1. literacy in L2 learning and applied linguistics
1.1. cognitive, psycholingusitic
1.1.1. reading subskills
1.1.2. graphophonic, syntactic, semantic cues
1.2. reading pedagogy
1.2.1. phonics
1.2.2. sub-skill training
1.2.3. extensive reading
1.3. technology and L2 learning
1.3.1. Computer Mediated Communiciation
1.3.2. popular culture
1.3.2.1. youth online identities
1.3.3. CALL
1.3.3.1. educational software
2. discourse analysis
2.1. language and social reality mutually constitutive
2.1.1. meanings socially and historically situated
2.2. critical discourse analysis
2.2.1. texts and language
2.2.2. power
2.3. discourse theory
2.3.1. Foucault
2.3.2. Laclau and Mouffe
2.4. research issues
2.4.1. analysis is interpretation
2.4.2. reflexivity
2.4.3. relativism
2.4.3.1. "critique as a positioned opening for discussion"
3. social literacies
3.1. critical literacy
3.1.1. critical language awareness
3.2. multiliteracies
3.2.1. multimodality
3.2.1.1. image, text, movement, space, sound
3.2.2. diversity
3.2.2.1. cultural
3.2.2.2. linguistic
3.3. new literacies
3.3.1. digital media literacies
3.3.2. affinity spaces
3.3.3. convergence culture
3.3.4. Mindset 1/Mindset 2
4. literacy pedagogy
4.1. genre based approaches
4.2. LASS
4.3. Four Resources
4.4. A pedagogy of multiliteracies
5. methodology
5.1. The Hong Kong New Literacies Project
5.2. 4 primary schools
5.2.1. teacher teams
5.2.2. classes P4-6
5.3. lesson observations
5.3.1. literacy lessons
5.3.2. new literacies infused lessons/units
5.3.3. document collection
5.3.3.1. lesson plans
5.3.3.2. student work
5.3.3.2.1. paper
5.3.3.2.2. digital
5.4. teacher interviews
5.4.1. understandings of literacy teaching and learning
5.4.2. constructions of new literacies
5.5. student interviews
5.5.1. students' literacy practices
5.5.1.1. out of school
5.5.1.2. in school