Articles in Peer-Reviewed Journals:
1. Huang, C-W., & Archer, A. (in press). ‘Academic literacies’ as moving beyond writing: Investigating multimodal approaches to academic argument. London Review of Education. Academic Literacies Special Edition.
2. Huang, C-W., & Archer, A. (2014). Fluidity of modal logics in the translation of manga: The case of Kishimoto’s Naruto. Visual Communication, 13(4), 471–486.
3. Huang, C-W., & Archer, A. (2008). Discursive constructions of medical students’ identities in informal course-based online discussions. Education as Change, 12(1), 3–14.
4. Huang, C-W., & Archer, A. (in press). Training writing centre tutors for argument in a digital age. In S. Clarence & L. Dison (Eds.), Writing Centres in Higher Education: Working In and Across the Disciplines. Cape Town: Stellenbosch University Press.
5. Huang, C-W. (2014). Teaching visual narratives using a social semiotic framework: The case of manga. In A. Archer & D. Newfield (Eds.), Multimodal Approaches to Research and Pedagogy: Recognition, Resources and Access (pp. 71–90). New York & London: Routledge.
6. Huang, C-W., & Archer, A. 2012. Uncovering the multimodal literacy practices in reading manga and the implications for pedagogy. In B. Williams & A. Zenger (Eds.), New Media Literacies and Participatory Popular Culture Across Borders (pp. 44–60). New York & London: Routledge.
7. Brown, C., Czerniewicz, L., Huang C-W., & Mayisela, T. (in collaboration with the C-DELTA CILT Advisory Group) (2016). Curriculum for Digital Education Leadership: A Concept Paper. British Columbia: Commonwealth of Learning. http://oasis.col.org/handle/11599/2442
8. Brown, C, Czerniewicz, L., Mayisela T., & Huang, C-W. (in press). A Practice Based Approach to Theorizing Digital Education Leadership. Conference proceedings for the 8th Pan-Commonwealth Forum held on the 27-30 November 2016 under the auspices of the Open University Malaysia.