of Education, 171 (61-75), 1989

Literacy, discourse, and linguistics: An introduction. Journal of Education, 171 (5-17), 1989 [reprinted in Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, & Mike Rose, Eds., Literacy: A Critical Sourcebook, Boston, MA: Bedford/ St. Martin’s, 2001, pp. 525-537]

Literacy, discourse, and linguistics: Essays by James Paul Gee, special issue of the Journal of Education, 171, 1989 (edited by Candace Mitchell)

Self, society, mushfake, and Vygotsky: Meditations on papers redefining the social in composition theory. The Writing Instructor, 8.4 (177-183), 1989

A linguistic approach to narrative. Journal of Narrative and Life History 1.1 (15-39), 1991

Socio-cultural approaches to literacy. Annual Review of Applied Linguistics, 12 (31-48), 1991

What is Reading?: Literacies, Discourses, and domination. Journal of Urban and Cultural Studies, 2 (65-77), 1992

Literacies: Tuning in to forms of life. Education Australia, 19-20 (13-14), 1992-1993

Critical literacy/socially perceptive literacy: A study of language in action. Australian Journal of Language and Literacy, 16 (333-355) 1993 [Reprinted in Heather Fehring & Pam Green, Eds., Critical Literacy: A Collection of Articles from the Australian Literacy Educators' Association. Newark, DE: International Reading Association; Norwood, South Australia: Australian Literacy Educators' Association, 2001, pp. 15-39]

Quality, science, and the lifeworld: The Alignment of business and education. Critical Forum 2 (3-13) 1993; and Focus: Occasional Papers in Adult Basic Education, #4. Leichardt, Australia: Adult Literacy and Basic Skills Action Coalition, Feb. 1994

Discourses: Reflections on M.A.K. Halliday's "Toward a language-based theory of learning", Linguistics and Education 6 (33-40) 1994

First language acquisition as a guide for theories of learning and pedagogy. Linguistics and Education 6 (331-354) 1994

The new work order: Critical language awareness and "fast capitalist" texts, Discourse 16 (5-19) 1995 (with Colin Lankshear) [Reprinted in Colin Lankshear, Changing Literacies, Buckingham/Philadelphia: Open University Press, 1997, pp. 83-102]

Vygotsky: Dilemmas, Education Australia 30 (23-24) 1996

On mobots and classrooms: The converging languages of the new capitalism and schooling. Organization 3 (385-407) 1996

Beyond culture: Communities of practice in the new capitalism. Critical Forum 1&2 (70-82) 1997

Thematized echoes, Journal of Narrative and Life History 7 (189-196) 1997

Discourse analysis, learning, and social practice: A methodological study. Review of Research in Education 23 (119-69) 1998 (with Judith Green)

The future of the social turn: Social minds and the new capitalism, Research on Language and Social Interaction 32: 1-2 (61-68) 1999

Review of the "Learning Paradox" manuscript, American Educational Research Journal 36.1 (87--95) 1999

Mind and society: A response to Derek Edwards' "Emotion Discourse", Culture and Psychology 5.3 (305-312) 1999

Reading and the New Literacy Studies: Reframing the National Academy of Sciences report on reading, Journal of Literacy Research 31.3 (355-374) 1999

Teenagers in new times: A new literacy studies perspective. Journal of Adolescent & Adult Literacy 43.5 (412-420) 2000

The limits of reframing: A response to Professor Snow. Journal of Literacy Research, 32.1 (121-128), 2000

Communities of practice in the new capitalism. The Journal of the Learning Sciences, 9.4: 515-523 (2000)

Reading as situated action: A sociocognitive perspective. Journal of Adolescent & Adult Literacy 44.8 (714-725) 2001 . [Reprinted in Robert B. Ruddell & Norman J. Unrau, Eds., Theoretical Models and Processes of Reading. Fifth Edition. Supplementary Articles. Newark, DE: International Reading Association, 2004, pp. 116-132; and Preparing Reading Professionals: A Collection from the International Reading Association. Newark, DE: International Reading Association , 2004, pp. 41-52]

Language, class, and identity: Teenagers fashioning themselves through language, Linguistics and Education 12.2: (175-194) 2001 (with Anna-Ruth Allen & Katherine Clinton)

Identity as an analytic lens for research in education. Review of Research in Education 25 (99-125) 2000-2001

Opportunity to learn: A language-based perspective on assessment. Assessment in Education 10.1 (25-44) 2003

Learning by design: Games as learning machines. Interactive Educational Multimedia 8: (15-23) 2005

Video games, mind, and learning. The International Digital Media & Arts Association Journal 2 (37-42) 2005

Learning by design: Games as learning machines. Telemedium: The Journal of Media Literacy 52.1&2 (24-28), 2005

It’s theories all the way down: A response to Scientific Research in Education. Teachers College Record 107.1 (10-18) 2005

What would a state of the art instructional video game look like?, Innovate: Journal of Online Education 1.6, 2005

Meaning making, communities of practice, and analytical tool-kits. Journal of Sociolinguistics 9.4 (592-596) 2005

Good video games and good learning. Phi Kappa Phi Forum 85.2 (33-37) 2005

Why game studies now? Video games: A new art form. Games and Culture: A Journal of Interactive Media 1.1 (58-61) 2006

Literacy, learning, and video games. EQ Australia, Winter 2006, pp. 4-5

Are video games good for learning?, Nordic Journal of Digital Literacy 1.3 (172-183) 2006

Oral discourse in a world of literacy. Research in the Teaching of English 41.2 (153-159) 2006

Pleasure and “being a professional”: Learning and video games. Knowledge, Work, & Society 4.3 (83-104) 2006

Reflections on assessment from a sociocultural-situated perspective. NSSE [National Society for the Study of Education] Yearbook 106.1, 2007

Video games, learning, and “content”. Harvard Interactive Media Review 1.1: 24-29, 2007

Cats and portals: Video games, learning, and play. American Journal of Play 1.2: 229-243, 2008

Welcome to virtual worlds. Educational Leadership 66.6: 48-52, 2009 (with Michael Levine)

Games, learning, and 21st century skills. Virtual Worlds Research 2.1 (http://www.jvwresearch.org/v2n1.html), 2009

”Multiliteracies”: New literacies, new learning. Pedagogies 4.2: 196-204, 2009

Bons videogames e boa aprendizagem, Perspectiva: Revista Do Centro Ciencias Da Educacao 27.1: 167-178, 2009

Digital media and learning as an emerging field, Part I: How we got here. International Journal of Learning and Media 1.2: 13-23, 2010

Digital media and learning as an emerging field, part II: A proposal for how to use “worked examples” to move forward. International Journal of Learning and Media 1.2 (http://ijlm.net/), 2010

“No Quitting without Saving after Bad Events”: Gaming paradigms and learning in The Sims. International Journal of Learning & Media 1.3: 1-17 (with Elisabeth Hayes), 2010

Video games: What they can teach us about audience engagement. Nieman Reports (The Nieman Foundation for Journalism at Harvard University) 64.2: 52-54 (2010)

Looking where the light is bad: Video games and the future of assessment. EDge (Phi Delta Kappa International) 6.1: 2-19 (2010) (with David Williamson Shaffer)

Sociocultural theory and blind taste-tests. Reading and Writing: Journal of the Reading Association of South Africa 1.1:83-84 (2010)

The digital teachers’ corps: Closing America’s literacy gap. Public Policy Institute: Policy Brief, Sept. 2011, pp. 1-7 (with Michael Levine)

Nurturing affinity spaces and game-based learning. Cadernos de Letras - UFRJ, 28.1: 15-34, 2011 (with Elisabeth Hayes)

Stories, probes, and games. Narrative Inquiry 21.2: 353-357, 2011

Digital games and libraries. Knowledge Quest 41.1: 67-70, 2012

The old and the new in the new digital literacies. The Educational Forum 76.4: 418-420, 2012

Games for learning. Educational Horizons 91: 17-20, 2013

Learning systems, not games. Texas Education Review 1:147-153, 2013

A Linguistically and Educationally Oriented Theory of Learning Based on Situated Meaning. Learning: Research and Practice 2015

Reflections on understanding, alignment, the social mind, and language in interaction. Language and Dialogue 5.2: 300-311, 2015

BOOK CHAPTERS, HANDBOOKS, FORWARDS, ETC.

Comments on the paper by Akmajian. In P.W. Culicover, T. Wasow, & A. Akmajian, eds., Formal Syntax, New York: Academic Press, 1977

American Sign Language and the human biological capacity for language. In M. Strong, ed., Language Learning and Deafness, Cambridge University Press, 1988, pp. 49-74 (with Wendy Goodhart)

Social variation, nativization, and language acquisition in Deaf children of Hearing parents, in Pat Siple and Susan Fisher, eds., Theoretical Approaches to ASL: Psychology, Chicago: University of Chicago Press, 1991, pp. 65-83 (with Judy Mounty)

Memory and myth: A perspective on narrative. Introduction to Allyssa McCabe and Carole Peterson, eds., Developing Narrative Structure, Hillsdale, New Jersey: Lawrence Erlbaum, 1991, pp. 1-25

Discourse analysis. In Margaret D. LeCompte, Wendy Millroy, & Judith Preissle, eds., Handbook of Qualitative Research in Education, New York: Academic Press 1992, pp. 227-291 (with Sarah Michaels & Cathy O'Connor)

Reflections on the nature of ASL and the development of ASL linguistics. In Geoff Coulter, ed., Phonetics and Phonology, Volume 3: Current Issues in ASL Phonology. New York: Academic Press, 1993, pp. 97-101

Postmodernism, Discourses, and linguistics. In Colin Lankshear & Peter McLaren, eds., Critical Literacy: Radical and Postmodernist Perspectives, Albany, N.Y.: State University of New York Press, 1993, pp. 271-295

New alignments and old literacies: Critical literacy, postmodernism, and fast capitalism. In P. O'Connor, ed., Thinking Work: Vol. 1: Theoretical Perspectives on Workers' Literacies, Sydney, Aus.: ALBSAC, pp. 82-104, 1994

Vygotsky and current debates in education: Some dilemmas as afterthoughts to Discourse, Learning, and Schooling, In Deborah Hicks, Ed., Discourse, Learning, and Schooling, Cambridge: Cambridge University Press, 1996, pp. 269-282

Literacy and social minds. In Geoff Bull & Michele Anstey, Eds., Literacy Lexicon, Sydney, Australia: Prentice Hall, 1996, pp. 5-14

A spatial-poetic approach to narrative. In C. Wahlin, Ed., Perspectives on Narratology: Papers from the Stockholm Symposium on Narratology, Frankfurt am Main: Peter Lang, 1996, pp. 23-64

Forward: A Discourse approach to language and literacy. Forward to Colin Lankshear, Changing Literacies, Buckingham/Philadelphia: Open University Press, 1997

Dilemmas of literacy: Plato and Freire. In P. Freire, with J. W. Fraser, D. Macedo, T. McKinnon, & W. T. Stokes, Eds., Mentoring the mentor: A Critical Dialogue with Paulo Freire, New York: Peter Lang, 1997, pp. 229-241

Thinking, learning, and reading: The situated sociocultural mind. In David Kirshner and James A. Whitson, Eds., Situated Cognition: Social, Semiotic, and Psychological Perspectives, Norwood, New Jersey: Lawrence Erlbaum, 1997, pp. 235-259

Meaning in Discourses: Coordinating and being coordinated. In Sandy Muspratt, Allan Luke, & Peter Freebody, Eds., Constructing Critical Literacy: Teaching and Learning Textual Practices, Cresskill, N.J.: Hampton, 1997, pp. 273-302

Two kinds of teenagers: Language, identity, and social class. In Donna Alverman, Kathleen Hinchman, David Moore, Stephen Phelps, & Diane Waff, Eds., Reconceptualizing the Literacies in Adolescents’ Lives, Hillsdale, New Jersey: Lawrence Erlbaum, 1998, pp. 225-245 (with Valerie Crawford)

Forward to Lilla Bartolome, The Misteaching of Academic Discourses: The Politics of Language in the Classroom, Boulder, CO: Westview, 1999

The New Literacy Studies: From "socially situated" to the work of the social. In David Barton, Mary Hamilton, & Roz Ivanic, Eds., Situated Literacies: Reading and Writing in Context, London: Routledge, 1999, pp. 180-196

Reading versus reading something: A critique of the National Academy of Sciences' Report on Reading. In Richard J. Telfer, Ed., Literacy conversations: Family, school, community, Yearbook of the American Reading Forum, XIX., 1999, pp 1-12

New people in new worlds: Networks, the new capitalism and schools. In Bill Cope & Mary Kalantzis, Eds., Multiliteracies: Literacy learning and the design of social futures, London: Routledge, 2000, pp. 43-68

An African-American child's science talk: Co-construction of meaning from the perspective of multiple Discourses. In Margaret Gallego and Sandra Hollingsworth, Eds., Challenging a Single Standard: Multiple Perspectives on Literacy, In Margaret A. Gallego & Sandra Hollingsworth, Eds., What Counts as Literacy: Challenging the School Standard, New York: Teachers College Press (with Katherine Clinton), 2000, pp. 118-135.

Discourse and sociocultural studies in reading. In Michael Kamil, Peter Mosenthal, P. David Pearson, and Rebecca Barr, Eds., Handbook of Reading Research, Volume III, Mahwah, NJ, 2000, pp. 195-207 [Reprinted in Michael Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr, Eds., Methods of Literacy Research, Mahwah, NJ, 2001, pp. 119-131]

Quality, science, and the lifeworld: The alignment of business and education. In Peter Freebody, Sandy Muspratt, and Pam Dwyer, Eds., Difference, Silence, and Textual Practice, Cresskill, NJ: Hampton Press, 2001, pp. 359-382.

Educational linguistics. In Mark Aronoff & Janie-Rees-Miller, Eds., Handbook of Linguistics, Oxford: Basil Blackwell, 2001, pp. 647-663

Forward to Tomas Mario Kalmar, Illegal Alphabets and Adult Biliteracy: Latino Migrants Crossing the Linguistic Border, Mahwah, NJ: Lawrence Erlbaum, 2001

Progressivism, critique, and socially situated minds. In Curt Dudley-Marling & Carole Edelsky, Eds., The Fate of Progressive Language Policies and Practices, Urbana, IL: NCTE, 2001, pp. 31-58

A sociocultural perspective on early literacy development. In Susan B. Neuman & David K. Dickinson, Eds., Handbook on Research in Early Literacy, New York: The Guilford Press, 2001, pp. 30-42

Literacies, schools, and kinds of people in the new capitalism. In Mary Kalantzis & Bill Cope, Eds., Transformations in Language and Learning: Perspectives on Multiliteracies, Melbourne, Australia: Common Ground, 2001, pp. 81-98

Reading, language abilities, and semiotic resources: Beyond limited perspectives on reading. In Joanne Larson, Ed., Literacy as Snake Oil: Beyond the Quick Fix, New York: Lang, 2001, pp. 7-23

Forward to Cynthia Lewis, Literacy Practices as Social Acts: Power, Status, and Cultural Norms in the Classroom, Mahwah, NJ: Lawrence Erlbaum, 2001, pp. xv-xix

Discourses at school. In David Li, Ed., Discourses in Search of Members: In Honor of Ron Scollon, Lanham, MD: University Press of America, 2002, pp. 79-101

Literacies, identities, and Discourses, In Mary Schleppegrel & M. Cecilia Colombi, Eds., Developing Advanced Literacy in First and Second Languages: Meaning with Power, Mahwah, NJ: Lawrence Erlbaum, 2002, pp. 159-175

Millennials and Bobos, Blue’s Clues and Sesame Street: A story for our times. In Donna E. Alvermann, Ed., Adolescents and Literacies in a Digital World, New York: Peter Lang, 2002, pp. 51-67

Learning in semiotic domains: A social and situated account. In D. Schalert, C. Fairbanks, J. Worthy, B. Maloch, & J. Hoffman, Eds., The 51st yearbook of the National Reading Conference, Oak Creek, WI: NRC, 2002, pp. 23-32

Sociolinguistics and literacy, In Barbara Guzzetti, Ed., Literacy in America: An Encyclopedia of History, Theory, and Practice, New York: ABC Press, 2002, pp. 599-603

Discursive theory, In Barbara Guzzetti, Ed., Literacy in America: An Encyclopedia of History, Theory, and Practice, New York: ABC Press, 2002, pp. 140-142

Forward to Rebecca Rogers, A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print, Mahwah, New Jersey: Lawrence Erlbaum, 2003, pp. ix-xi

Literacy and social minds. In Geoff Bull & Michele Anstey, Eds., Literacy Lexicon, Second Edition. Sydney, Australia: Prentice Hall, 2003, pp. 3-14.

Discourse analysis: What makes it critical? In Rebecca Rogers, Ed., An Introduction to Critical Discourse Analysis in Education, Mahwah, NJ: Lawrence Erlbaum, 2003, pp. 19-50.

New times and new literacies: Themes for a changing world. In Arnetha F. Ball and Sarah Warshauer Freedman, Eds., Bakhtinian Perspectives on Language, Literacy, and Learning, Cambridge: Cambridge University Press, 2004, pp. 279-306.

Learning language as a matter of learning social languages within Discourses. In Margaret R. Hawkins, Ed., Language Learning and Teacher Education: A Sociocultural Approach, Clevedon, UK: Multilingual Matters, 2004, pp. 13-31.

Language in the science classroom: Academic social languages as the heart of school-based literacy. In E. Wendy Saul, Ed., Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice, Newark, DE: International Reading Association; Arlington, VA: NSTA [National Science Teachers Association] Press, 2004, pp. 13-32 and In Randy K. Yerrick & Wolff-Michael Roth, Eds., Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research, Mahwah, NJ: Lawrence Erlbaum, 2005 pp. 19-37

Situating identity and science discourse. In Randy K. Yerrick & Wolff-Michael Roth, Eds., Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research, Mahwah, NJ: Lawrence Erlbaum, 2005, pp. 39-44 (with Gregory J. Kelly, Wolff-Michael Roth, & Randy Yerrick).

Critical discourse analysis. In Richard Beach, Judith Green, Michael Kamil, and Tim Shanahan, Eds., Multidisciplinary Perspectives on Literacy Research, 2nd Edition. Cresskill, NJ: Hampton Press, 2005, pp. 293-318.

Literacies, schools, and kinds of people in the new capitalism. In Teresa L. McCarty, Ed., Language, Literacy, and Power in Schooling, Mahwah, NJ: Erlbaum, pp. 2005, 223-239.

Semiotic social spaces and affinity spaces: from the Age of Mythology to today’s schools. In David Barton & Karin Tusting, Eds., Beyond Communities of Practice: Language, Power, and Social Context, Cambridge: Cambridge University Press, 2005, 214-232.

Semiotic domains: Is playing video games a “waste of time”? and Cultural models: Do you want to be the blue sonic or the dark sonic? In Katie Salen & Eric Zimmerman, Eds., The Game Design Reader: A Rules of Play Anthology, Cambridge, MA: MIT Press, 2006, pp. 228-267 & 610-638 [Chapters reprinted from What Video Games Have to Teach Us About Learning and Literacy, New York: Palgrave/Macmillan, 2003].

Learning by design: Good video games as learning machines. In Paul Messaris & Lee Humphreys, Eds., Digital Media: Transformations in Human Communication, New York: Peter Lang, 2006, pp.173-186.

Self-fashioning and shape-shifting: Language, identity, and social class. In Donna E. Alvermann, Kathleen A. Hinchman, David W. Moore, Stephen F. Phelps, & Diana R. Waff. Eds., Reconceptualizaing the Literacies in Adolescents’ Lives, Second Edition. Mahwah, NJ: Lawrence Erlbaum, 2006, pp. 165-185.

Forward to David Williamson Shaffer, How computer games help children learn, New York: Palgrave/Macmillan, 2006, pp. ix-xii.

Pleasure, learning, video games, and life: The projective stance. In Michele Knobel & Colin Lankshear, Eds., A new literacies sampler, New York: Peter Lang, 2007, pp. 95-113.

Learning to read as a cultural process. In Alisa Belzer, Ed., Toward Defining and Improving Quality in Adult Basic Education: Issues and Challenges, Mahwah, NJ: Erlbaum, 2007, pp. 141-157.

Forward to Gail E. Hawisher & Cynthia L. Selfe, Eds., Gaming lives in the twenty-first century: Literate connections, New York: Palgrave/Macmillan, 2007

Forward to Catherine Compton-Lilly, Re-reading families: The literate lives of urban children, four years later, New York: Teachers College Press, 2007.

Literacia critica. In Joao M. Paraskeva, Julio Diniz-Pereira, & Gloria Ladson-Billings. Eds., Multiculturalismo, curriculo e formacao docente—Ideias de Wisconsin, Vol. 1. Lisboa: Didactica Editora, 2007, pp. 164-179.

Forward to David Hutchinson, Playing to learn: Video games in the classroom, Westport. CT: Teacher Ideas Press, 2007.

Learning and games. In Katie Salen, Ed., The Ecology of Games, Cambridge, MA: MIT Press, pp. 21-40, 2007

Good videogames, the human mind, and good learning. In Teena Willoughby & Eileen Wood, Eds., Children’s Learning in a Digital World, Malden, MA: Blackwell, pp. 40-63, 2008

What is academic language? In Ann S. Rosebery & Beth Warrant, Eds., Teaching Science to English Language Learners: Building on Students’ Strengths, Arlington, VANSTA Press, pp.57-70, 2008

Being a lion and being a soldier: Learning and games. In Julio Coiro, Michele Knobel, Colin Lankshear, & Donald J. Leu, Eds., Handbook of research on new literacies, New York: Lawrence Erlbaum, 2008, pp. 1023-1036

A sociocultural perspective on opportunity to learn. In Pamela A. Moss, Diana C. Pullin, James Paul Gee, Edward H. Haertel, Lauren Jones Young, Eds., Assessment, equity, and opportunity to learn, Cambridge: Cambridge University Press, 2008, pp. 76-108

Game-like learning: An example of situated learning and implications for opportunity to learn. In Pamela A. Moss, Diana C. Pullin, James Paul Gee, Edward H. Haertel, Lauren Jones Young, Eds., Assessment, equity, and opportunity to learn, Cambridge: Cambridge University Press, 2008, pp. 200-221

Games and comprehension: The importance of specialist language. In Cathy Collins Block & Sheri R. Parris, Eds., Comprehension instruction: Research-based best practice, New York: Guilford Press, 2008, pp. 309-320

Forward to Rebecca W. Black, Adolescents and online fiction, New York: Peter Lang, 2008, pp. vii-xii

The hero of timelines. In Luke Cuddy, Ed., The legend of Zelda and philosophy: I Link therefore I am, Chicago, IL: Open Court, 2008 (with Sean C. Duncan)

"Decontextualized language" and the problem of school failure. In Catherine Compton-Lilly, Ed., Breaking the silence: Recognizing the social and cultural resources students bring to the classroom, Newark, DE: International Reading Association, 2008, pp. 24-33

"Surmise the possibilities": Portal to a game-based theory of learning for the 21st century. In Winfred Kaminski & Martin Lorber, Eds., Clash of Realities 2008: Spielen in Digitalen Welten, Munchen, Germany: Kopaed, 2008, pp. 79-97

Video games, learning, and “content”. In Christopher Thomas Miller, Ed., Games: Purpose and potential in education, New York: Springer, 2008, pp. 43-53

Learning theory, video games, and popular culture. In Kirsten Drotner & Sonia Livingston, Eds., The International Handbook of Children, Media, and Culture, Los Angeles, CA: Sage, 2008, pp, 196-212

Identity without identification. In Awena Carter, Theresa Lillis, & Sue Parkin, Eds., Why Writing Matters: Issues of Access and Identity in Research and Pedagogy, UK, The Open University Press, 2009, pp. 45-46

Literacy, video games, and popular culture. In David R. Olson & Nancy Torrance, Eds., The Cambridge Handbook of Literacy, Cambridge University Press, 2009, pp. 313-326

Playing Metal Gear Solid 4 Well: Being a Good Snake. In Drew Davidson, Ed., Well Played 1.0: Video Games, Value and Meaning, Pittsburgh, PA: ECT Press, 2009, pp. 263-274

The classroom of popular culture. In Caroline T. Chauncey & Nancy Walser, Eds.. Spotlight on Student Engagement, Motivation, and Achievement

, Harvard Education Letter, Spotlight Series. Cambridge, MA: Harvard University Press, 2009, pp. 85-92

Deep learning properties of good digital games: How far can they go? In Ute Rittenfeld, Michael Cody, & Peter Vorderer, Eds., Serious Games: Mechanisms and Effects, New York: Routledge, 2009, pp. 67-82

Public pedagogy through video games: Design, resources, and affinity spaces. In Jennifer A. Sandlin, Brian D. Schultz, & Jake Burdick, Eds., Handbook of Public Pedagogy, New York: Routledge, 2010, pp. 185-193(with Elisabeth Hayes)

Media literacy. In Drew Davidson, et al., Cross-Media Communications: An Introduction to Integrated Media Experiences, Pittsburgh, PA: ECT Press, 2010, pp. 219-221

Science, literacy, and video games. In Alberto J. Rodriguez, Ed., Science Education as a Pathway to Teaching Language Literacy, Boston, MA: Sense Publishers, 2010, pp. 1-13

Play and the real world: A response to Katherine Richardson Bruna’s commentary. In Alberto J. Rodriguez, Ed., Science Education as a Pathway to Teaching Language Literacy, Boston, MA: Sense Publishers, 2010, pp. 18-22.

Commentary on Richardson Bruna’s Ways with words: Language play and the science learning of Mexican Newcomer Adolescents. In Alberto J. Rodriguez, Ed., Science Education as a Pathway to Teaching Language Literacy, Boston, MA: Sense Publishers, 2010, pp. 81-87

A situated-sociocultural approach to literacy and technology. In Elizabeth A. Baker, Ed., The New Literacies: Multiple Perspectives on Research and Practice, New York: Guilford Press, 2010, pp. 165-193

Afterword to Mary P. Sheridan & Jennifer Rowsell, Eds, Design Literacies: Learning and Innovation in the Digital Age, London: Routledge, 2010, pp.114-116

Human action and social groups as the natural home of assessment: Thoughts on 21st learning and assessment. In Valerie J. Shute & Betsy Jane Becker, Eds., Innovative Assessment for the 21st Century: Supporting Educational Needs, New York: Springer, 2010, pp. 13-39

The classroom of popular culture: What video games can teach us about making students want to learn. In Nancy Walser, Ed., Spotlight on Technology in Education: No. 7 in the Harvard Education Letter Spotlight Series, Cambridge, MA: Harvard Education Press, 2011, pp. 47-54

Reflections on empirical evidence on games and learning. In Sigmund Tobias & J.D. Fletcher, Eds., Computer Games and Instruction, Charlotte, NC: IAP, 2011, pp. 223-232

Introduction. In James Paul Gee & Michael Handford, Eds., The Routledge Handbook of Discourse Analysis, London: Routledge, 2012, pp. 1-6

Discourse and “the New Literacy Studies”. In James Paul Gee & Michael Handford, Eds., The Routledge Handbook of Discourse Analysis, London: Routledge, 2012, pp.371-382

Playing Metal Gear Solid 4 well: Being a good snake. In Jose P. Zagal, Ed., The Videogame Ethics Reader, San Diego, CA: Cognella, 2012, pp. 119-130

Nurturing affinity spaces and game-based learning. In Constance Steinkuehler, Kurt Squire, & Sasha Barab, Eds., Games, Learning, and Society: Learning and Meaning in the Digital Age, Cambridge: Cambridge University Press, 2012, pp. 129-155 (with Elisabeth Hayes)

Forward. In Constance Steinkuehler, Kurt Squire, & Sasha Barab, Eds., Games, Learning, and Society: Learning and Meaning in the Digital Age, Cambridge: Cambridge University Press, 2012, pp. xvii-xx

Gee, J. P. (2012). Digital games and libraries. Knowledge Quest 41.1: 67-70

Gee, J. P. (2012). The old and the new in the new digital literacies. The Educational Forum 76.4: 418-420.

Reading as situated language: A sociocognitive perspective. In Donna E. Alvermann, Norman, J. Unrau, & Robert B. Ruddell, Eds., Theoretical models and processes of reading (6th ed.), Newark, DE: International Reading Association, 2013, pp. 136-151.

Discourses in and out of school: Looking back. In Margaret R. Hawkins, Ed., Framing languages and literacies: Socially situated views and perspectives, New York: Routledge, 2013, pp. 51-82

Proactive design theories of sign use: Reflections on Gunther Kress. In Margit Bock & Norbert Pachler, Eds., Multimodality and social semiosis: Communication, meaning-making, and learning in the work of Gunther Kress, New York: Routledge, pp. 43-53, 2013

Learning about learning from a video game. In Colin Lankshear & Michele Knobel, Eds., A new literacies reader, New York: Peter Lang, pp. 305-320, 2013

Ideas do move: Forward. In Mira-Lisa Katz, Ed., Moving ideas: Multimodality and embodied learning in communities and schools, New York: Peter Lang, pp. xi-xiii., 2013

Games, passion, and “higher education”. In William G. Tierney, Zoe B. Corwin, Tracy Fullerton, & Gisele Ragusa, Eds., Postsecondary play: The role of games and social media in higher education, Baltimore, MD: Johns Hopkins University Press, pp. 171-189, 2014

Tools of inquiry and Discourses. In Adam Jaworski & Nikolas Coupland, Ed., The discourse reader, Third Edition. New York: Routledge, pp. 142-153, 2014

Forward to Qing Li, Learning through digital game design and building in a participatory culture: An enactivist approach, New York: Lang, pp. xiii-xiv, 2014

Afterword to Autumn Tooms Cypres, Ed., Ferocious resolve: Politics, courage, and what it's like to be a professor, Charlotte, NC: Information Age Publishing, pp., 159-160, 2014

Three paradigms in reading (really literacy) research and digital media. In Rand J. Spiro, Michael DeSchryver, Michelle Schira Hagerman, Paul M. Morsink, & Penny Thompson, Eds., Reading at the Crossroads, New York: Routledge, pp. 35-44, 2015

Ways with letters and sounds. Commentary in Thomas Mario Kalmar, Illegal alphabets and adult biliteracy: Latino migrants crossing the linguistic border, New York: Routledge, 2015, pp. 137-140

Discourse analysis of games. In Rodney H. Jones, Alice Chik, & Christoph A. Hafner, Eds., Discourse and Digital Practices: Doing Discourse Analysis in the Digital Age, London: Routledge, 2015, pp. 18-27

Games and comprehension: The importance of specialist language. In Cathy Collins Block & Sheri R. Parris, Eds., Comprehension instruction: Research-based best practice, New York: Guilford Press, Second Edition, 2015, pp. 356-366

The New Literacy Studies. In Jenifer Rowsell & Kate Pahl, Eds., The Routledge Handbook of Literacy Studies, 2015, pp. 35-48

Accountable talk and learning in popular culture: The game/affinity paradigm. In Lauren B. Resnick, Christa S. C. Asterhan, & Sherice N. Clarke, Eds., Socializing Intelligence through Academic Talk and Dialogue, Washington, DC: AERA, 2015, pp. 197-204

Academic language. In Guadalupe Valdes, Kate Menken, & Mariana Castro, Eds., Common Core Bilingual and English Language Learners: A Resource for Educators, Philadelphia, PA: Caslon, 2015, pp. 56-7

The vexed nature of language learning and teaching. In Rodney H. Jones & Jack C, Richards, Eds., Creativity in Language Teaching: Perspectives from Research and Practice, New York: Routledge, 2016, pp. 63-76

Reflections in literacy research. In Joyce H. de Silva & S. Feez. Exploring literacies: Theory, research and practice. Basingstoke, UK and New York: Palgrave Macmillan, 2016, pp. 280-287

REVIEWS

Literate America on illiterate America: Jonathan Kozol's Illiterate America. Journal of Education, 168.1 (126-140), 1986

Review of With literacy and justice for all: Rethinking the social in language and education, by Carole Edelsky. Language in Society 21 (697-701), 1992

Review of Discourse analysis for teachers, by Michael McCarthy. Studies in Second Language Acquisition 1993

Review of Agendas for Second Language Literacy, by Sandra Lee McKay. Studies in Second Language Acquisition 17 (103-118) 1995

Review of Relating Events in Narrative: A Crosslinguistic Developmental Study, by Ruth A. Berman & Dan Issac Slobin. TESL-EJ 1995

Review of Literacy, Emotion, and Authority: Reading and Writing on a Polynesian Atoll, by Niko Besnier. Anthropology and Education Quarterly 1996

Review of Sociocultural Approaches to Language and Literacy: An Interactionist Perspective, Edited by Vera John-Steiner, Carolyn P. Panofsky, & Larry Smith, Cambridge: Cambridge University Press. Language in Society 25 (294-297) 1996

Signifying and schooling: A review of Carol D. Lee, Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Linguistics and Education 8 (327-334) 1996

Review of Protean literacy: Extending the discourse on empowerment, by Concha Delgado-Gaitan. Studies in Second Language Acquisition 20 (441) 1998

Review of Ethnography, linguistics, narrative inequality: Toward an understanding of voice, by Dell Hymes. Language in Society 27 (247-250) 1998

Review of Successful Failure: The School America Builds, Ray McDermott and Herve Varenne. Anthropology and Educational Quarterly 31:1, 2000 Link

Review of Glued to games: How video games draw us in and hold us spellbound, Scott Rigby and Richard M. Ayan. The American Journal of Play, 2011

OTHER

Get passive: on some constructions with "get". Indiana University Linguistics Club, 1974

An epistemically-based theory of referential distinctions. In M.J. Stein, ed., NELS VIII. Amherst, Mass.: University of Massachusetts, 1977

Semantic perspicuity and the locative hypothesis. Proceedings of the Eighth Annual Meeting of the Berkeley Linguistic Society, 1982 (with J. A. Kegl)

The Literacies Institute. Literacies Institute Technical Report, No. 1, 1989 (with Sarah Michaels and Chip Bruce)

Response, Proceedings of the Brookline teacher/researchers' session, Conference on Ethnography in Education, University of Pennsylvania, Feb. 1992. Newton, Mass.: The Literacies Institute, 1992

New alignments and old literacies: From fast capitalism to the canon. In Bruce Shortland-Jones, Barbara Bosich, & Judith Rivalland, eds., Conference Papers, 1994 Australian Reading Association Twentieth National Conference, Carlton South, Victoria: Australian Reading Association, pp. 1-35

Discourse and sociocultural studies in reading, In Reading Online,

A social, cultural, and political approach to literacy: A conversation on the New Literacy Studies with James Paul Gee. Issues in Writing, 10.2: 104-134, 2000

New times and new literacies: Themes for a changing world. In Bill Cope and Mary Kalantzis, Eds., Learning for the Future: Proceedings of the Learning Conference 2001, Melbourne, Australia: Common Ground, 2001, pp. 3-36. [Paper and electronic, Link

It goes without saying: From the National Reading Panel to ownership in literacy. The Newsletter of the Comprehensive Center-Region VI, 7.1: 20-23, 2002

Games, not school, are teaching kids to think. Wired, May 2003, pp. 091-092

Video games, learning about learning. Chronicle of Higher Education, 6/20/2003

Joystick engineers, Interview. Reason | 8.03, Vol. 35, No. 4, 2003, pg. 15

Games as learning machines. Game Developer, Sept. 2003, pp. 55-56

Practice, participation, and tools: An alternative starting point, Measurement: Interdisciplinary Research and Perspectives, on line commentary, 2003

Learning by design: Games as learning machines. Proceedings of the Game Developers Conference, San Jose, CA: GDC, 2004

Learning by design: Games as learning machines. E-Learning 2.1 (5-16), 2005

The classroom of popular culture: What video games can teach us about making students want to learn. Harvard Education Letter, 21.6 (6-8), 2005

But seriously: James Paul Gee on what games teach us. Interview in Game Developer, November 2005, pp. 9-12

Pleasure, learning, videogames, and life: The projective stance. E-Learning 2.3 (211-223), 2005

Video games and the future of learning. Phi Delta Kappan 87.2 (105-111), 2005 (with David Shaffer, Kurt Squire, and Richard Halverson)

What good video games can teach us. ABC Canada: Literacy at Work, Nov. 2005, p. 14

Do video games significantly enhance literacy? CQ Researcher 16.40: (953), 2007

Good learning and good video games. Infonet: The Journal of the Victorian Technology Teachers Association 17.2 (8-9), 2007

The mind games of Xbox: Big brain academy XBox: Official Xbox Magazine, Oct. 2007, p. 96

Getting over the slump: Innovation strategies to promote children’s learning. White Paper, 2008. New York: The Joan Ganz Cooney Center at Sesame Workshop.

How video game are strengthening learning. On Campus: The National Publication of AFT Higher Education Faculty and Professional Staff. Vol. 27, No. 6, July/August 2008

Lucidly functional language. New Literacies: A Professional Development Wiki for Educators. Improving Teacher Quality Project (ITQP): Montclair State University and East Orange School District, New Jersey, 2008. Available from: http://www.newlits.org/index.php?title=Lucidly_Functional_Language

Commentary: Let’s get over the slump. Education Week 28.4: (28, 32), 2008 (with Michael Levine)

Es ist sn der zeit, auf neue weise, “Die zukunft zu spielen”: Interview mit dem experten für video-games und lernprozesse Professor James Paul Gee, Quarterly Das Trenddossier des Zukunftsinstituts, Oct., pp. 38-41, 2008

Questions, James Gee. In Gilles Brougere & Anne-Lise Ulmann, Eds., Apprendre de la Vie Quotidienne, pp. 48-49. Paris: Presses Universitaires de France, 2009

What can we learn from video games? Imagine 17.3: 5, Jan./Feb. 2010

Q & A with ED Tech Leaders: Interview with James Paul Gee, Educational Technology 50.1: 37-42, 2010

Escape from the Kingdom of Short Term Greed: A James Gee Interview. Authored by Crystal Benedicks and Rose Benedicks. Designed by Michele Buddie. Karios: A Journal of Rhetoric, Technology, and Pedagogy. 17.1 Fall, 2012, http://kairos.technorhetoric.net/

The problem with the school of one: Can technology make education too customized for the student? Slate Jan. 16, 2013 Link

Games, Standards, and Assessment: Staying out of the Toxic Mess, edSurge, Aug, 20, 2013, https://www.edsurge.com/n/2013-08-19-games-standards-and-assessment-staying-out-of-the-toxic-mess

Q & A: James Paul Gee on the Right Role of Digital Games in the Classroom. In Barbara Ray, Sarah Jackson, & Christine Cupaiuolo, Eds., Leading Thinkers: Digital Media and Learning, Chicago, IL: MacArthur Foundation, 2014

COURSES TAUGHT

Education (Aside from those listed in other categories below)

Language Instruction for Deaf Education (Graduate)

Literacy, Society, and Schooling (Graduate)

Introduction to Urban Education (Undergraduate)

Ways of Knowing in the Social Sciences (Undergraduate)

Teaching Reading: Preschool through Middle School (Undergraduate)

Video Games and Education (Graduate)

Language and Cognition

Language Acquisition (Graduate)

Psychological Foundations of Language (Graduate)

Seminar on Psycholinguistics (Graduate)

The Social Mind (Graduate)

Literature, & Semiotics

Sound and Meaning: Poetry (Undergraduate)

Realism: A Seminar on Narrative Style (Undergraduate)

Language and Literature (Undergraduate)

Structuralism, Semiotics, & Stylistics (Undergraduate)

Young Adult Literature (Graduate)

Linguistics and Literature (Graduate)

Symbols and Conceptual Systems (Undergraduate Honors)

Philosophy

Linguistics & Philosophy (Undergraduate)

Intro. to Wittgenstein (Undergraduate)

Philosophy & Language (Undergraduate)

Meaning (Undergraduate)

Science

Processes of Change in Science (Undergraduate Honors)

Science and Society (Undergraduate)

Sociocultural Approaches to Language and Literacy

Discourse, Narrative, & Literacy (Graduate)

Theories of Literacy (Graduate)

Seminar in Applied Linguistics (Graduate)

Language, Society, and Culture (Undergraduate)

Sociolinguistics (Graduate)

Discourse Analysis (Graduate)

Sociocultural Literacies (Graduate)

Language, Literacy, and Learning (Graduate)

Theoretical Linguistics

Theory of Language (Undergraduate)

Syntactic Theory (Graduate)

Structure of English (Graduate)

Problem Solving in Linguistics (Graduate)

Linguistic Semantics (Graduate)

Goals of Grammar (Graduate)

Intro. to Syntactic Theory (Graduate)

Universals of Language (Graduate)

Structure & Meaning (Graduate)

Structure of ASL (Graduate)

Philosophical Foundations of Linguistic Theory (Graduate)

Introduction to Human Language (Undergraduate)

CONFERENCES AND TALKS

Get passive. Fourth Annual California Linguistics Conference, May 1974

Syntax and semantics of naked infinitive complements. MSSB Conference on Formal Syntax, Irvine, California, June 1976

On reference. Lectures to joint Smith College-University of Massachusetts faculty seminar in philosophy, Smith College Northampton, Mass., Dec. 1976

Variable rules and language universals. Linguistics Department, State University of New York at Stony Brook, Feb. 1977

Multiplicity of reference, model theory, and linguistics, University of Massachusetts Linguistics Colloquium, Amherst, Mass., Feb. 1977

An epistemically-based theory of referential distinctions, NELS VIII, University of Massachusetts, Amherst, Mass., Oct. 1977

Teaching theoretical linguistics, and Teaching linguistics and literature. Five College Conference on Teaching Linguistics, Amherst, Mass., May 1978

Invited participant in Stanford Sloan Workshop on Lexical Relations, Monterey, California, June 1979

Stylistics and literary criticism. Societe des Professeurs Francais en Amerique, University of Massachusetts at Boston, Nov. 1979

Performance structures: psycholinguistic and linguistic perspectives. Language & Cognition Group, Department of Psychology, Northeastern University, Oct. 1981

Narrative/story structure in ASL. NWAVE X, Philadelphia, Oct. 1981

Prosody and performance structures. M.I.T. Faculty Seminar on Speech and Processing, Dec. 1981

A linguistic appraisal of performance structures. First Annual West Coast Conference on Formal Linguistics, Feb. 1982

Semantic perspicuity and the structure of ASL grammar, Colloquium Series, Linguistics and English, University of New Hampshire, Feb. 1982

Semantic perspicuity and the acquisition of ASL. Boston University Colloquium on Language and Reading, April 1982

The "Gee-Kegl" theory of ASL grammar, Gallaudet College, April 1982

Narrative and aesthetics in ASL literature, Gallaudet College, April 1982

Bonnie Hughes and the tradition, Symposium on American Sign Language: The Role of ASL in American Colleges and Universities. Northeastern University, May 1982

The locative hypothesis and the structure of language, the Cognitive Science Group, M.I.T., April 1983

ASL structure: Toward the foundation of a theory of case, Boston University Conference on Language Development, Oct. 1983

Recent developments in generative grammar, Department of English, University of Basil, Switzerland, June 1983

Phonological structure and lexical access, Comprehension Group, Max-Planck-Institut für Psycholinguistik, Nijmegen, The Netherlands, July 1983

Psycholinguistic units in the production of discourse, TESOL Program, Harvard University, Aug. 1984

Phonological words and lexical access, MIT Speech Group, Nov. 1984

"Literariness" in written literature and oral literature, Conference on language and literature, University of Massachusetts at Amherst, Feb. 1985

The line and stanza structure of human thought, Language & Literacy Program, School of Education, University of California at Berkeley, March 1985

The line and stanza structure of human thought, The Mary Anne Ferguson Lecture, University of Massachusetts at Boston, Sept. 1985

Styles in the narrativization of experience, American Association for Applied Linguistics, Symposium on Narrative, Seattle, Washington, Dec. 1985

Units in linguistics and psycholinguistics, Psychology Research Colloquium, Veteran's Administration Hospital, Boston, Jan. 1986

Workshop on literacy and education, Blackstone School, Boston, March, 1986

Nativization and style shifting in the sign language development of deaf of hearing children, Conference on Theoretical Issues in Sign Language Research, University of Rochester, June 1986

Black-white differences in narrative construction: Linguistic and psycholinguistic implications, the TESOL Program, Harvard University, July 1986

What is literacy?, Mailman Foundation Conference on Families and Literacy, Harvard Graduate School of Education, March 1987

Discourses, literacies, and schools, Linguistics Department Colloquium, University of Southern California, March 1987

Space Bridges: A new form of cross-cultural communication, Psychology Department Colloquium, Boston University, March 1987, and Colloquium on Language and Culture, University of Massachusetts at Boston, April 1987

A view of literacy, Literacy Assistance Center, New York, New York, May 1987

Cross-cultural communication and Space Bridges, The Second Conference on Space Bridges with the Soviet Union, Citizen Exchange Council, Tarrytown, New York, Sept. 1987

Count Dracula, The Vampire Lestat, and a Transfusional Approach to TESOL, Keynote Address, MATSOL (Massachusetts Association of Teachers of English to Speakers of Other Languages), Oct. 1987

Aspirin bottles and discourse systems, Point-Counterpoint Session talk, National Reading Conference, St. Petersburg, Florida, Dec. 1987

Literacies: Cross-cultural differences in sense-making, SPED Program, Public Schools of Brookline, Dec. 1987, and to Devotion School, Brookline, Mass., March 1988

Black English, culturally different ways of making sense, and schools, Brookline Schools Staff Development Program on Black Student Achievement, Brookline, Mass., May 1988

Literacy and the English Teacher, address to Massachusetts Multifunctional Resource Center for Language and Culture in Education Conference on Literacy, Portland, Maine, May 1988

Perspectives on literacy: cultural and social diversity, Emerson College Institute on Language Learning Disabilities, Boston, Mass., June 1988

Culturally different ways of making sense: implications for education, address to the principals of the Brookline Public Schools, Brookline, Mass., Dec. 1988

Literacies, discourses, and traditions, Literacy as Discourse Symposium, American Anthropological Association, Tucson, Arizona, Aug. 1988

Perspectives on literacy: social and cultural diversity, and implications for classrooms, Emerson College Institute on Language Learning Disabilities, San Diego State University, Aug. 1989

Discourses, literacies, and identities, Series on Discourse Analysis, Critical Theory, and Educational Reform, University of Delaware, Sept. 1989, and keynote address to National Reading Conference, Austin, Texas, Nov. 1989, and plenary address to Project 30 Conference, Monterey, California, Dec. 1989, and Conference on Reforming the Schools, Brooklyn College, March 1990

Literacy, linguistics, ideology, and "mushfake", Boston University Conference on Language Development, Oct. 1989

Stanzas: The intersection of psych- and socio-linguistics, Plenary Address, Boston University Conference on Language Development, Oct. 1989

The social basis of knowing, Diogenes Society, University of Southern California, Nov. 1989

The lines and stanzas of human thought, Life of the Mind Series, University of Southern California, Dec. 1989

Meaning is not in the head, Thematic Options Program, University of Southern California, Jan. 1990

Social linguistics: Discourses and identities, Trustees Scholars Retreat, University of Southern California, Jan. 1990

Linguistics, discourse, and literary theory, Conference on Graduate Education in English, University of Southern California, Feb. 1990

Why some children fail at school: One linguist's view, Forum on Bilingual/Multicultural Education, Center for Educational Change, Brooklyn College, April 1990

Five stages of individual and socio-historical development, Symposium on Social Languages, American Education Research Association Annual Meeting, Boston, April 1990

What is literacy?, Distinguished Speaker Series, Division of Counseling Psychology and Education, University of Santa Clara, Santa Clara, Calif., May 1990

Broader interpretations of discourse and literacy, Day One of Five Day Institute in Language Learning Disabilities 1990: To the Next Decade, Emerson College, Boston, Mass., June 1990

From phonics to Discourses, 9th Annual Educational Leadership Institute, College of Education, University of Delaware, August 1990

A linguistic approach to narrative, Conference on Narrative, Harvard University, Oct. 1990

What is applied linguistics?, Featured Speaker, Second Language Research Forum (SLRF), University of Southern California, March 1991; Boston University Applied Linguistics Colloquium Series, April 1991

Social gravity, Introduction to Symposium, American Educational Research Association Annual Meeting, Chicago, April 1991; Social Sciences/Humanities Symposium, Clark University, Worcester, Massachusetts, April 1991

Social gravity: How sociohistorical Discourses shape language and practice, Colloquium, Department of TESL and Applied Linguistics, University of California at Los Angeles, May 1991

Discourses and schools, Workshop for Glendale School System, Glendale, California, May 1991

Sex and the single mind: Thinking as a relationship, Mellon Foundation Meeting on Literacy, San Francisco, Nov. 1991 and English Department, University of Massachusetts at Boston, Dec. 1991

Science and society: Social interests inscribed in talk about the brain, Symposium on Education and Diversity, University of Southern California, Nov. 1991

Reading, Harvard Graduate School of Education, Cambridge, Mass., Feb. 1992

Social gravity, Discourses, and education, Colloquium Series on the Liberal Arts and the School Subjects, Louisiana State University, Baton Rouge, La., Feb. 1992

Response to teacher research session, University of Pennsylvania Ethnography in Education Research Forum, Philadelphia, Pa., Feb. 1992

The implications of sausage for teaching English, Keynote Address, MATSOL (Massachusetts Association of Teachers of English to Speakers of Other Languages), April 1992

What is reading?: Literacies, Discourses, and domination, University of New Hampshire, April 1992; University of Technology, Sydney, Australia, June 1992; University of Southern Queensland, Toowoomba, Australia, July 1992

Mind, society, and education, Deakin University, Geelong, Australia; University of Sydney, Sydney, Australia; Conference on Critical Literacy, Griffith University, Brisbane, Australia; University of Southern Queensland, Toowoomba, Australia, June and July 1992

Critical literacy, linguistics, and education, School of Education, James Cook University of North Queensland, Australia, July 1992

Discourse, grammar, and sense-making traditions: The social and ideological nature of language and literacy, William Andrews Clark Memorial Library, Los Angeles, California, Oct. 1992

Knowing in literacies, School of Education, University of Massachusetts at Amherst, Amherst, Mass., Oct. 1992

Multicultural literacy, National Reading Conference, San Antonio, Texas, Dec. 1992

What English teachers could teach, Department of English, Salem State College, Salem, Mass., March 1993

Knowing, Address at dinner honoring distinguished teaching professors and first-year faculty, University of Tennessee at Chattanooga, April 1993

Literacies, mind, and education in the "postmodern" world, University of Southern Queensland, Toowoomba, Australia, June 1993; Queensland University of Technology, Brisbane, Australia, June 1993

Quality, science, and the lifeworld: The Alignment of business and education, Second Critical Literacy Conference at Griffith University, Brisbane, Australia, June-July 1993; University of North Queensland, Rockhampton, Australia, July 1993; Department of English Colloquium, University of Massachusetts at Boston, Oct. 1993; and Graduate School of Education, Harvard University, Feb. 1994

Science talk, American Educational Research Association Meeting, New Orleans, April 1994

Reading without authority: Paradoxes and possibilities, Plenary Address to the 20th New Zealand Conference on Reading, May 1994

Science and diversity, Talk and workshop, TERC, Cambridge, Massachusetts, May 1994

New alignments and old literacies: Critical literacy, postmodernism, and fast capitalism, Keynote Address, Australian Council for Adult Literacy National Conference, Perth, Australia; Keynote Address, Australian Reading Association National Conference, Perth, Australia, July 1994

Comprehension and production/reading and writing: Recruitment and alignment through assembling situated meanings in Discourses, First Annual Garth Boomer Address (Keynote), Australian Association of Teachers of English National Conference; Workshop, Australian Reading Association National Conference, Perth, Australia; Symposium, Critical Dimensions in Literacy, National Center for English Language Teaching and Research; Symposium, Discursive Practices in Workplace, School and Academic Settings, Monash University, Melbourne, Australia, July 1994

Workshop on the "new capitalism" and workplace literacies, Adult Literacy and Basic Skills Action Coalition, Sydney and Melbourne, Australia, July 1994

From business to education: Paradoxes of situated cognition, Griffith University, Brisbane, Australia; Queensland University of Technology; Wollongong University, Wollongong, Australia; Royal Melbourne Institute of Technology, Melbourne, Australia; University of Tasmania at Hobart, and University of Tasmania at Launceston, July-August 1994

Workshop on discourse analysis, Queensland University of Technology and University of Tasmania, Launceston, Australia, July-August 1994

A spatial-poetic approach to narrative, Symposium on Narrative Theory, Department of Literature, University of Stockholm, Oct., 1994; MIDAS Colloquium, Harvard University, Dec., 1994

What is applied linguistics good for?, Program in Applied Linguistics, Boston University, Feb. 1995

Language, education, and the new work order, Carleton University, Ottawa, Canada, March 1995

Control and instruction: A response to Courtney Cazden, American Educational Research Association Meeting, San Francisco, April 1995

The logic and language of argumentation: A response to Richard Anderson, American Educational Research Association Meeting, San Francisco, April 1995

Science and the "lifeworld": Response to a panel on science education, American Educational Research Association Meeting, April 1995

Sociotechnical practices in the new capitalism, Plenary address, The Fourth International Literacy and Education Research Network Conference on Learning, Townsville, Australia, July 1995

Worlds, words and minds, Keynote address, Fifteenth Annual Bilingual/ESL Conference, William Paterson College, Wayne, N. J., Oct. 1995

Social minds and mental bodies: The role of language in knowledge work, Keynote address, Impact Conference III--Understanding Language as a Foundation for Curriculum and Instruction, NCTE, San Diego, Calif., Nov. 1995

Sociocultural literacies: Approaches to discourse and Discourse, Workshop, Boston-Brookline Teacher-Researcher Group, Brookline, Mass., Feb. 1996

Technology and Discourses. Invited response to Session on The Changing Cultures of Learning: Technology. American Educational Research Association Meeting, New York, April 1996

Two kinds of teenagers: Discourse analysis and social class, Keynote address, Eighth Annual Conference on Ethnographic and Qualitative Research in Education, University of Massachusetts, Amherst, Mass., June 1996; Year 5 Literacy Conference, University of Georgia, Athens, Georgia, Aug. 1996

Literacies, Discourses, and identities. Keynote Address, Domains of Literacy Conference, Institute of Education, University of London, London, Sept. 1996

Can the holes in "Whole Language" be filled? College of Education, Rutgers University, Oct. 1996

A linguistic perspective on the critique of "Whole Language". Invited address, Colloquium on Language, Conference on English Education, NCTE, Chicago, Nov. 1996

What a close study of language has to tell us about current debates in education. Doctoral Residency Seminar, Graduate School of Education, Fordham University, Dec. 1996

Language, learning, and “conversations”. Colloquium for Language Teachers, University of California at Berkeley, Jan. 1997

Language in science and science education (response). National Association for Research in Science Teaching, Oak Brook, Ill., March 1997

Science talk: Language and knowledge in classroom discussion. National Association for Research in Science Teaching, Oak Brook, Ill., March 1997

Discourses in an after-school science program, American Educational Research Association, Chicago, March 1997

Assessment: A sociolinguistic perspective (response). American Educational Research Association, Chicago, March 1997

Kinds of people and “success” in school. Plenary address, The Fifth International Literacy and Education Research Network Conference on Learning, Alice Springs, Australia, Oct. 1997

Acquiring Discourses late. Convocation of Teachers, City University of New York, Oct. 1997

Why writing and reading are hard (And how to make them harder). Syracuse University Writing Program, Feb. 1998

Classroom/Discourse. American Educational Research Association (AERA), San Diego, April 1998

Language, learning, and latecomers: Discourses in education. University of Minnesota, May, 1998

Since Languages don’t Exist, Why Bother Learning (Yet More of) Them? University of California at Irvine, May, 1998

Celebrating talk while ignoring language. Annual Meeting of the Cognitive Science Association, Madison, WI, Aug. 1998

Reading and the New Literacy Studies. Keynote Address, American Reading Forum, Sanibel Island, Florida, Dec. 1998

Language learning as a matter of learning social languages within Discourses, Invited Address, Teacher Education Interest Section, Teachers of English to Speakers of Other Languages (TESOL), New York, March 1999

Making language visible for latecomers. Keynote Address, Conference on College Composition and Communication (CCCC), Atlanta, Georgia, March 1999

Situated meanings and situated minds, Institute for Behavioral Research, University of Georgia, Athens, Georgia, March 1999

Reading, literacy, and social languages within Discourses; and Sociocultural literacies, Discourses, and identities in the New Work Order, DePaul University, Chicago, May, 1999

Recovering reading: Finding reading inside social practices, Keynote Address, 18th Annual University of Wisconsin Reading Symposium, Milwaukee, Wisconsin, June, 1999

Knowledge, identity, and culture in the New Capitalism; Learning Language and Learning Discourses, Keynote Addresses, Sixth International Literacy and Education Research Network Conference on Learning, Penang, Malaysia, Sept., 1999

Literacies, schools, and kinds of people, American Anthropological Association, Chicago, Nov. 1999

Literacies, identities, and Discourses, Advanced Literacy Conference, University of California, Davis, Feb. 2000

Reading the reading wars, Eighth Annual Couper Lecture, Binghamton University, Binghamton, New York, May 2000; Perspectives in Education, University of Wisconsin-Madison, June, 2000

Standards for all: re-visioning a commitment to education, Keynote Address, 19th Annual University of Wisconsin Reading Symposium, June 2000

Workshop on classroom management, TESOL Summer Institute Intensive Workshop, American University, July, 2000

Government interventions and their effects on the quality of teaching and learning, Murdoch University, Perth, Australia, Sept., 2000

Contractions in the new work order: Democracy or disempowerment?, Murdoch University, Perth, Australia, Sept., 2000

The New Literacy Studies and adult literacy as a field, Keynote Address, Australian Council for Adult Literacy, Freemantle, Australia, Sept., 2000

What Goes Without Saying: From the National Reading Panel to Ownership in Literacy, Invited Talk, Session Sponsored by the Standing Committee on Research, National Council of Teachers of English (NCTE), Milwaukee, Nov. 2000

Capitalism Lite: Implications for Schools, Work, and Society, Keynote Address, International Conference on Working Knowledge, Sydney, Australia, Dec., 2000

New Literacies Studies and the New Capitalism: Where are We Going and Where Should We Go?, University of Tasmania, Australia, Dec., 2000

Millennials and Bobos, Blue's Clues and Sesame Street: A Story for Our Times, Institute for Behavioral Research, University of Georgia, Athens, Georgia, Jan. 2001

Identity, Ownership, Affiliation, and Types of People: Where Literacy Lives and Dies, Invited Address, NCTE Assembly for Research, Midwinter Conference, University of California, Berkeley, Feb. 2001

Reading and Reading Wars, Madison Area Reading Council, Feb. 2001

How Literacy Makes Us New Kinds of People: Implications for Education, Madison Civics Club, Feb. 2001

Critical Literacy as Critical Discourse Analysis, Invited talk to Presession on Critical Literacy, Teachers of English to Speakers of Other Languages (TESOL), St. Louis, Feb. 2001

Discourse Analysis, Literacy, and Ownership, University of Maryland Baltimore County, Baltimore, Maryland, March 2001

Reading Wars and the New Literacy Studies: What it All Means, University of Cincinnati, Cincinnati, Ohio, March, 2001

Critical Literacy as Critical Discourse Analysis, Invited Talk, IRA/NCTE Critical Literacy Task Force, TESOL, St. Louis, Feb. 2001 and IRA, New Orleans, April 2001

Theories of Learning in Digital Literacies, Keynote Address, Eighth International Literacy and Education Research Network Conference on Learning, Spetses, Greece, July 2001

Reading, Reading Wars, and the New Literacies Studies, and FPS Games: A Theory of Learning, Keynote Speaker, CELT Rejuvenation Conference, Illinois Beach Conference Center, Illinois State Beach Park, Illinois, July 2001

Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy, Crossing Boarders: Connecting Science and Literacy, NSF Funded Conference/Workshop, Mt. Washington Conference Center, Baltimore, Maryland, Aug. 2001

First-Person Shooter Games and George Bush’s Literacy Agenda, Madison Area Reading Council, Oct. 2001

Literacy Development, Early and Late: Ownership, Identity, and Discourses, Keynote Address, Literacy and Language in Global and Local Settings: New Directions for Research and Teaching, Cape Town, South Africa, Nov. 2001

Learning in Semiotic Domains: A Social and Situated Account, Education Faculty, WITS University, Johannesburg, South Africa, Nov. 2001

Digital Literacies and Theories of Learning, Department of Applied English Language Studies, WITS University, Johannesburg, South Africa, Nov. 2001

Reading in “New Times”, Keynote Address, National Reading Conference, San Antonio, TX, Dec. 2001

First-Person Shooter Games and George Bush’s Literacy Agenda, Keynote Address, National Council of Teachers of English (NCTE) Assembly for Research, Midwinter Conference, New York, New York, Feb., 2002

Millennials and Bobos, Blue's Clues and Sesame Street: A Story for Our Times, American Educational Research Association (AERA), New Orleans, LA, April 2002

Classroom Culture, Discourse, and the Role of Vocabulary, Keynote Address to the Vocabulary SIG, American Educational Research Association (AERA), New Orleans, LA, April 2002

What Makes Discourse Analysis Critical?, American Educational Research Association (AERA), New Orleans, LA, April 2002

Learning to Mean, The Ninth International Literacy and Education Research Network Conference on Learning, Beijing, People’s Republic of China, July 2002

Playing the Game: Language and Learning Science, Conference on Ontological, Epistemological, Linguistic, and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction, Vancouver Island, British Columbia, Canada, Sept. 2002

It’s Theories All the Way Down: A Response to the Scientific Research in Education. American Educational Research Association (AERA), Chicago, IL, April 2003

Opportunity to Learn and Assessment: Sociocultural Perspectives, American Educational Research Association (AERA), Chicago, IL, April 2003

Decontextualized Language: A Problem, Not a Solution, 4th International Conference on Bilingualism, Arizona State University, Tempe, AZ, April-May 2003

Literacy, Learning, and Games, Annual Literacy Institute, Fordham University, New York, July 2003

Learning to read as a Discourse process, Rutgers Invitational Symposium on Education, Rutgers University, New Brunswick, New Jersey, Oct. 2003

What video games have to teach us about research, Keynote Address, 17th Annual Conference on Interdisciplinary Qualitative Studies, University of Georgia, Athens, Georgia, Jan. 2004

Video games: An indigenous critique of school, Keynote Address, The National Council of Teachers of English Assembly for Research, University of California at Berkeley, Berkeley, California Feb. 2004

Learning by design: Video games as learning machines, International Conference on Educational Multimedia, Quebec City, Canada, March 2004

Learning by design: Games as learning machines, Game Developers Conference, San Jose, CA, March 2004

What video games have to teach us about learning and literacy, Knowledge Lab, University of London, July 2004

Learning, language and video games, Keynote Address, The United Kingdom Literacy Association (UKLA) 40th International Conference. Manchester, England, July 2004

What video games have to teach us about learning, Graduate School of Education, University of Bristol and NESTA Futurelab. Bristol, England, July 2004

Video games as deep learning engines, Keynote Address, G.A.M.E.S. Synergy Summit, Orlando, Florida, Jan. 2005

What video games have to teach us about reading, Invited Workshop, Wisconsin State Reading Association Convention, Feb. 2005

Reading, language, learning, and video games, Language, Equity, Education, Policy Colloquium Series, Stanford University, Feb. 2005

Conversation: Why video games are good for your soul. Keynote, CAL’05 Virtual Learning? Bristol, England, April 2005 (with Henry Jenkins)

A fond farewell to language as we know (knew) it. Keynote, CAL’05 Virtual Learning? Bristol, England, April 2005

Situated meanings and opportunity to learn (Presidential Invited Session), American Educational Research Association, April 2005

Learning, literacy, and good video games, American Educational Research Association, April 2005

Learning, games, and research, Research Week, Fordham University, April 2005

Avoiding the fourth-grade slump: Situated learning and games, State University of New York at Buffalo, May 2005

Pleasure, passion, provocation, and learning in video games, AATE/ALEA National Conference, 10th Garth Boomer Address, Brisbane, Australia, July 2005

Video games and multiple literacies, The 14th World Congress of Applied Linguistics, Madison, WI, July 2005

Video games and leaning, Keynote, Children’s Learning in a Digital World Conference, OWL Children’s Trust and Brock Research Institute for Youth Studies, Brock University, Ontario, Canada, Aug. 2005

The new literacy studies: Video games and learning, University of Wyoming, Sept. 2005

Why video games are good for your soul, University of Wyoming, Sept. 2005

Language, learning, and science: The coming crisis, Keynote, Connecting Science and Literacy in the K-8 Classroom, University of Missouri, St. Louis. MO, Sept. 2005

Why video games are good for you, Keynote, Future Play 2005, Michigan State University, Oct. 2005

Literacy and learning: an approach to the controversies, Literacy Colloquium, Michigan State University, Oct. 2005

Why (and When) Video Games are Good for You, Northern Illinois University, Oct. 2005

Discourse analysis and “having a point” (or “Why there’s no such thing as critical discourse analysis”); Video games, learning, literacy, and language; and The world’s changed but out theories haven’t: A requiem for the baby boom. Three talks at the Centre for Discourse Studies, Aalborg University, Aalborg, Denmark, Nov. 2005

Video games, pleasure and learning. University of Bath, Bath, England, Jan. 2006

Literacy, equity and games: How video games can speak to the new literacy crisis. Keynote Address, Mary Lou Fulton Spring Symposium, Arizona State University, Tempe, AZ, Feb. 2006

What’s wrong with serious games?, Serious Games Summit, Game Developers Conference, San Jose, CA, March 2006

Can serious games work in 45 minutes? Serious Games Summit, Game Developers Conference, San Jose, CA, March 2006

Murder, sex, and censorship: Debating the morals of creative freedom, IDGA Track, Game Developers Conference, San Jose, CA, March 2006

What video games have to teach us about learning and literacy. The Deborah Jones Merritt BookMarks Lecture Series. The John Glenn Institute for Public Service and Public Policy. Ohio State University, April 2006

Video games: A new paradigm for learning. Second Annual Workshop on Effective, Engaged and Efficient Learning. Oklahoma State University, April 2006

Video games as learning machines. Museum of Television and Radio, New York, New York, June 2006

Media literacy and gaming literacy. The 2nd Annual Games, Learning, and Society Conference, University of Wisconsin-Madison, June 2006

Games and learning. Keynote Address, The 13th Annual International Learning Conference, Montego Bay, Jamaica, June 2006

Are video games good for learning? Keynote Address, 2006 Curriculum Corporation Conference. Adelaide, Australia, Aug. 2006

Games and learning. Invited workshop, Education Queensland, Brisbane, Australia, Aug. 2006

Games are good for learning, but not because they are games, University of Melbourne, Melbourne, Australia, Aug. 2006

Games, learning, productivity, and pleasure: Stories and trajectories in games, University of Monash & ICT Education Victoria, Melbourne, Australia, Aug. 2006

Learning is the engine that drives good video games, Keynote Address, DREAM Conference: Informal Learning and Digital Media, University of Southern Denmark, Odense, Denmark, Sept. 2006

Video games, pleasure, trajectories, narrative, and learning. Plenary, Thomas R. Watson Conference in Rhetoric and Composition. University of Louisville, Louisville, KT, Oct. 2006

Why video game are good for your soul, Keynote Address, ITU Conference, University of Oslo, Oslo, Norway, Oct. 2006

Learning about the World via Games: The Game Designer project. Serious Games Summit, Washington, DC. 2006

Literacy, learning, and videogaming, Keynote Address, T+L Conference, National School Boards Association, Dallas, TX, Nov. 2006

Video games, art, and learning. Keynote Address, NCTE College Forum, Nashville, TN, Nov. 2006

Video games and situated learning, Keynote Address, U.S. Department of Education Technology in Education Programs, Project Directors and Evaluators Meeting, Washington DC, Nov. 2006

Reading, language development, and video games. Keynote Address, 41st Annual Rose F. Spicola Forum in Reading, Texas Woman’s University, Feb. 2007

Games and learning: Implications for the industry. Madison International Game Developers Association (IGDA), Madison, WI, Feb. 2007

Games and the art of learning, University of Western Michigan, Kalamazoo, MI, March 2007

Video games as art. Academy of Creative Media. University of Hawaii, Honolulu, HI, Feb. 2007

Media literacy, Conversation with Henry Jenkins, Cornell University, Ithaca, NY, April 2007

Embodied cognition and projective identities, American Educational Research Association, Chicago, IL, April 2007

Games and learning: Learning with technologies of the future. Association for Psychological Science. Washington, DC, May 2007

Deep learning properties of good video games: How far can they go? Keynote Address, Interacting with Immersive Worlds Conference, Brock University, St. Catharines, Canada, June 2007

Deep learning, commercial games, and “serious games”. Keynote Address, Game in’ Action Conference, Goteborg University, Goteborg, Sweden, June 2007

Gaming, information, and libraries. American Library Association/Association of College and Research Libraries, Washington DC, June 2007

Libraries, gaming, and the equity crisis. Keynote Address, ALA TechSource Gaming, Learning, and Libraries Symposium, Chicago, IL, July 2007

Workshop on games and learning, The Center for the Study of Language and Information (CSLI), Stanford University, Aug. 2007

Games and learning: The deep properties of learning in commercial games and implications for “serious games”. Keynote Address, Serious Games Research Forum, The Discovery Learning Center, Purdue University, Oct. 2007

What every administrator ought to know about situated/sociocultural learning. City University of New York, New York, Dec. 2007

Games, learning, and beyond. City University of New York, New York, Dec. 2007

”Surmising the possibilities”: A model of learning inspired by video games. Keynote address, The Fourth International Conference on Technology, Knowledge, and Society, Northeastern University, Boston, Mass., Jan. 2008

Learning, design, and society: Games and beyond. Clash of Realities: 2nd International Computer Game Conference, Cologne, Germany, March 2008

Digital media and learning: discussion with Henry Jenkins, Howard Gardner, and Nicole Pinkard, AERA, New York, March 2008

”Basic information structure” and “academic language”: An approach to discourse analysis. Keynote, SALSA XVI [Symposium about Language and Society], University of Texas, Austin, TX, April 2008

Identities, literacies, and Discourses at (Digital) play in the global world. Colloquium on Discourses, Identity, and Educational Practices, the Universidad Autónoma de Baja California, Ensenada, Mexico, April 2008

The future of learning. Keynote address. International Conference on Organizational Learning, Knowledge, and Capabilities. Copenhagen, Denmark, April 2008

Good design and good learning, Robert Wood Johnson Foundation, Princeton, NJ, May 2008

Getting over the slump: Innovation strategies to promote children’s learning. The Joan Ganz Cooney Center at Sesame Workshop, New York, May 2008

Games for social change, Keynote conversation with Eric Zimmerman, Games for Fifth Annual Change Festival, New York, June 2008

The future of learning. Keynote address, New agendas for media literacy conference, Austin, TX, June 2008

Beyond games and the future of learning, Games, Learning, and Society Conference, Madison, WI, July 2008

Games and learning, Culture Studia Generalia Series, Vasa, Finland, Oct., 2008

Video games and 21st century learning, University of Helsinki, Oct. 2008

Video games and 21st century learning, Keynote, Future and Reality of Gaming (FROG) Vienna Games Conference, University of Vienna, Oct. 2008

21st century learning and assessment, Keynote, Symposium: Assessment for the 21st Century, Florida State University, Tallahassee, Fl., Oct. 2008

21st century learning and assessment, Keynote, annual Association for Educational Communications and Technology (AECT) Conference, Orlando, FL., Nov. 2008

Video games and 21st century learning, Keynote, Educational Technology Leadership Conference, Roanoke, Virginia, Dec. 2008

Video games and 21st century learning, University of Florida, Gainesville, Florida, Jan. 2009

Games, learning, and language. University of Texas, Austin, Texas, Feb. 2009

Using technology for families—Across the divide. National Conference on Family Literacy, Orlando, Fl., March 2009

What can we learn from games: James Paul Gee, Henry Jenkins, and Warren Spector, South by Southwest, Austin, TX, March 2009

Video games and 21st century learning, Vassar College, Poughkeepsie, NY, April 2009

Discourses and identities: Literacy in the 21st century in and out of school, American Educational Research Association, San Diego, CA, April 2009

Game literacy: Playing and building as reading and writing, American Educational Research Association, San Diego, CA, April 2009

Worked examples, American Educational Research Association, April 2009

Games and 21st century learning, New York University, NY, May, 2009

Fireside chat with Henry Jenkins and Jim Gee, Sixth Annual Games for Change Festival, New York, May 2009

Soft Modding, Keynote Address to Annual Games, Learning, and Society Conference, Madison, WI, June 2009

Gaming beyond gaming, Strong National Museum of Play, Rochester, NY, Sept. 2009

Beyond platforms: Deep learning in games, Keynote Address to Handheld Learning Conference, London, England, Oct. 2009

Gaming and beyond: The shape of 21st century learning. Keynote Address to the Fall 2009 Conference of the California Council on Teacher Education, Oct. 2009

Language, literacy, and learning in the digital age. Carleton University, Ottawa, Ontario, Jan. 22, 2010

21st century learning in and out of school. High Tech High, San Diego, CA, Jan. 27, 2010

Worked examples: A way forward for the emerging field of digital media and learning. MacArthur Foundation Conference on Digital Media and Learning, San Diego, CA., Feb., 2010

Games and learning “content”. American Association for the Advancement of Science, San Diego, CA., Feb., 2010

Workshop on games and learning, Seoul, Korea, March 2010

Equity, learning, and literacy in a digital world, The University of New Mexico, Albuquerque, New Mexico, April 2010

Learning by design, Information Science and Technology Center (ISTeC) Distinguished Lecture, Colorado State University, April 2010

21st century learning, Distinguished Speaker Series, University of Texas-Pan American, Edinburg, TX, April, 2010

Response to Robert Mislevy: Assessment in Education, Robert L. Linn Distinguished Address, American Educational Research Association, Dever, CO, May 2010

A new paradigm for learning in the 21st Century learning (and where libraries fit in), Keynote Address, WILU 2010, McMaster University, Hamilton Ontario, Canada, May 2010

The future of digital media, Games for Change, New York, New York, May, 2010

Game design = learning design = game design, Keynote Address to Fifth International Conference on the Foundations of Digital Games. Monterey, CA, June 2010

You are what you learn. Monadnock Summer Lyceum, Aug. 2010

Games, learning, and experience. Keynote Address, Meaningful Play, Michigan State University, Oct. 2010

Teaching and learning in the 21st century: Perils and possibilities. Joseph G. Astman Distinguished Symposium Scholar, 75 Years: The Transformation of Public Schools: A Symposium, Hofstra University, Long Island, New York, Nov. 2010

21st learning: Situated meaning and learning. Cognitive Science Program, University of Arizona, Dec. 2010

21st century learning and digital media. Webinar, Gates Foundation, Jan. 2011

The cake is a lie, but the learning is real: Video games and the next generation of literacy. United Way, London, Ontario, Canada, Feb. 2011

Language and learning: From the age of literacy to the digital age. Keynote Address, Learning and the Brain. San Francisco, Feb. 2011

Literacy and school success in a digital world. Keynote Address, Reading Recovery and Early Literacy Regional Conference. Toronto, Canada, Feb. 2011

Gaming to learn: How principles of gaming can be applied to learning and assessment. Digital Media, Children’s Learning and Schools, The Hechinger Institute, Teachers College, Columbia University, March 2011

Language, learning, and literacy in a digital age. Keynote Address, AAAL (American Association for Applied Linguistics), Chicago, IL, March 2011

Games, learning, and the looming crisis of higher education. 33rd Pullias Lecture, University of Southern California, Los Angeles, April 2011.

Language, learning, and digital media. Presidential Session, AERA, New Orleans, LA, April 2011

Passionate affinity spaces and the public sphere. Presidential Session, AERA, New Orleans, LA, April 2011

Gaming to learn and learning to game: An educational connection?, The Hechinger Institute, Teachers College, Columbia University, Santa Monica, CA, May 2011

The invective-fulled tirade I would like to give if I wasn’t so nice: A chat. Games, Learning, and Society 7.0, Madison, WI, June, 2011

Games as assessment engines, National Conference on Student Assessment, Orlando, FL, June 2011

Learning and video games. Create 2011, Middle Tennessee State College, Murfreeboro, TN, July 2011

Literacy and learning in the 21st century, Teachers Workshop, Chicago Humanities Festival, Chicago, IL, July 2011

What might account for the impact of dialogic participation, LRDC, University of Pittsburgh, PA, Sept. 2011

Good game design = good learning design. Microsoft, Redmond, WA, Oct. 2011

Games and learning for a (high risk) 21st century world, The Nueva School Innovative Learning Conference: New Paths to Learning, Hillsborough, CA, Oct. 2011

Gaming to learn and learning to game: An educational connection? The Hechinger Institute, Teachers College, Columbia University, Chicago, IL, Nov. 2011

The next level: Gaming, testing, and education’s future, The Spencer Foundation Lecture on Education and Learning, Chicago Humanities Festival, Chicago, IL, Nov. 2011

Embodied/situated learning for STEM, NSF Supported 2020 Vision Seminar, Oregon State University, Corvallis, OR, Nov. 2011

Learning panel, Adaptive Educational Technologies Project Summit, National Academy of Education, Washington, DC, Dec. 2011

Digital learning and affinity spaces. Conversations on quality: A conversation on online learning. Sponsored by the Gates Foundation. Cambridge, MA, Jan. 2012

Situated learning in and out of games. Museum of Science and Industry, Chicago, IL, Feb. 2012

The deep importance of video games—exploring the phenomenon. MIT Innovation Lab, MIT Sloan School of Management, Cambridge, MA, March 2012

Situated learning and the college crisis. Center for Innovative Teaching and Learning. Indiana University, Bloomington, IN, March 2012

The changing mind, with James Paul Gee. Chicago Shakespeare Theater, Chicago, IL, March 2012

Video games and language learning. Keynote Address, 5th International Symposium on Digital Technologies and Language Teaching, Kyoto University, Japan, March 2012

What video games have to teach us about learning and literacy, Keynote, Education Innovation Summit 12, SkySong, Scottsdale, AZ, April 2012

What video games have to teach us about teaching and learning, Keynote, 17th Annual DePaul University Faculty Teaching and Learning Conference, Chicago, IL, April 2012

Video games at work, panel, Video Games: Beyond Play, Smithsonian American Art Museum, May 2012

Video games as art. Contemporary Art Forum: Critical Play—The Game as an Art Form. MoMA, New York, May 2012

Video games and learning. Games Studies Interest Group Preconference, Annual International Communication Association Conference, Phoenix, AZ, May 2012

Why game-like learning now (and what is it)? Keynote address, CALICO/IAALT Annual Conference, Notre Dame, South Bend, IN, June 2012

”Big G” Games, Keynote Address, 9th Annual Games for Change Festival, NYU Skirball Center, New York, NY, June 2012

Interview with James Paul Gee, Bringing the Common Core to the Classroom. Gates Foundation and Pearson Foundation, Palm Desert, CA, July 2012

A situated learning paradigm for games and learning. Gates Foundation, Seattle, WA, July 2012

Games, literacy, learning, and Freire. Educasul 2012, Florianopolis, Brazil, Sept. 2012

Games and other smart tools. Universidade Federal de Santa Catarina (Federal University of Santa Catarina), Florianopolis, Brazil, Sept. 2012

Science and Imagination, Gordon Commission Workshop on Emerging Technologies and Science and the Imagination. Scottsdale, AZ, Oct. 2012

Will gaming change the way we learn? Sponsored by Zocalo, Museum of Modern Art, Los Angeles, CA, Dec. 2012

Digital futures. School of Education, Stanford University, Stanford, CA, Feb. 2013

Video games, digital learning, and new literacies. Keynote Address, Association for Teacher Education in Europe, University of Genoa, Genoa, Italy, March 2013

Social media and poverty, Presidential Session, AERA, San Francisco, CA., April 2013

Digital media in an imperiled world, California State University at San Bernardino, San Bernardino, CA, May 2013

D/discourse analysis for video games. The Fifth International Roundtable on Discourse Analysis: Discourse and Digital Practices, City University of Hong Kong, Hong Kong, May 2013

What video games have to teach us ten years later. Fireside Chat, GLS 9.0, Madison, WI, June 2013

Games at the core: Transformative promise or publishers’ pabulum? Panel, Games for Change Festival, New York, June 2013

Literacy and technology: The good, the bad, and the ugly. Technology Edge, Lincoln, NB: University of Nebraska, Aug. 2013

Multiliteracies. La scuola tra lingue e lingaggi. ERID Labl. University of Foggia, Italy, Sept. 2013

Using video games to assess students’ non-cognitive skills. Education Week Webinar. With Angel Duckworth. Sept. 2013

Literacy in a digital world and What video games have to teach us about discourse (two talks). SABAC 2013— Video Games, New Literacies, and Redesigning Communicative Competence, University of Illinois, Champaign-Urbana, IL., Oct. 2013

Digital media and learning in a dangerous age. California State University at Northridge, Northridge, CA, Oct. 2013

Remarks on the opening of the new connected learn space, Clemson University, South Carolina, Oct. 2013

Video games, new literacies, and redesigning communicative competence. Symposium on Activity-Based Approaches to Communication, University of Illinois, Champaign-Urbana, IL, Oct. 2013

Digital media and learning in a dangerous age. Keynote, Second Annual Research Colloquium. California State University Northridge, CA, Oct. 2013

Language and learning in a dangerous age. Meyen Distinguished Lecture, University of Kansas, Lawrence, KA, Feb 2014

The age of new media: Literacy in the 21st Century. Keynote, Information Fluency Conference 2013, Florida Central University, Orlando, FL, Feb. 2014

System thinking, PBS, Distance talk, Tempe, AZ, Feb. 2014

Toward a new theory of language learning, Keynote, 13th Annual SLAT Interdisciplinary Roundtable, University of Arizona, Tucson, AZ, March 2014

Teaching, learning, and games, Teaching and Learning Conference, National Board for Professional Teaching Standards Washington DC, March 2014

On teaching. ASU Mary Lou Fulton Teachers’ College Summit, March 2014

The future of literacy and literacies. Workshop, Imagining the Future: Research on Language, Literacy, and Technology, AERA and NCRLL, April 2014

Digital media and stupidity in a dangerous world: How to make students smarter before it is too late. Keynote, Learning and the Brain: The Science of Smarter Minds, New York, May 2014

Games and language teaching, Universidade Federal de Santa Maria/UAB/Curso de Letras, Santa Maria, Brazil, Oct. 2014

Identity, Discourse, paradox, and learning to write. Keynote, Maryland Conference on Academic and Professional Writing, University of Maryland, College Park, MD, Oct. 2014

Games, minds, and schools: Is it too late? Digital Media Symposium, Digital Media Department, Drexel University, Oct. 2014

Video games in teaching and learning systems. Keynote, World Innovation Summit for Education (WISE), Doha, Qatar, Nov. 2014

Games and Learning in a Changing (Perhaps, Dying) World, Unitec Institute of Technology, Auckland, New Zealand, Dec. 2014

Games, Language, Experience, Minds, Learning, and Saving the World (Maybe). Keynote, Foundation and Bridging Educators New Zealand (FABENZ) Conference, Tauranga, New Zealand, Dec. 2014

Minds, Bodies, Human Stupidity, and Games: Learning in a Dangerous World. NYSAIS Education and Information Technology Conference (NEIT15), Mohonk, New York, Jan. 2015

Grammar, Language, and Discourse: A New Situated Approach to Language Teaching. Teachers College, Columbia University, New York, Feb. 2015

Language, the World, and Video Games: Why and How All Learning is Language Learning, Teachers College, 2015 APPLE Lecture, Columbia University, New York, Feb. 2015

Learning in the 21st Century: The Power of Video Games. Webinar. UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development, Mumbai, India, Feb. 2015

Big “G” Game-Based Learning. Webinar. http://www.edweb.net/gaming. Game-Based Learning, Feb. 2015

Language, Learning, and Digital Media in a Dangerous Age. David L. Kubal Memorial Lecture. Cal State Los Angeles, Los Angeles, Feb. 2015

Language, the World, and Video Games: Teaching in an Imperiled World. Keynote Address, 26th International Conference, Society for Information Technology and Teacher Education (SITE), Los Vegas, NV, March 2015

Literacy and Worlds (Real and Virtual). The National Centre for Reading Education and Reading Research, Stavanger, Norway, March 2015

Language, Learning, Experience, and Video Games. Keynote, Literacy in Learning Contexts Conference, Schaefffergarden, Denmark, March 2015

Video Games and Learning in a Changed and Dangerous World. Campus Crosstalk, Center for Communications and Engineering, Quinnipiac University, April 2015

Human Stupidity and New Teaching and Learning Out of School in Our High-Risk World, University of Central Lancaster, Reston, England, May 2015

Games and Learning, Webinar, University of Central Lancaster, Reston, England, May 2015

The Future of Learning. Next Generation Media Advisory Board Meeting, PBS Washington, DC, June 2015

Assessment and Stupidity. Games, Learning, and Society Conference. Madison, WI, July 2015

Waiting for Manny. Games, Learning, and Society Conference, Madison, WI, July 2015

Games and NAEP, 2015 NAEP Innovative Symposium: New Assessment Environments. Washington, DC, Sept. 2015

Storied truths: Our last stand against stupidity before the lights are out for good. Teaching Narratives Conference, Long Island University, Brooklyn, NY, Oct. 2015

Game-inspired teaching and learning. Dataspill og koding i skolen, Temakonferanse, Bergen, Norway, Oct. 2015

Language, Literacy, in Language, Technology, Teaching and Learning in a (Crisis-Ridden) Digital world. TNYS TESOL 45th Annual Conference: Emerging Global Literacies in Language and Technology, White Plains, NY, Nov. 2015

Learning and Games Workshop, Chang School Talks 2016, Ryerson University, Toronto, Canada, Feb. 2016

Games and Experiential Learning, Chang School Talks 2016, Ryerson University, Toronto, Candada, Feb. 2016