Abrams, S.S. (in press). Powerful gaming structures and
practices: Video games, situated language, and cultural contexts.
Languages and Linguistics, special issue, Languages
and Cultures in Contact in Africa and the
Abrams, S.S. (2012). Video gaming and interconnected meanings:
Nuanced learning beyond thescreen. International Review of
Contemporary Learning Research.
Abrams, S.S. & Rowsell, J. (2011). Dynamic learning in
virtual spaces: Producers and consumers ofmeaning. Journal on
School Educational Technology, 7(1),
Abrams, S.S. (2011). Association through action: Identity
development in real and virtual videogame environments.Teachers
College Record/National Society for the Study of Education
Yearbook, 110(1), 220-243.
Rowsell, J., & Abrams, S.S. (2011). (Re)
conceptualizing I/identity: An introduction. Teachers
CollegeRecord/National Society for the Study of Education
Yearbook, 110(1), 1-16.
Abrams, S.S. (2009). A gaming frame of mind: Digital contexts
and academic implications. Educational Media International,
Belzer, A. & Abrams, S. (2005). Reading in and out of class:
A study of 3 adult literacy learners.National Co-ordination
Unit for Senior Traveller Training Centres. Available from
Abrams, S.S. (accepted, forthcoming). Integrating virtual
and traditional learning in 6-12 classrooms: A layered literacies
approach to multimodal meaning making.
Gerber, H.R. & Abrams, S.S. (accepted, forthcoming).
Game night at the library Voya.
Gerber, H.R. & Abrams, S.S. (Eds.). (accepted, forthcoming).
Building literate connections through virtualworlds:
Practical applications for the English language arts
classroom. Sense Publishers.
Abrams, S.S., & Rowsell, J. (Eds.). (2011). Rethinking
identity and literacy education in the 21st century.
Teachers College Record/National Society for the Study of
Education Yearbook, 110(1).
Gerber, H.R. & Abrams, S.S. (Eds.). (Accepted, forthcoming).
Gaming ecologies and pedagogies. Sense
Abrams, S.S. & Merchant, G. (in press). The digital
challenge. In K. Hall, T. Cremin, B. Comber & L. Moll (Eds.),
International Handbook of Research in Children’s Literacy,
Learning and Culture. Wiley-Blackwell.
Abrams, S.S. (2012). Digital narratives by digital natives:
Online inquiry and reflective practices in athird space. In R.W.
Blake & B.E. Blake (Eds.), Becoming a Teacher: Using
Narrative as Reflective Practice. A Cross-Disciplinary
Approach. New York: Peter Lang.
Abrams, S.S., Gerber, H.R., & Burgess, M. (2012). Digital
worlds and shifting borders: Popularculture, perception, and
pedagogy. In B. Williams & A. Zenger (Eds.),
Participatory Popular Culture and Literacy Across Borders.
Abrams, S.S. (2012). Video gaming and education: Key elements
that foster active learning and critical thinking (pp.
35-37). In J. Rowsell & K. Pahl (Eds.), Literacy and
Education: Understanding the New Literacy Studies in the
Classroom, 2nd Edition. SAGE.
Abrams, S.S. (2011). Video games in the classroom: Harmonizing
traditional constructs and digitalexperiences. In M. S. Khine
(Ed.). Playful Teaching, Learning Games: New Tool for the
Digital Classrooms (pp. 39-50). Rotterdam, the Netherlands:
Abrams, S.S. (2010).The dynamics of video gaming: Influences
affecting game play and learning. In P. Zemliansky & D.
Wilcox (Eds.), Design and Implementation of Educational Games:
Theoretical and Practical Perspectives(pp. 78-90).
Abrams, S.S. (2009). Keeping an eye on the game: Video
gaming, visual literacy and cultural identity.Third Global
Conference: Visual Literacies (pp.1-11). Oxford:
Abrams, S.S. (2008). Real connections from virtual experiences:
The impact of video gaming on student
learning. Multimodality and Learning International Conference:
New perspectives on knowledge, representation and
communication (pp. 23-24). London: University of