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Moss, Gemma (2011) Policy and the search for explanations for the gender gap in literacy attainment. Literacy, 45 (3). pp. 111-118. ISSN 1741-4350 (print); 1741-4369 (electronic)
Moss, Gemma (2009) The politics of literacy in the context of large-scale education reform. Research Papers in Education, 24 (2). pp. 155-174. ISSN Print: 0267-1522 Online: 1470-1146
Jewitt, Carey and Moss, Gemma and Cardini, Alejandra (2007) Pace, interactivity and multimodality in teachers' design of texts for interactive whiteboards in the secondary school classroom. Learning, Media and Technology, 32 (3). pp. 303-317. ISSN 1743-9892 (electronic) 1743-9884 (paper)
Moss, Gemma (2004) Changing Practice: The National Literacy Strategy and the politics of literacy policy. Literacy, 38 (3). pp. 126-133. ISSN 17414350
Moss, Gemma and McDonald, John W. (2004) The borrowers: library records as unobtrusive measures of children's reading preferences. Journal of Research in Reading, 27 (4). pp. 401-412. ISSN Print: 0141-0423 Online: 1467-9817
Moss, Gemma (2003) Teaching non-fiction by design. EQ, 2. pp. 35-37. ISSN 1320-2944
Moss, Gemma (2002) Literacy and Pedagogy in Flux: Constructing the object of study from a Bernsteinian perspective. British Journal of Sociology of Education, 23 (4). pp. 549-558. ISSN Print: 0142-5692 Online: 1465-3346
Moss, Gemma (2001) On Literacy and the Social Organisation of Knowledge Inside and Outside School. Language and Education, 15 (2&3). pp. 146-161. ISSN Print: 0950-0782 Online: 1747-7581
Moss, Gemma (2001) Seeing with the camera: analysing children's photographs of literacy in the home. Journal of Research in Reading, 24 (3). pp. 279-292. ISSN Print: 0141-0423 Online: 1467-9817
Moss, Gemma (2010) Policy and pedagogy: proficiency and choice in the literacy classroom. In: Interdisciplinary Perspectives on Learning to Read. Routledge Psychology in Education . Routledge, London; New York, pp. 219-230. ISBN 978-0-415-56124-2
Moss, Gemma and Jewitt, Carey (2010) Policy, pedagogy and interactive whiteboards: what lessons can be learnt from early adoption in England? In: Interactive Whiteboards for Education: Theory, Research and Practice. IGI Global, Hershey, PA, pp. 20-36. ISBN 978-1-61520-715-2
Moss, Gemma (2010) Talk about text: the discursive construction of what it means to be a reader. In: Insight and Impact: Applied Linguistics and the Primary School. Cambridge University Press, Cambridge. (In Press)
Moss, Gemma (2009) Gender and the teaching of English. In: The Routledge International Handbook of English, Language and Literacy Teaching. Routledge International Handbooks of Education . Routledge, London. ISBN 978-0-415-46903-6 (hardback) 978-0-203-86309-1 (electronic)
Moss, Gemma (2007) Literacy. In: Genderwatch: still watching. Trentham books, Stoke-on-Trent. ISBN 978-1-85856-401-2
Moss, Gemma (2003) Analysing literacy events: mapping gendered configurations of readers, texts and contexts. In: Language, Literacy and Education: A Reader. Trentham Books, Stoke-on-Trent, pp. 123-137. ISBN 1-85856-288-0, 978-1-85856-288-9
Moss, Gemma (2003) Putting the text back into practice: Junior-age nonfiction as objects of design. In: Multimodal Literacy. New Literacies and Digital Epistemologies (4). Peter Lang, New York, pp. 73-87. ISBN 978-0-8204-5224-1
Moss, Gemma (2002) Explicit Pedagogy. In: Boys and Writing. Centre for Language in Primary Education, London, pp. 54-60. ISBN 1872267262
Moss, Gemma and Jewitt, Carey and Levačić, Rosalind and Armstrong, Vicky and Cardini, Alejandra and Castle, Frances (2007) Interactive Whiteboards, Pedagogy, and Pupil Performance: An Evaluation of the Schools Whiteboard Expansion Project (London Challenge). DfES Research Report, RR816 . Department for Education and Skills/Institute of Education, University of London, London. ISBN 9781844788521
