Bonner, S., Seglem, R., & Garcia, A. Creating Wobble in a World of Spin: Positioning Students to Challenge Media Poses. Critical Media Literacy and Fake News in Post-Truth America. Brill Sense (2018): 141--154.
Luke, A., Garcia, A., & Seglem, R. Looking at the Next Twenty Years of Multiliteracies: An Exchange. Critical Literacy, Schooling, and Social Justice. Routledge (2018): 297--304.
Seglem, R. Driving into the Gap: Decision-Making for Infusing Technology in Schools. Promoting Global Literacy Skills through Technology-Infused Teaching and Learning. IGI Global (2015): 63--85.
Garcia, A., Seglem, R., & Carlson, P. “Y’all Laggin’!”: Exploring the Intersection of Academic and Youth Language Practices through Digital Tools. Literacy enrichment and technology integration in pre-service teacher education. IGI Global (2014): 263--280.
Seglem, R., & Lycke, K. Expanding the definitions of text and literacy in the secondary content areas: Content pedagogy as literacy practice. Literacy enrichment and technology integration in pre-service teacher education. IGI Global (2014): 202--219.
Seglem, R. Wobbling in Tough Times. Voices from the Middle (2020)
Beucher, R., & Seglem, R. Black male students negotiate ways of knowing themselves during digital storytelling. LEARNing Landscapes 12.1 (2019): 47-62.
Gierhart, A., Bonner, S., Smith, A., & Seglem, R. Fostering Cosmopolitan Dispositions through Collaborative Classroom Activities. The Ethics of Digital Literacy: Developing Knowledge and Skills Across Grade Levels 2 (2019): 89.
Seglem, R., & Percell, J. Backchanneling as an Approach to Discussing Literature. English Journal 109.1 (2019): 82--89.
Seglem, R., & Percell, J. Backchanneling as an approach to discussing literature. English Journal (2019)
Seglem, R. “It’s like having a library, and you don’t get to go”: educators negotiating boundaries when working with new literacies. Kansas State University (2009)