Publications | Genci 2.0 Digital Genres & Open Science

Publications

2026

Bocanegra-Valle, A. (2026). Maritime English. En C.A, Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 2^nd ed. (pp. 1-6). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0746.pub2

Bocanegra-Valle, A. (2026). Teacher education for language for specific purposes. En C.A, Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 2^nd ed. (pp. 1-6). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal1144.pub2

Bocanegra-Valle, A. (2026). Needs analysis for curriculum design in academic settings. En K. Hyland y P. Thompson (Eds.), The Routledge Handbook of English for Academic Purposes, 2^nd ed. (pp. 479-493). Routledge. https://doi.org/10.4324/9781003493358-36

Carciu, O., & Villares, R. (2026). Digital genres in ESP: Theoretical and practical issues. In Carciu, O., & Villares, R. (eds), Digital Genres for Academic and Professional Communication: Mapping Research and Practice (pp. 3-20). Routledge. http://dx.doi.org/10.4324/9781003582861-2

Carciu, O., & Villares, R. (eds). (2026). Digital Genres for Academic and Professional Communication: Mapping Research and Practice. Routledge. https://doi.org/10.4324/9781003582861

Luzón, M.J. (forthcoming). #ILookLikeASurgeon: stance and engagement on Twitter/X for identity construction and community building. Círculo de Lingüística Aplicada a la Comunicación.

Luzón, M.J. (2026). Digital pedagogic genres. In K. Hyland & P. Thompson (eds). The Routledge Handbook of English for Academic Purposes (pp. 385-397). Routledge (2nd edition).

Luzón, M.J. (2026). Academic Twitter/X and genre analysis. In H. Nesi, & P. Milin (Eds.), International Encyclopedia of Language and Linguistics (3rd ed.). Elsevier.

Luzón, M.J. (2026). Language in science blogs. In H. Nesi, & P. Milin (Eds.), International Encyclopedia of Language and Linguistics (3rd ed.). Elsevier.

Luzón, M.J. and Velilla, M.A. (2026). New Digital Genres to Summarize Medical Research: Implications for ESP Teaching. In Eda Işık, E. & Hocking, D. (Eds.), English for Specific Purposes in the 21st Century: Innovative Perspectives and Practices. Palgrave Macmillan.

Luzón, M. J., and Velilla Sánchez, M. A. (2026). A genre analysis of tweetorials for medical education: Harnessing the interactive and multimodal features of Twitter/X for pedagogical purposes. In M. Kessler, J. E. Casal, & F. Marino (Eds.), Multimodal practices in higher education: Analyzing and teaching diverse genres. Routledge.

Vela-Rodrigo, A. Á. (2026). Metadiscourse. In H. Nesi, & P. Milin (Eds.), International Encyclopedia of Language and Linguistics (3rd ed.). Elsevier.

Vela-Rodrigo, A. Á. (forthcoming). From Lab to Layperson: A phraseological discourse analysis for digital fundraising participation. RESLA (Revista Española de Lingüística Aplicada).

Velilla-Sánchez, M.Á. and Fage-Butler, A. (forthcoming). Engaged and Engaging Scientists: Popularising Knowledge about Air Pollution and Climate Science in the Website “Latest Thinking”. Fachsprache.

Velilla-Sánchez, M.Á., Querol-Julián, M., and Beltrán-Palanques, V. (forthcoming). Exploring multimodal interaction in EMI live online lectures. A methodological perspective. In Querol-Julián, M. & Feng, W. (Eds.), Multimodal and digital practices in EMI higher education. Routledge: Routledge Series in Language and Content Integrated Teaching & Plurilingual Education.

Velilla Sánchez, M. Á. (2026). “Context-sensitive strategies for effective intercultural communication in English Medium Instruction”. The Pragmatics of Metadiscourse: Insights from Situated Intercultural and Cross-cultural Domains, edited by Francisco Alonso-Almeida, De Gruyter Mouton, 2026, pp. 93-112. https://doi.org/10.1515/9783111388847-005

Villares, R., Pérez-Llantada, C., & Carciu, O. (2026). Perceptions and values of Spanish female scientists towards digital science communication. Journal of Science Communication, 25(1), A08. https://doi.org/10.22323/156420251226063745

Vivas-Peraza, A. C. & Vela-Rodrigo, A. Á. (forthcoming). From Campaign Page to Comment Thread: Mapping Genre Networks for Public Involvement in Scientific Experiments. Cultura, Lenguaje y Representación.

Vivas-Peraza, A.C. (2026). Multimodality as a framework for the study of verbal and non-verbal resources in web-based science communication. The case of science crowdfunding videos (SCVs). Círculo de Lingüística Aplicada a la Comunicación, 105. 109-123. https://doi.org/10.5209/clac.94692

2025

Bocanegra-Valle, A., & Lafford, B. (2025). LSP Teacher training in Europe and the United States: Trends, Challenges, Solutions and Future Directions. Global Business Languages, 25, 74-92. https://doi.org/10.4079/gbl.v25.5

Bocanegra-Valle, A. (2025). Understanding and researching legal genres and language within the maritime domain. In M. C. Lavissière, A. Carton, & L. Gautier (Eds.) Legal Language and the Sea (pp. 13-39). Berlin: De Gruyter Mouton. https://doi.org/10.1515/9783111332543-002

Bocanegra-Valle, A. (2025). Ethnography and ethnographic methods in specialized communication. In T. Roelcke, R. Breeze, & J. Engberg (Eds.) Specialized Communication. An International Handbook (pp. 475-494). Berlin: De Gruyter Mouton. https://doi.org/10.1515/9783110672633-023

Bocanegra-Valle, A. (2025). Needs analysis for language program development and administration. In A. V. Brown, C. Crane, B. C. Dupuy & E. Ene (Eds.), The Routledge Handbook of Language Program Development and Administration (pp. 289-302). Routledge. https://doi.org/10.4324/9781003361213-28

Bocanegra-Valle, A. (2025). Affordances and limitations of autoethnography as a research method in Applied Linguistics. In P. Habibie & R. D. Swayer (Eds.) Reflexive and Reflective Research Approaches in Applied Linguistics (pp. 98-119). Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/rmal.8.06boc

King-Ramírez, C., & Bocanegra-Valle, A. (2025). La formación del docente para cursos de español para fines específicos (Spanish for specific purposes teacher training). In B. A. Lafford, A. Ferreira Cabrera, & E. Arnó-Macià (Eds.), Español para Fines Específicos (EFE) / The Routledge Handbook of Spanish for Specific Purposes (SSP). New York: Routledge, pp. 436-450. https://doi.org/10.4324/9781003057604-34

Bocanegra-Valle, A. (2025). “Somos una universidad con una fuerte vocación internacional”: La internacionalización como misión institucional transversal de las universidades públicas españolas. In E. Dafouz (Ed.), Internacionalizar la universidad española: estrategias, prácticas docentes y lenguas. Madrid: Ediciones Complutense, Colección Lingüística y Comunicación, pp. 133-153. https://doi.org/10.5209/ling.003

Bocanegra-Valle, A. (2025). Affordances and limitations of autoethnography in Applied Linguistics. In Habibie, P., & Sawyer, R.D. (Eds.) Reflexive and Reflective Research Approaches in Applied Linguistics. John Benjamins. https://doi.org/10.1075/rmal.8.06boc

Luzón, M.J. (2025). Open Science Publication. In Breeze, R., Engberg, J., Roelcke, T (eds.) Handbook of Specialized Communication (pp. 723–741). De Gruyter / Mouton.

Luzón, M. J., & Albero-Posac, S. (2025). Disseminating research results in The Conversation: An analysis of comprehensibility strategies. Discourse, Context & Media, 67, Article 100920. https://doi.org/10.1016/j.dcm.2025.100920

Pérez-Llantada, C. (forthcoming). Epistemicide and Open Science communication. In Breeze, R., Engberg, J., Roelcke, T (eds.) Handbook of Specialized Communication. De Gruyter / Mouton.

Pérez-Llantada, C., Villares, R., Carciu, O. (2025). Talking science: Women scientists’ engagement in spoken public science communication online. System, 134 https://doi.org/10.1016/j.system.2025.103832

Pérez-Llantada, C., Carciu, O.M., & Villares, R. (2025). Scientists’ digitally mediated activity, genres and digital tools: A cross-sectional survey across the disciplines. Written Communication. https://doi.org/10.1177/07410883251328307

Vela-Rodrigo, A. Á. (2025). Form and structure of lexical bundles in crowdfunding writing: a corpus driven analysis. Synergy, 21(1).

Vela-Rodrigo, A.Á. (forthcoming). A case study for the analysis of the rhetoric of crowdfunding communication. Revista de Lenguas para Fines Específicos.

Velilla-Sánchez, M.Á. (2025). Recontextualizing Knowledge in Academic Video Publications: A Discourse Analysis of Multimodal Science Dissemination. Journal of Pragmatics and Society, 16(5), 676-700. https://doi.org/10.1075/ps.23124.vel

Velilla-Sánchez, M.Á. (2025). Localised practices of intercultural communication in EMI lectures: The impact of local cultural identity on academic meaning-making processes. In Álvarez-Gil, F., J., Quintana-Toledo, E., Sánchez Cuervo, M., E. (eds). The intercultural dimension in language learning: some case studies (pp. 167-188). Brussels, Belgium: Peter Lang.

Velilla-Sánchez, M. Á. (2025). ESP in EMI settings: Mapping linguistic and academic integration in higher education [Review of the book Developing language competence through English for specific purposes in English-medium university settings, edited by M. Aguilar-Pérez, B. Moncada-Comas, & D. Tatzl]. ESP Today, 13(2), 242–458.

Velilla, M.A. (forthcoming). Context-sensitive strategies for effective intercultural communication in English-Medium Instruction. In Alonso-Almeida, F. J. (Ed.) The Pragmatics of Metadiscourse: Insights from Intercultural and Cross-Cultural Communication. The Gruyter Mouton.

Villares, R., & Pérez-Llantada, C. (2025). Digital Science Communication Training: Approaching Methods, Frameworks, and Outcomes. In M. Martínez Vázquez, D. Nisa Cáceres, & S. Casal Madinabeitia (eds.), Fragments of Meaning. Dialogues in Language, Literature, and Culture (pp. 91-101). Enredars. Universidad Pablo de Olavide. https://rio.upo.es/rest/api/core/bitstreams/44fed50e-91f6-4c26-b7a3-721b486036fa/content

Vivas-Peraza, A.C. (2025). Pathos as a persuasive resource for online research funding: Exploring emotion-based rhetorical strategies in science crowdfunding videos. Journal of Science Communication 24(6), A01. https://doi.org/10.22323/148620250612135418

Vivas-Peraza, A.C. (2025). Persuasive dispositio and hybridity in digital science crowdfunding: The generic structure of project videos. ESP Today 13(2), 326-350. https://doi.org/10.18485/esptoday.2025.13.2.4

2024

Abián, O., Velázquez-Campoy, A. and C. Pérez-Llantada (2024, forthcoming). Digital mediation in scientific communication. Transversal skills learning for professional employability. Bern: Peter Lang.

Bocanegra-Valle, A. (2024). LSP courses as strategic sites for interculturalisation at home: Exploring opportunities and facing challenges. Scripta Manent, 19(2), 3-18. https://doi.org/10.4312/sm.19.2.3-18

Bocanegra-Valle, A. (2024). The language of shipping forecasts: A corpus-driven study of specialized terms and phraseological units. In Molina-Plaza, S., & Maroto, Nava (Eds.), Aspects of Cognitive Terminology Studies. Theoretical Considerations and the Role of Metaphor in Terminology. Applied Cognitive Linguistics Series. Berlin/Boston: De Gruyter Mouton, pp. 109-129. https://doi.org/10.1515/9783111073149-006

Guillén-Galve, I. (2024). Open Science in Applied Linguistics research: An Update on Key Developments and Concerns. In Curado, A., Rico, M., Fielden, L (eds.) Exploring open science in applied linguistics: Reviews and case studies. Applied Linguistics Press.

Luzón, M.J. (2024). “Come along for a tweetorial!”: Recontextualization strategies in biomedical publication-promoting tweetorials. English for Specific Purposes, 74, 132-148. https://doi.org/10.1016/j.esp.2024.02.002

Pérez-Llantada, C. (2024). Identity construction in digital communication for public engagement in science. Discourse Studies, 0(0). https://doi.org/10.1177/14614456241255267

Pérez-Llantada, C. (2024). Approaching digital genre composing through reflective pedagogical praxis. Journal of English for Academic Purposes, 68, 101349. https://doi.org/10.1016/j.jeap.2024.101349

Pérez-Llantada, C. (2024). Digital genres and practices in English for Specific Purposes. In Starfield, S. and Hafner, C. (eds.) The Handbook of English for Specific Purposes. John Wiley and Sons.

Pérez-Llantada, C. & O. Carciu. (2024). Language for Specific Purposes Pedagogy. In H. Nesi, & P. Milin (Eds.), International Encyclopedia of Language and Linguistics (3rd ed.). Elsevier.

Vela-Rodrigo, A.Á. (2024). Markers of discourse structure in digital crowdfunding science proposals. Complutense Journal of English Studies (32) e97317.

Villares, R. (2024). Twitter conference discussion sessions: how and why researchers engage in online discussions. RICL Research in Corpus Linguistics, 13(1). https://doi.org/10.32714/ricl.13.01.05

Vivas-Peraza, A.C. (2024). Book review of Comunicación especializada y divulgación en la red, Gianluca Portrandolfo and Sara Piccioni, Routledge, London (2022). Revista Española de Lingüística Aplicada, 37 (1), 366-370. https://doi.org/10.1075/resla.22057.viv

Vivas-Peraza, A.C. (2024). Emerging Digital Multimodal Genres for Research Funding: The Rhetoric of Science Crowdfunding Videos. FACHSPRACHE- Journal of Professional and Scientific Communication.

2023

Kic-Drgas, J., Wozniak, J., Bocanegra-Valle, A., John, P., y Mertelj, D. (2023). Diskrepanzen zwischen der institutionell angebotenen Fachsprachendidaktik und den Bedürfnissen der Fachsprachenlehrkräfte. Ein methodischer Ansatz (Discrepancies between the institutionally offered LSP Teaching Training and the needs of the LSP teacher). Linguistische Treffen in Wroclaw, vol. 24, 2023(II), 103–116. DOI: 10.23817/lingtreff.24-6

Bocanegra-Valle, A. (2023). Online methodologies and open resources for LSP teacher education and professional development. Journal of Research in Applied Linguistics (Special Issue “Language Teacher Development and Digital Technologies”), 14(2), 147-160. Doi: 10.22055/RALS.2023.43547.3037

Bocanegra-Valle, A. (2023). Predatory journals: A potential threat to the dissemination of open access knowledge. En R. Plo Alastrué e I. Corona Marzol (Eds.), Digital Scientific Communication: Identity and Visibility in Research Dissemination. Language and Linguistics Series. Cham: Palgrave Macmillan, pp. 127-148. https://doi.org/10.1007/978-3-031-38207-9_6

Bocanegra-Valle A. (2023). Engaging in predatory practices: How editors persuade prospective authors. Círculo de Lingüística Aplicada a la Comunicación, 93, 117-129. https://doi.org/10.5209/clac.82441

Guillén-Galve, I. and Vela-Tafalla, Miguel A. (2023) (Eds) Special Issue on Digital Genres and Multimodality. EDITORIAL: DIGITAL GENRES AND MULTIMODALITY. ESP Today, 11(2), pp. 198-212. https://doi.org/10.18485/esptoday.2023.11.2.1

Luzón, M.J. (2023). Using Twitter for public dissemination and engagement with science: metadiscourse in the Twitter of scientific organisations. In Bellés-Fortuño, B., Bellés-Clavero, L. and Martínez-Hernandez, A.I. (ed) New trends on Metadiscourse. An analysis of online and textual genres (pp. 163-189). Palgrave Macmillan

Luzón, M.J. and Albero-Posac, S. (2023) (Eds) Special Issue on Digital genres and Open Science practices. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos, 46. https://doi.org/10.17398/2340-2784.46.

Luzón, M.J. and Albero-Posac, S. (2023). Digital genres and Open Science practices. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos, 46: 1-21. https://doi.org/10.17398/2340-2784.46.1

Luzón, M.J. (2023). “Excited to see our latest work published”: Recontextualizing research results in biomedical tweetorials. Journal of English for Academic Purposes, 66: 101308. https://doi.org/10.1016/j.jeap.2023.101308

Luzón, M.J. (2023). Forms and functions of intertextuality in academic tweets composed by research groups. Journal of English for Academic Purposes 64, 101254. https://doi.org/10.1016/j.jeap.2023.101254

Luzón, M.J. (2023). Multimodal practices of research groups in Twitter: An analysis of stance and engagement. English for Specific Purposes, 70 :17-32. https://doi.org/10.1016/j.esp.2022.10.006

Ollero, A., Vela, A. & Pérez-Llantada, C. (2023). El desarrollo de la competencia en comunicación multimodal a través de la creación de textos digitales. En Díez Gómez de Casal, A. (ed. Lit.) Propuestas de innovación para el desarrollo en contextos educativos (pp. 115-130). Universidad de La Rioja-CRIE. ISBN 978-84-09-50189-2

Pérez-Llantada, C. (2023). ‘Help us better understand our changing climate’: Exploring the discourse of Citizen Science. Discourse & Communication, 0(0). (online first) https://doi.org/10.1177/17504813231158927

Schmied, J., Bondi, M., Dontcheva Navratilova, O. and C. Pérez-Llantada (2023). Language variation and change in academic writing: Recent trends through globalisation and digitalisation. Token: A Journal of English Linguistics, 16. 1-8.

Vela, A., Ollero, A., & Vivas A.C.(2023). El fomento de las competencias digital y comunicativa en inglés a través del uso de software especializado en abierto. En Alejandre, J.L. (Coord.). Buenas prácticas en la docencia universitaria con apoyo de TIC. Experiencias en 2022 (pp. 169-176). Cátedra Banco Santander de la Universidad de Zaragoza. Prensas de la UZ. ISBN: 978-84-1340-668-8

Vela-Rodrigo, A.Á. (2023). A lexical bundle analysis of art-related crowdfunding projects. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 46, pp. 321-349.

Villares, R. (2023). Exploring rhetorical strategies of stance and engagement in Twitter conference presentations. ESP Today, 11(2), 280-301. https://doi.org/10.18485/esptoday.2023.11.2.5

Villares, R. (2023). Twitter conference presentations: a rhetorical and semiotic analysis of an emerging digital genre. ELIA: Estudios de Lingüística Inglesa Aplicada, 22, 125-167. http://dx.doi.org/10.12795/elia.2022.i22.05

Vivas-Peraza, A.C. (2023). Teaching English as a Lingua Franca and the Intercultural Communicative Competence in Spanish secondary education: Exploring multimodal textbook contents and student’s perceptions. In A. Ariño-Bizarro, H. López-Cortés, D. Pascual (eds). En torno al lenguaje: nuevas aportaciones al estudio lingüístico (pp. 303-332). Prensas de la Universidad de Zaragoza.

2022

Carciu, O-M., & Villares, R. (2022). Innovation linked with SDGs: Citizen Science projects to foster competencies for participation in the Digital Society. 8th International Conference on Higher Education Advances (HEAd’22), 1223-1230. http://dx.doi.org/10.4995/HEAd22.2022.14408.

Luzón, M.J. and Pérez-Llantada, C.(2022). Digital Genres in Academic Knowledge Production and Communication: Perspectives and Practices. Bristol: Multilingual Matters.

Luzón M.J. (2022). “Coronavirus explainers” for public communication of science: everything the public needs to know. In Musolff, A., Breeze, R., Kondo, K. and Vilar-Lluch, S. (eds). Pandemic and Crisis Discourse. Bloomsbury Publishing. 10.5040/9781350232730.ch-006

Pérez-Llantada, C.; Abián, O.; Cadenas-Sánchez, C.; Carciu, O.; Clemente-Gallardo, J.; Erviti, M.C.; Labayen, I.; León, B.; Ollero, A.; Oses Recalde, M.; Rivera, D.; Vela, A.; Velazquez-Campoy, A.; Villares, R.; Vivas Peraza, A.C. (2022). “Digital Science: Sustainable, transformative and transversal. Final report”, Mendeley Data, V1, doi: 10.17632/2yv5brwxg5.1

Pérez-Llantada, C. & M.J. Luzón (2022). Genre networks. Intersemiotic relations in digital science communication. New York/Oxon: Routledge.

Pérez-Llantada, C. (2022). Online data articles: The language of intersubjective stance in a rhetorical hybrid. Written Communication,39(3), 400-425. https://doi.org/10.1177/07410883221087486

Velilla, M. A. (2022). English-medium instruction experiences: ‘Focus on form’ as a strategy to develop subject specific literacy. Revista de lenguas para fines específicos 28(1), 193-206. https://doi.org/10.20420/rlfe.2022.494

Vivas-Peraza, A. C. (2022). Engaging the public in science crowdfunding: Scientists calling to action through visual and verbal strategies. VISUAL REVIEW, 9, 1-15. https://doi.org/10.37467/revvisual.v9.3534

Vivas-Peraza, A. C. (2022). The role of women in STEM disciplines. A multimodal analysis of crowdfunding project videos for the iGEM science competition. Sociología y tecnociencia, 12(2), 228-251. https://doi.org/10.24197/st.2.2022.228-251

2021

Albero-Posac, S. & Luzón, M.J. (2021). Understanding academics online: Ethnographic approaches to the analysis of online academic discourse and practices. In I. Guillén-Galve and A. Bocanegra-Valle (Eds), Ethnographies of Academic Writing Research: Theory, Methods, and Interpretation (pp. 62-81). Amsterdam: John Benjamins.

Bocanegra-Valle, A., & Guillén-Galve, I. (2021). “Methodological reflections on and participatory episodes of ethnographic academic writing research”. In Guillén-Galve, I., & Bocanegra-Valle, A. (Eds.) (2021). Ethnographies of Academic Writing Research: Theory, Methods, and Interpretation (pp. 1-20). Amsterdam/Philadelphia: John Benjamins.

Guillén-Galve, I., & Bocanegra-Valle, A. (eds.) (2021). Ethnographies of Academic Writing Research: Theory, Methods, and Interpretation. (Research Methods in Applied Linguistics Series vol. 1). Amsterdam/Philadelphia: John Benjamins. ISBN: 978-90-272-1006-7.

Luzón, M.J. (2021). Digital genres and teaching English for Academic Purposes. In H. Mohebbi & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics: A Reference Guide for Teachers. Cham, Switzerland: Springer

Mauranen, A., C. Pérez-Llantada and J. M. Swales. (2021). Academic Englishes: A standardised knowledge? In A. Kirkpatrick (ed.) The World Englishes Handbook, 2nd edition. London, New York: Routledge. (pp. 659-676).

Pérez-Llantada, C. (2021). Genres and languages in science communication: The multiple dimensions of the science-policy interface. Language & Communication, 78, 65-75. https://doi.org/10.1016/j.langcom.2021.02.004

Pérez-Llantada, C. (2021). Grammar features and discourse style in digital genres: the case of science-focused crowdfunding projects. Revista Signos. Estudios de Lingüística, 54(105), 73-96. Open access.

Pérez-Llantada, C. (2021). Research Genres across Languages. Cambridge: Cambridge University Press.

Velilla-Sánchez, M. A. (2021). Bilingual resources in English-medium instruction lectures: the role lecturer’s L1 is playing in EMI courses. Language Value, 14(2), 45-67. https://doi.org/10.6035/languagev.6122

2020

Bocanegra-Valle, A. (2020). Researching academic genres, language and discourse with computer assisted qualitative data analysis software. En M. L . Carrió-Pastor(ed.), Corpus Analysis in Academic Discourse: Discourse Markers, English for Specific Purposes and Learner Corpora. London: Routledge, 146-166.

Guillén-Galve, I. & Vela-Tafalla, M. A. (2020). New research genres and English prosody: an exploratory analysis of academic English intonation in Video Methods Articles in experimental biology. Language Value, 12(1), 1-19.

Luzón, M.J. & Albero-Posac, S. (2020). “Had a lovely week at #conference2018”: an analysis of interaction through conference tweets. RELC Journal, 51(1), 33-51. https://doi.org/10.1177/0033688219896862

Luzón, M.J. (2020). Visual Communication in Online Academic Genres: An Analysis of Images on the Websites of Research Groups. In M. Gotti, S. M. Maci and M. Sala (Eds), Scholarly Pathways: Knowledge Transfer and Knowledge Exchange in Academia (pp. 281-304). Bern: Peter Lang. https://doi.org/10.3726/b16306

Pérez-Llantada, C. (2020). Book review of Academic Discourse and Global Publishing, Ken Hyland and Feng (Kevin) Jiang, Routledge, London and New York (2019), Journal of English for Academic Purposes, Article Number: 100847. https://doi.org/10.1016/j.jeap.2020.100847

Pérez-Llantada, C. (2020). Knowledge dissemination, genres and transformative practice. In M. Gotti, S. Maci and M. Sala (eds.), Scholarly Pathways. Knowledge Transfer and Knowledge Exchange in Academia (pp. 5-10). Bern: Peter Lang.

Selected publications from previous projects

2021

2019

Bocanegra-Valle, A. (2019). Building a reputation in global scientific communication: A SWOT analysis of Spanish humanities journals. Canadian Journal of Sociology, 44(1). https://doi.org/10.29173/cjs28935

Luzón, M.J. (2019). Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos. IBÉRICA, Journal of the European Association of Languages for Specific Purposes, 37, 167-192.

Luzón, M.J. (2019). “Meet our group!” Addressing multiple audiences on the websites of Spanish Research Groups. IJES: International Journal of English Studies. https://doi.org/10.6018/ijes.382561

Luzón, M. J. & Pérez-Llantada, C. (eds). (2019). Science communication on the Internet: Old genres meet new genres. Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.308

Luzón, M. J. & Pérez-Llantada, C. (2019). Connecting traditional and new genres: Trends and emerging themes. In Luzón, M. J. & Pérez-Llantada, C. (eds). 2019. Science communication on the Internet: Old genres meet new genres (pp. 1-18). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.308.01luz

Pérez-Llantada, C. (2019). Ecologies of genres and an ecology of languages of science: current and future debates. In David Gruber & Lynda Walsh (eds.) The Routledge Handbook of Language and Science (pp. 361-374). New York: Routledge.

2018

Luzón, M.J. (2018). Constructing academic identities online: Identity performance in research group blogs written by multilingual scholars. Journal of English for Academic Purposes, 33, 24-39. https://doi.org/10.1016/j.jeap.2018.01.004

Luzón, M.J. (2018). Features of online ELF in research group blogs written by multilingual scholars. Discourse Context and Media, 24, 24-32. https://doi.org/10.1016/j.dcm.2018.01.004

Luzón, M.J. (2018). English as a Lingua Franca in academic blogs: its co-existence and interaction with other languages. In Z. Tatsioka, Z., B. Seidlhofer, N. Sifakis, N. & G. Ferguson, G. (eds.), Using English as a Lingua Franca in education in Europe (pp. 125-149). Berlin and Boston: de Gruyter Mouton.

Luzón, M.J. (2018). Academic social networking sites (ASNS) as ELF settings: an analysis of interactional strategies in ResearchGate discussions. In I. Guillén-Galve & I. Vázquez (eds.), English as a Lingua Franca and Intercultural Communication: implications and/or applications to the field of English Language Teaching. Bern: Peter Lang.

2017

Bocanegra-Valle, A. (2017). How credible are open access emerging journals? A situational analysis in the humanities. In M. Cargill & S. Burgess (eds.), Publishing research in English as an Additional Language: Practices, pathways and potentials (pp. 121-149). Adelaide: University of Adelaide Press.

Luzón, M.J. (2017). Connecting genres and languages in online scholarly communication. Written Communication, 34(4), 441-471. https://doi.org/10.1177%2F0741088317726298