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My research trajectory is defined by a deep commitment to exploring critical issues in second and foreign language education, with a particular focus on literacies in diverse contexts. Since 2012, I have led and contributed to a range of significant projects, often collaborating with interdisciplinary teams, to generate insights that inform policy, enrich pedagogy, and empower communities. This page provides an overview of my primary research programs, key collaborations, and foundational experiences.
As Chair of the Literacies in Second Languages Project (LSLP) Research Lab at Universidad Pontificia Bolivariana, I lead a dynamic team dedicated to advancing scholarship in second and foreign language literacies. The LSLP Lab serves as a vibrant hub for collaborative inquiry, fostering innovative methodological approaches and contributing significantly to the field. Our work was recognized in 2023 with the Divergent Award for Excellence in Literacy in a Digital Age Implementation, underscoring our commitment to impactful research and its implementation. LSLP is the site for many of the major projects detailed below, where I collaborate with teachers and preservice teachers to build a collective research agenda.

Check this link to learn more about LSLP and our community (the #LSLPLegion)
These ongoing and completed research lines, primarily conducted within the framework of the LSLP Research Lab and based at Universidad Pontificia Bolivariana (UPB), represent the core of my research agenda and have significantly contributed to our understanding of contemporary literacy practices.

IMPLEMENTING LITERACIES THEORY IN SECOND-LANGUAGE CLASSROOMS

  • Period: Ongoing since 2016 (building from earlier initiatives)
  • Focus: This overarching initiative investigates the implementation of diverse literacies theories in second language classrooms across Colombia. It continuously expands the very idea of "literacies in second languages" through collaborative inquiry, directly informing and influencing curriculum development within our B.A. and M.A. programs at UPB.
  • Impact: This research line has fostered a robust research culture, resulting in the successful supervision of 11 M.A. theses and currently has four more in progress, alongside two Ph.D. dissertations in preparation. Its findings have led to numerous publications and directly influenced educational practice at the university level and beyond. This program also encompasses initiatives such as "21st Century Literacies in the P-16 School Context."

second language literacies in the city: the city-as-literacy framework

  • Period: 2012 – Present (with distinct phases)
  • Focus: This long-term study explores the diverse second language literacy practices within urban environments, particularly focusing on how literacies function as community builders. It examines the interplay between language use, identity, and the creation of the city as a dynamic site of learning and interaction, a concept we define through the City-as-Literacy framework.
  • Impact: The pedagogical and policy value of this research line lies in its direct potential to shape language policy, advocating for approaches that acknowledge and value the plurilingual realities of urban citizens and spaces. It challenges traditional, often monolingual, views of language use by emphasizing the city itself as a rich and complex text to be read and written. Projects like "English Literacies and Urban Cultures in ‘Medellín City’" and "Co-Creating “Medellín City” as a Third Space through Second Language Literacies" are integral to this program.

gaming literacies: the language-as-victory (Lav) framework and pedagogical innovation

  • Period: 2014 – Present
  • Focus: This digital ethnography delves into the second-language practices and literacies that unfold within videogame communities. A unique aspect of this study is that all researchers involved are active gamers themselves, many of whom are also teacher education students or practicing teachers. This allows for an authentic, insider perspective on language acquisition and use in digital gaming environments. The insights from this research line have led to the development of the Language-as-Victory (LaV) framework, which reframes second language learning through the lens of gaming's inherent motivational and progressive structures.
  • Impact: From this research, we have pioneered the LaV Gamification Initiative, moving beyond traditional game-centric approaches to reshape how gamification is understood and applied in educational settings. Our findings are elaborated in the forthcoming volume, Understanding Second Language Users as Gamers: Language-as-Victory.

promoting critically and culturally sustainable academic literacies mentoring through micro-writing practices

  • Period: 2022 – Present
  • Focus: This research line investigates innovative approaches to mentorship in academic literacies, specifically through the implementation of micro-writing practices. It aims to develop critically and culturally sustainable methods for guiding emerging scholars in their academic writing journeys.
I actively engage in collaborative research and advisory capacities with international colleagues and institutions, extending the reach and impact of my expertise.
  • Multimodal Curriculum and International Cooperation in Artistic Education (with Dr. Polina Golovátina-Mora, Norwegian University of Science and Technology), 2021-2023.
  • Bridging Traditional Beliefs and COVID-19 Transmission Prevention Strategies in Choco (with Dr. Agnessa Spanellis, Heriot-Watt University), [Add specific years if available]. (I served as methodological advisor for this transnational project on COVID-19 and indigenous populations in Colombia).
  • Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity (MakeEY) (Co-ordinator: Professor Jackie Marsh, University of Sheffield, UK), January 2017 - June 2019. (I served as an Advisory Board member for this EU-funded project).
  • Digitally Literate Project (with Drs. W. Ian O’Byrne and Michelle Schira Hagerman, Principal Investigators), 2016-2020. (My collaboration with colleagues in the United States and Canada focused on digital literacies for classroom instruction).
My formative research experiences as a graduate student provided essential training and shaped my commitment to empirical inquiry.
  • Longitudinal Study of Teacher Education Impact (US Department of Education Grant), 2002-2005. I joined this project in its third year, collecting data from 13 teachers for the remaining three years of this longitudinal study, which tracked the impact of their teacher education minor on their practice over time.
  • Reading Comprehension Strategies Impact (US Department of Education Grant), 2004-2007. I collected data for this quasi-experimental study (with a qualitative component) in bilingual public schools in Chicago, IL. This involved administering tests and conducting interviews with children to assess the impact of reading comprehension strategies.
Beyond my individual projects and key collaborations, I actively contribute to and engage with a range of prominent research groups and initiatives. These affiliations reflect my ongoing commitment to collaborative inquiry and advancing scholarship in second and foreign language education.

key institutional affiliations

broader research networks and collaborative engagement

I also maintain active affiliations and collaborative roles with several leading global initiatives and research centers dedicated to advancing critical and digital literacies:
  • Literacy in a Digital Age Research Group (College of Charleston, USA)
  • Center for Visual Literacies (San Diego State University, USA)
  • Creative Agency (RMIT Melbourne)
  • Center for Intercultural Dialogue (Council of Communication Associations, USA)
  • New Literacies Collaborative (North Carolina State University)

©2025 Raúl Alberto Mora, Ph.D.