Alessandra Ribota

Alessandra Ribota
Texas A&M University | TAMU · Department of Hispanic Studies


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Publications (4)
Full-text available
In this chapter, we examine the application of the multiliteracies pedagogy Learning by Design (Cope & Kalantzis, 2015; Kalantzis et al., 2005, 2016) to the design of open educational resources (OER) for the teaching of Spanish as a heritage (HL) and second language (L2). We first discuss the tenets of the framework, and the reasons why it is appro...
Full-text available
This article investigates the incorporation of identity texts grounded in the multiliteracies framework Learning by Design to second language (L2) instruction in required Spanish classes at a university in the Southern United States. In particular, it focuses on student work on multimodal identity texts during two academic semesters from 173 beginn...
Conference Paper
Full-text available
The benefits of undergraduate research for students from traditionally underrepresented groups are numerous and well documented in STEM fields (e.g., Bangera & Brownell, 2014; Carpi et al., 2017; O’Donnell et al., 2015). However, to date, no studies have focused on similar programs in the social sciences and humanities. The objective of this presen...


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Project (1)
Archived project
The objective of this project is to examine the application of the multiliteracies pedagogy Learning by Design (Cope & Kalantzis, 2015; Kalantzis et al. 2005, 2016) to the design to Open Educational Resources (OER) for the teaching of Spanish as a second language (L2). The study focuses on issues related to the design and development of OER materials such as 1) the identification of students’ needs (considering personal and institutional expectations and outcomes); 2) the development of curricula (the determination of thematic and linguistic content); 3) the search for and selection of appropriate resources, including the assessment of existing ones; and 4) the training and coordination of development teams. The final phase of the project will investigate the implementation process, and the effect of the newly-developed resources on the development of L2 students' competence in the three modes of communication.