Publications
Chronological Research Index
+ Books / Livres
Lemieux, A. (2020). De/constructing literacies: Considerations for engagement. Peter Lang.
+ Articles
Lemieux, A. (2024). “Back then it was only men who worked in these kind of fields”: Observing little sparks through the prism of affect and gender in maker literacies research. Reading Research Quarterly, 59(3), 282-297.
Lemieux, A., Barton, G., Lewkowich, D., White, B., & Ho, S. (2024). Teaching poetry using Instagram: An international, interdisciplinary study with adolescents mobilizing literacy and the arts. Language and Literacy, 26(3), 52-74.
Lemieux, A., & Dufour, S. (2024). L’esthétigramme comme outil méthodologique pour la documentation des processus d’apprentissage en recherche qualitative : Constats issus de travaux de recherche disciplinaires. Revue des sciences de l’éducation, 49(3), 1-12.
Goducheau-Damais, C., Lemieux, A. & Ehret, C. (2024). Intégrer le jeu vidéo en tant qu’objet d’apprentissage dans l’enseignement de la littérature au secondaire : quels avantages ? Quels défis ? Multimodalité(s), 20, 61-78.
Lemieux, A. (2023). Porosité et didactique de la littérature au secondaire : Didactisation d’une oeuvre théâtrale et de son adaptation filmique pour un réinvestissement poétique en classe de français. La Lettre de l’AiRDF, vol. 72, 69-71.
Lemieux, A., & Berthiaume, R. (2023). Sur la notion d’engagement envers la lecture : Constats, angles morts et complexités. Nexus, 3, 58-72.
Lemieux, A., Boyle, L., Simmonds, E., & Rahm, J. (2023). Working towards more socially just futures: Five areas for transdisciplinary literacies research. Literacy, 57(2), 185-197.
Lemieux, A. (2022). Pour une lecture émancipatoire : bell hooks. Revue des sciences de l’éducation, 48(1), 1-12.
Lemieux, A., Barton, G., Lewkowich, D., White, B., Gauthier, M.-C. & Beauchamp, F. (2022). InstaPoésie : de l’espace de partage littéraire virtuel à la production de textes poétiques en classe du secondaire. Revue de recherches en littératie médiatique multimodale, vol. 16, 1-20.
Ferguson, D. & Lemieux, A. (2022). Éclosions in literacy research: Rereading Brandt and Clinton's “Limits of the local”. Journal of Literacy Research, 54(2), 208-215.
Scott, F., Lemieux, A. & Johnston, K. (2022). Dis/comforting shelfies: Travelling literacies other-wise in disrupted times. Digital Culture & Education, 14(2), 18-26.
Lemieux, A. & Mason, S. (2022). When in doubt, map it out: Teachers’ digital storytelling researched through documentation. Canadian Journal of Learning and Technology, 48(1), 1-20.
Lemieux, A. (2021). M/EDIA/tions: Assises théoriques relatives aux questions d’équité, de diversité, d’inclusion et d’accessibilité (EDIA) pour l’enseignement de la littérature avec le numérique. Revue de recherches en littératie médiatique multimodale, 14, 1-24.
Lemieux, A. & Thériault, V. (2021). W(e)aving: When maker literacies and diffraction collide. Studies in the Education of Adults, 53(2), 255-271.
Lemieux, A. (2021). Antidualisms in maker literacies research: Technological processes, materialities, mappings. Education & Didactique, 15(1), 9-21.
Lemieux, A. (2021). What does making produce? Posthuman insights into documenting relationalities in maker education for teachers. Professional Development in Education, 47(2-3), 493-509.
Kumar, A., Brigham, S., Kharbach, M., Downey, A., Lemieux, A., Wells-Hopey, D., Shahidi, M., & Card, A. (2021). Curriculum in international contexts: A complicated conversation. Transnational Curriculum Inquiry, 18(2), 13-38.
Lemieux, A., Smith, A., McLean, C., & Rowsell, J. (2020). Visualizing mapping as pedagogy for literacy futures. Journal of Curriculum Theorizing, 35(2), 36-58.
Lemieux, A., & Rowsell, J. (2020). On the relational autonomy of materials: Entanglements in maker literacies research. Literacy, 54(3), 144-152.
Hawreliak, J., & Lemieux, A. (2020). The semiotics of social justice: A multimodal approach to examining social justice issues in videogames. Discourse: Studies in the Cultural Politics of Education, 41(5), 723-739. DOI: 10.1080/01596306.2020.1769936
Sheridan, M. P., Lemieux, A., Do Nascimento, A. & Arnseth, H. C. (2020). Intra-active entanglements: What posthuman and new materialist frameworks can offer the learning sciences. British Journal of Educational Technology, 51(4), 1277-1291. DOI: 10.1111/1467-8535.12928
Lemieux, A. & Rowsell, J. (2019). Digital technologies and online learning in secondary education (Canada). Bloomsbury Education and Childhood Studies, DOI: 10.5040/9781474209441.0038
Rowsell, J., Lemieux, A., Swartz, L., Burkitt, J., & Turcotte, M. (September 2018). The stuff that heroes are made of: Elastic, sticky, messy literacies in children's transmedial cultures. Language Arts, 96(1), 7-20.
Barton, G., Lemieux, A., & Chabanne, J.-C. (2018). Exploring the arts and literacy in curriculum: A cross-cultural comparison of Australia, Canada and France. Australian Art Education, 39(1), 50-68.
Lemieux, A. (2017). In-class film-viewing for empathy development in higher education. Canadian Review of Art Education, 44(1), 64-73. http://crae.mcgill.ca/article/download/9/80
Lemieux, A. (2016). Moments de réception en lecture et en spectature : Le cas d’Incendies au CEGEP. Revue de recherches en littératie médiatique multimodale (R2LMM), vol. 3, November, Special Issue, « Digital writing in schools : New textualities, new outcomes ». http://www.litmedmod.ca/moments-de-reception-en-lecture-et-en-spectature-le-cas-dincendies-au-cegep
Lemieux, A., & Lacelle, N. (2016a). Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom. Language and Literacy, 18(3), 50-68. https://ejournals.library.ualberta.ca/index.php/langandlit/article/view/25652/21025
Lemieux, A., & Lacelle, N. (2016b). Approches transactionnelle, subjective, et phénoménologique en didactique de la lecture. Myriades : Revues d’études francophones, 2(1), 14-28. http://cehum.ilch.uminho.pt/myriades/static/volumes/2-2.pdf
McLarnon, M., Wiebe, S., Richardson, P., Balsawer, V., Binder, M., Browning, K., Conrad, D., Fels, L., Gouzouasis, P., Human, A., Kim, A., Leggo, C., Lemieux, A., Mantas, K., Meyer, K., Morelli, S., Nellis, R., Vaudrin-Charette, J. (2016). Metaphysics of embodied schooling – The school bus symposium: A poetic journey of co-created conference space. Art Research International: A Transdisciplinary Journal, 1(1), 141-173. https://ejournals.library.ualberta.ca/index.php/ari/article/view/25543
Lemieux, A. (2015). Think it through: Fostering aesthetic experiences to raise interest in literature at the high school level. Journal of the Canadian Association for Curriculum Studies, 12(2), 66-93. http://jcacs.journals.yorku.ca/index.php/jcacs/article/view/37301/36029
White, B., & Lemieux, A. (2015). Reflecting selves: Pre-service teacher identity development explored through material culture. LEARNing Landscapes, 9(1), Special Issue “Professional Development in Education: Pushing the Boundaries of Possibility”, 267-283. http://www.learninglandscapes.ca/images/documents/ll-no17/white.pdf
+ Book Chapters / Chapitres
Lemieux, A. (2024). Foreword: What is Batman? Epistemological pathways for transmediality in postdigital times. In: J. DeHart (Ed.). Transmedia Applications in Literacy Fields (pp. vii-xi). IGI Global.
Lemieux, A. (2024). Transmediality : Reading around, beyond, through texts and media. In G. A. Duarte, A. Facchetti & S. Yavuz (Eds.), Towards the Realm of Materiality: Designing Philip K. Dick’s Non-Existing Technologies (pp. 88-95). Nero Editions.
Lemieux, A., & Beaton, E. (2024). Defining artful literacies : Adolescent affects, belonging and cross-sectorial creativity. In A. Sinner, P. Osler & B. White (Eds.), Art Education in Canadian Museums: Practices in Action (pp. 41-52). Intellect.
Giguère, M.-H., Lemieux, A., Arseneau, R., Biao, F. et coll. (2024). Adoption du Projet de loi 23 : Vives inquiétudes pour la qualité de l’enseignement et de la recherche en didactique du français. In T. Laferrière, D. Savard, M.-A. Éthier, H. Makdissi et S. Allaire (Eds.), Le PL23 et l’INÉE : Excellence et standardisation en éducation? Réserves et propositions d’universitaires (pp. 294-297).
Lemieux, A. (2023). À l’aube de la transmédialité : de l’oeuvre antérieure comme péritexte. In E. Deprêtre & G. Duarte (Eds.), Péritexte et transmédialité (pp. 154-169). Presses universitaires Blaise Pascal.
White, B., Lemieux, A., & A.-M. Émond (2023). On recruiting aesthetic experience: A trioethnography of the affordances and limitations of teaching (with) the arts and literature in a pandemic year. In H. Mreweid, M. Carter, S. Hashem & C. Blake-Amarante (Eds.), Making Connections in and Through Arts-Based Educational Research (pp. 53-63). Brill.
Lemieux, A., Johnston, K., & F. Scott. (2022). Attending to our response-abilities: Diff/reading data through pedagogies of the other-wise. In C. Lee, C. Bailey, C. Burnett & J. Rowsell (Eds.), Unsettling Literacies: Directions for Literacy Research in Precarious Times (pp. 67-81). Springer.
Lemieux, A., & Rowsell, J. (2021). Crafting stories and cracking codes in a Canadian elementary school. In C. McLean & J. Rowsell (Eds.), Maker Literacies and Maker Identities in the Digital Age: Learning and Playing through Modes and Media (pp. 187-205). Routledge.
Sinner, A. & Lemieux, A. (2021). Maker research: A proposition of thinking-with maker culture as slow scholarship (pp. 27-49). In H. Stehlíková Babyrádová & B. Rozbořil (Eds.), Connection-Contact-Community. Masaryk University Press.
Lemieux, A. & White, B. (2021). Walking with wonder: Attunement to the senses and relationality in photographic inquiry (pp. 97-106). In H. Mreweid, M.C. Carter & C. Mitchell (Eds.), Art as an Agent for Social Change. Brill-Sense. DOI: 10.1163/9789004442870_010
Lemieux, A., & Rowsell, J. (2020). Taking a wide-angled view of contemporary digital literacy. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & Í. S. Pires Pereira (Eds.). The Routledge Handbook of Digital Literacies in Early Childhood (pp. 453-463). Routledge.
Lemieux, A. & Rowsell, J. (2020). ‘This Documentary Actually Makes Welland Look Good’: Exploring Posthumanism in a High School Documentary Film Project. In K. Toohey, S. Smythe, D. Dagenais & M. Forte (Eds.). Transforming Language and Literacy Education: New Materialism, Posthumanism, and Ontoethics. Routledge.
Lemieux, A., Burkholder, C., & Ribeiro Fonseca, J. M. (2019). Pedagogies of empathy-building: Canadian and Azorean perspectives of film-viewing in higher education. In G. Barton & S. Garvis (Eds.). Compassion and Empathy in Educational Contexts (pp. 271-288). Palgrave Macmillan.
Lemieux, A. (2019). Dismantling X-Men Apocalypse: The spaces between transmedia storytelling and transmedia characters. In E. Deprêtre & G. A. Duarte (Eds.), Transmédialité, bande dessinée et adaptation (pp. 245-256). Presses universitaires Blaise Pascal.
Lemieux, A., & McLarnon, M. (2018). Artful portable library spaces: Increasing community agency and shared knowledge. In E. Hasebe-Ludt & C. Leggo (Eds.), Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection (pp. 35-46). Canadian Scholars’ Press.
Lemieux, A., & Guénette, M.-F. (2016). Entre histoire et fiction: la Rébellion des Patriotes en roman et en bande dessinée pour la jeunesse québécoise. In B. Louichon & S. Brehm, Fictions historiques pour la jeunesse en France et au Québec (pp. 271-295). Bordeaux, France: Presses universitaires de Bordeaux, Special series “Studies on youth literature”.
+ Web
Goducheau-Damais, C., et, Lemieux, A. (2023). La réécriture d’un mythe connu dans une approche multimodale. lab-yrinthe.ca/education/reecriture-dun-mythe-connu-dans-une-approche-multimodale
Lemieux, A., et Senécal, M. (2023). InstaPoésie. Lab-yrinthe : Enseignement d’oeuvres littéraires numériques. lab-yrinthe.ca/education/instapoesie/
Lescouet, E., et Lemieux, A. (2023). Instagram. Lab-yrinthe : Enseignement d’oeuvres littéraires numériques. lab-yrinthe.ca/education/instagram/
Lescouet, E., et Lemieux, A. (2023). Un/tied. Lab-yrinthe : Enseignement d’oeuvres littéraires numériques. lab-yrinthe.ca/oeuvres/un-tied
Lescouet, E., Vallières, A., et Lemieux, A. (2023). Boyfriend Dungeon. Lab-yrinthe : Enseignement d’oeuvres littéraires numériques. lab-yrinthe.ca/oeuvres/boyfrienddungeon
Lemieux, A., & Rowsell, J. (2020). Where does materiality take us? Posthuman methodological pathways for maker literacies research. Invited blog post for the British Education Research Association.
Sheridan, M. P., Lemieux, A., Do Nascimento, A. & Arnseth, H. C. (2020). Relationality as a way of rethinking makerspace research methodologies. Invited blog post for the British Education Research Association.
Lemieux, A. (2019). From craft to curriculum design: Experimenting with maker education. Teaching with Tech, International Literacy Association.
Rowsell, J. & Lemieux, A. (2018). The maker production line: From authors’ narratives to students’ craft. (MakEY Project blog in the UK).
Barton, G., Lemieux, A., Chabanne, J.-C. (2018). ‘Invisible’ literacies are literacies for the future. What are they? Why is teaching them vital? Australian Association for Research in Education, EduResearch Matters.