Selected Resources
Karkar-Esperat, T. (2019). Assessing preservice teachers’ knowledge of new literacies [Doctoral dissertation, Texas Tech University].
Karkar-Esperat, T. M. (2023). Transparency in the classroom: The raciosemiotic architecture framework for multilingual learners. Semiotics, 39–53.
Karkar-Esperat, T. M. (2023b). The pedagogical content knowledge of a multiliteracies survey instrument for preservice teachers that meets the needs of diverse populations. The Teacher Educator, 58(4), 406–427. https://doi.org/10.1080/08878730.2022.2147615
Karkar-Esperat, T. M.. (2024). “Multiliteracies in Teacher Education.” In George Noblit (Ed.), Oxford Research Encyclopedia of Education. New York: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1890
Karkar-Esperat, T. M., & Stickley, Z. L. (2024). Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach. Social Sciences & Humanities Open, 9(7), Article 100826. https://doi.org/10.1016/j.ssaho.2024.100826
Karkar-Esperat, T. M. (2025a). Multiliteracies for multilingual learners: The multisemiotic architecture framework. International Journal of Bilingual Education and Bilingualism, 28(2), 117–134. https://doi.org/10.1080/ 13670050.2024.2409120
Karkar-Esperat, T.M. (2025b). Teaching Multilingual Students Through Culture and Language: An Elementary Teacher’s Guide to Self-Discovery Using Semiotics (1st ed.). Routledge. https://doi.org/10.4324/9781003636670