Luis C Moll, Ph.D.

Selected Publications

Books:

Moll, L. C. (Ed.). (1990). Vygotsky and education. Cambridge, UK: Cambridge
University Press.
[Spanish translation: (1994). Vygotski y la educación. Buenos Aires, Argentina:
Editorial Aique.]
[Portuguese translation (1996): Vygotsky e a educação. Porto Alegre, Brasil: Artes
Medicas.]

González, N., & Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge:
Theorizing practices in households, communities, and classrooms. Mahwah, NJ:
Erlbaum.
(2006 Critics’ Choice Award, American Educational Studies Association.)

Manuscripts: (partial list: 1986-present)

Moll, L. C., & Díaz, S. (1986). Ethnographic pedagogy: Promoting effective
bilingual instruction. In E. García and R. Padilla (Eds.), Advances in
bilingual education research (pp. 127-149). Tucson: University of
Arizona Press.

Díaz, S., Moll, L. C., & Mehan, H. (1986). Sociocultural resources
instruction: A context-specific approach. In Beyond language: Social and cultural
factors in schooling language minority students (pp. 187-230). Los Angeles, CA:
Evaluation, Dissemination, and Assessment Center, California State University.

Moll, L. C., & Díaz, R. (1987). Teaching writing as communication: The use of
ethnographic findings in classroom practice. In D. Bloome (Ed.), Literacy and
schooling (pp. 193-231). Norwood, NJ: Ablex.

Moll, L. C. , & Díaz, S. (1987). Change as the goal of educational research.
Anthropology and Education Quarterly, 18(4), 300-311.
[Reprinted in E. Jacob & C. Jordan (Eds.). (1993). Minority education:
Anthropological perspectives (pp. 67-79). Norwood, NJ: Ablex.]

Moll, L. C. (1988). Some key issue in teaching Latino students. Language Arts,
65(5),465-472.

Moll, L. C. (1989). Teaching second language students: A Vygotskian approach. In

D. Johnson & D. Roen, (Eds.). Richness in writing: Empowering ESL students (pp.
55-69) New York: Longman.
Moll, L. C., & Greenberg, J. (1990). Creating zones of possibilities: Combining social
contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education (pp. 319-348).
Cambridge: Cambridge University Press.

Moll, L. C. (1990). Vygotsky's zone of proximal development: Rethinking its
instructional implications. Infancia y Aprendizaje, 51-52, 157-168.

Moll, L. C. (1991). Literacy learning: A community mediated approach. In

S. Silvern (Ed.), Literacy through family, community, and school
interaction (pp. 201-215). Greenwich, CT: JAI Press.
Moll, L. C., Díaz, S., Estrada, E., & Lopes, L. (1992). Making contexts: The social
construction of lessons in two languages. In S. Arvisu & M.
Saravia-Shore (Eds.), Cross-cultural literacy (pp. 339-366). New York: Garland
Press.

Moll, L. C. (1992). Literacy research in community and classrooms: A sociocultural
approach. In R. Beach, J. Green, M. Kamil, & T. Shannahan (Eds.), Multidisciplinary
perspectives in literacy research (pp. 211-244). Urbana, IL: National Conference on
Research in English.
[Reprinted in R. Rudell, M. Rapp Rudell, & H. Singer (Eds.). (in press). Theoretical
models and processes of reading. Newark, DE: International Reading Association.]

Moll, L. C. (1992). Bilingual classroom studies and community analysis: Some
recent trends. Educational Researcher, 21(2), 20-24.
[Reprinted in: G. González & L. Máez (Eds.) (1995). Compendium of research on
bilingual education. Washington, DC: National Clearinghouse for Bilingual Education;
García, E. & Baker, C. (1995). Policy and practice in bilingual education: Extending
the foundations. Clevedon, England: Multilingual Matters.]

Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for
teaching: a qualitative approach to connect households and classrooms. Theory into
Practice, 31(2), 132-141.

Moll, L. C. (1992). Biliteracy and thinking. The Quarterly Newsletter of the
Laboratory of Comparative Human Cognition, 14(4), 132-134.

Andrade, R., & Moll, L. C. (1993). The social worlds of children: An emic view. The
Journal of the Society for Accelerative Learning and Teaching, 18(1&2), 81-125.

Moll, L. C., & Whitmore, K. (1993). Vygotsky in classroom practice: Moving from
individual transmission to social transaction. In E. Forman, N. Minick & C. A. Stone
(Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp.
19-42). NY: Oxford. [Reprinted in: Faulkner, D., Littleton, K., & Woodhead, M.
(Eds.). (1998). Learning relationships in the classroom (pp. 131-155). London:
Routledge.]

Moll, L. C., Tapia, J., & Whitmore, K. (1993). Living knowledge: the social
distribution of cultural resources for thinking. In G. Salomon (Ed.), Distributed
cognitions: Psychological and educational considerations (pp. 139-163). Cambridge:
Cambridge University Press.

Moll, L. C. (1994). Mediating knowledge between homes and classrooms. In D.
Keller-Cohen (Ed.), Literacy: Interdisciplinary conversations (pp. 385-410).
Cresskill, NJ: Hampton Press.

Rueda, R., & Moll, L. C. (1994). A sociocultural approach to motivation. In H. F.
O'Neill & M. Drillings (Eds.), Motivation: Theory and research (pp. 117-136).
Hillsdale, NJ: Lawrence Erlbaum Associates.

Nover, S., & Moll, L. C. (1994). The cultural mediation of deaf cognition. In B. D.
Snider (Ed.). Post Milan ASL and English literacy: Issues, trends, and research (pp.
177-193). Washington, DC: Gallaudet University.

Moll, L. C., & González, N. (1994). Lessons from research with language minority
students. Journal of Reading Behavior, 26(4), 439-461. [Reprinted in: E. Cushman,

E. Kintgen, B. Kroll, & M. Rose (Eds.). (2001). Literacy: A critical sourcebook.
Boston: Bedford/St. Martin’s.
González, N., Moll, L. C., Floyd-Tenery, M., Rivera, A., Rendón, P., Gonzales, R. &
Amanti, C. (1995). Funds of knowledge for teaching in Latino households. Urban
Education, 29(4), 443-470.

Moll, L. C., & Dworin, J. (1996). Biliteracy in classrooms: social dynamics and
cultural possibilities. In D. Hicks (Ed.), Child discourse and social learning (pp. 221246).
Cambridge, UK: Cambridge University Press.

Moll, L. C., & González, N. (1997). Teachers as social scientists: Learning about
culture from household research. In P. M. Hall (Ed.), Race, ethnicity and
multiculturalism (pp. 89-114). New York: Garland.

Mercado, C., & Moll, L. C. (1997). The study of funds of knowledge: Collaborative
research in Latino homes. Centro, 9(9), 26-42.

Moll, L. C. (1997). The creation of mediating settings. Mind, Culture, and Activity,
4(3), 192-199.

Moll, L. C. (1997). Vygotski, la educación, y la cultura en acción. In A. Alvarez
(Ed.), Hacia un currículum cultural: La vigencia de Vygotski en la educación (pp. 3953).
Madrid: Fundación Infancia y Aprendizaje.

Moll, L. C. (1998). Turning to the world: Bilingualism, literacy and the cultural
mediation of thinking. National Reading Conference Yearbook, 47, 59-75.

Jiménez, R., Moll, L. C., Rodríguez-Brown, F., & Barrera, R. (1999). Latina and Latino
researchers interact on issues related to literacy learning. Reading Research
Quarterly, 34(2), 217-230.

Moll, L. C. (2000). Inspired by Vygotsky: Ethnographic experiments in education.
In C. D. Lee & P. Smagorisky (Eds.), Vygotskian perspectives on literacy research (pp.
256-268). Cambridge: Cambridge University Press.

Mercado, C., & Moll, L. C. (2000). Teacher and student agency in collaborative
research. In S. Nieto (Ed.), Puerto Rican students in US schools: Cambiando el
camino: Charting a new course (pp. 297-329). Mawhaw, NJ: Erlbaum.

Rueda, R., Gallego, M., & Moll, L. C. (2000). The least restrictive environment: A
place or a context? Remedial and Special Education Research Journal, 21(2), 70-78.

Andrade, R., González Le Denmat, H., & Moll, L. C. (2000). El grupo de Las Señoras:
Creating consciousness within a literature club. In M. Gallego & S. Hollingsworth
(Eds.), What counts as literacy: Challenging the school standard (pp. 271-284). NY:
Teachers College Press.

Moll, L. C. (2000). The diversity of schooling: A cultural historical approach. In M.
Reyes & J. Halcón (Eds.), The best for our children: Latino researchers on literacy.
NY: Teachers College Press.

González, N., Andrade, R., Civil, M., & Moll, L. C. (2001). Bridging funds of
distributed knowledge: Creating zones of practice in mathematics. Journal of
Education for Students Placed At Risk, 6(1&2), 115-132.

Moll, L. C. (2001). Through the mediation of others: Vygotskian research on
teaching. In V. Richardson (Ed.), Handbook of research on teaching (Fourth
Edition)(pp. 111-129). Washington, DC: American Educational Research
Association.

Moll, L. C., Sáez, R., & Dworin, J. (2001). Exploring biliteracy. Elementary School
Journal, 101(4), 435-449.

Moll, L. .C., & Ruiz, R. (2002). The schooling of Latino students. In M. Suárez-
Orozco & M. Páez (Eds.), Latinos: Remaking America (pp. 362-374). Berekley, CA:
University of California Press.

Moll, L. C. (2002). Afterword. In G. Wells & G. Claxton (Eds.), Learning for life in the
21st century: Sociocultural perspectives on the future of education (pp. 265-270).
London: Blackwell.

González, N., & Moll, L. C. (2002). Cruzando el puente: Harnessing funds of
knowledge in the Puente project. Journal of Educational Policy, 16(4), 623-641.

Gutiérrez, K., Asato, J., Pacheco, M., Moll, L. C., Olson, K. Horng, E. L., Ruiz, R.,
García, E. & McCarty, T. (2002). “Sounding American”: The consequences of new
reforms on English Language Learners. Reading Research Quarterly, 37(3), 328-343.

Gallego, M., Rueda, R., & Moll, L. C. (2003). Understanding dual language and
(Bi)literacy learning in after-school settings: A cultural-historical activity approach.

G. García (Ed.), English language learners: Reaching the highest level of English
literacy. NJ: International Reading Association.
Moll, L. C., & González, N. (2004). Engaging life: A funds of knowledge approach
to multicultural education. In J. Banks & C. McGee Banks (Eds.), Handbook of
research on multicultural education (Second edition) (699-715). NY: Jossey-Bass.

Moll, L. C. (2004). Commentary: Rethinking resistance. Anthropology and
Education Quarterly, 35(1), 126-131.

Moll, L. C. (2004). Comentario sobre el Programa Aula Abierta. In Meyer, L. and
Maldonado, B. (compiladores). Entre la normatividad y la comunalidad: Experiencias
educativas innovadoras del Oaxaca indígena actual. Oaxaca, México: Fondo editorial
del Instituto Estatal de Educación Pública de Oaxaca, Col. Voces del Fondo, Molinos
de Viento series

[English version: Moll, L. C. (2004). Commentary about the Aula Abierta Program.

Between national standards and communal ways of life: Innovative educational
experiences from indigenous Oaxaca today. Oaxaca, MX: Publication branch of the
State Institute for Public Education of Oaxaca]

Moll, L. C., & González, N. (2004). Beginning where the children are. In O. Santa
Ana (Ed.), Tongue tied: The lives of multilingual children in public education. Blue
Ridge Summit, PA: Rowman & Littlefield.

Moll, L. C. (2005). Commentary on Part II: Language and a changing social context.
In T. McCarty (Ed.), Language, literacy and power in schooling (pp. 210-216).
Mahwah, NJ: Erlbaum.

Moll, L. C., & Arnot-Hopffer, E. (2005). Sociocultural competence in teacher
education. Journal of Teacher Education, 56(3), 242-247.

Gallego, M., Rueda, R., & Moll, L. C. (2005). Multilevel approaches to documentingchange: Challenges in community-based educational research. Teachers College
Record, 107(10), 2299-2325.

Spear-Ellinwood, K. C., & Moll, L. C. (2005). Equity and culture issues in education:
Home and school relations. In S. Farenga & D. Ness (Eds.), Encyclopedia on
Education and Human Development (Vol 1) (pp. 335-339). NY: Sharpe.

Moll, L. C., & Ruiz, R. (2005). The educational sovereignty of Latino students in the
US. In P. Pedraza & M. Rivera (Eds.), Latino education: An agenda for community
action research (pp. 295-320). Mahwah, NJ: Erlbaum.

Andrade, R., Stevens, S., Moll, L. C, & Spear-Ellinwood, K. (2005). Establishing ties:
HIV prevention through facilitation: The case of Mujer Sana – Healthy Woman. In C.
Grant & L. Summerfield (Eds.), Humanizing pedagogy through HIV/AIDs Prevention:
Transforming Teacher Knowledge. Washington, DC: American Association of Colleges
for Teacher Education.

Dworin, J., & Moll, L. C. (Eds.). (2006). Special issue on biliteracy. Journal of Early

Childhood Literacy, 6(3).

Dworin, J., & Moll, L. C. (2006). Introduction. Journal of Early Childhood Literacy,

6(3).

Moll, L. C., & Rubinstein-Avila, E. (2007). Commentary on Part 2: Rethinking
knowledge and representation. In C. Lewis, P. Enciso & E. B. Moje (Eds.). Reframing
sociocultural research on literacy: Identity, agency, and power (pp. 189-194).
Mahwah, NJ: Lawrence Erlbaum Associates.

Reyes, I., & Moll, L. C. (2008). Bilingual and biliterate practices at home and school.
In B. Spolsky & F. Hult (Eds.), The Handbook of Educational Linguistics (pp. 147160).
Malden, MA: Blackwell.

González, N., Amanti, C., & Moll, L. C. (2008). Case study: Using students’ cultural
resources in teaching. In A. Rosebery and B. Warren (Eds.), Teaching science to
English language learners (pp. 99-102). Washington, DC: National Science
Foundation.

Moll, L. C. (2008). Response to Chapter 6. In J. Cammarota & M. Fine (Eds.),
Revolutionizing education: Youth participatory action research in motion (pp. 152154).
New York, NY: Routledge.

Reyes, I., Wyman, L., González, N., Rubinestin-Avila, E., Spear-Ellinwood, K., Gilmore,
P., & Moll, L. C. (2009). What do we know about the discourse patterns of diverse
students in multiple settings? In L. Morrow, R. Rueda, & D. Lapp (Eds.), Handbook of
research on literacy instruction: Issues of diversity and equity (pp. 55-76). New
York, NY: Guilford.

Marshall, C., Young, M., & Moll, L. (2010). The wider societal challenge: An
afterword. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making
revolutions in education (Second Edition) (pp. 315-327). New York, NY: Allyn &
Bacon.

Iddings, A. C. & Moll, L. C. (in press). (Eds.), Speical issue: Second and foreign
language learning and teaching. Mind Culture and Activity.

Iddings, A. C., & Moll, L. C. (in press). Introduction. In A. C. Iddings & L. C. Moll
(Eds.), Speical issue: Second and foreign language learning and teaching. Mind
Culture and Activity.

Combs, M. C., González, N., & Moll, L. C. (2009). Latinos and the learning of English:
The metonymy of language policy. In T. L. McCarty (ed.), Ethnography and language
policy.
New York: Routledge.

In Progress:

Hall, K., Cremin, T., Comber, B., & Moll, L. C. (Eds.) (forthcoming). Wiley Blackwell
Handbook of Research on Literacy. London: Blackwell.

Cammarota, J. & Moll, L. C. (2009). Teachers and students living culturally: The
ethnographic mediation of culture in the school context. Manuscript submitted for
publication.

Cammarota, J., Moll, L. C., Cannella, C., & González, M. (2009). Sociocultural
perspectives on interpersonal relationships in school. In S. Nieto (Ed.),The
sociocultural, political, economic and historical context of Latino education in the
United States: A critical review.

Moll, L. C. & Cammarota, J. (2008) Cultivating new funds of knowledge throughresearch and practice. Paper presented at the Ball Foundation Literacy Symposium,
Chicago, 2-3 October 2008 (to appear in Handbook)

Moll, L. C. (in press). La investigación como proyección social: hacía una estructura "
relacional entre la universidad, comunidad y escuela. In A. Molina Iturrondo & J. Cruz
Velásquez (Comp.), Investigación en la educación: contextos, tendencias y cambios.
Río Piedras: Editorial de la Universidad de Puerto Rico.

Ríos-Aguilar, C., & Moll, L. C. (2009). Latino students’ reading achievement and
other literacy practices: An analysis of the statistical and educational significance of
funds of knowledge.

Group papers:

Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-
Hammond, L., Duffy, H., with McDonald, M. (2005). Teaching diverse learners. In L.
Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world:
What teachers should learn and be able to do (pp. 232-274). (Sponsored by the
National Academy of Education) San Francisco, CA: Jossey-Bass.

Gallego, M., Moll, L. C., & Rueda, R. (2006). Evaluating the model activity system:
General methodological considerations. In M. Cole & The Distributed Literacy
Consortium, The Fifth Dimension: An after-school program built on diversity (pp. 6684).
New York: Russell Sage Foundation.

Bremme, D., Blanton, W., Gallego, M., Moll, L. C., Rueda, R., & Vásquez, O. (2006).
The dynamics of change in children’s learning. In M. Cole & The Distributed Literacy
Consortium, The Fifth Dimension: An after-school program built on diversity (pp. 107128).
New York: Russell Sage Foundation.

Laboratory of Comparative Human Cognition. (1986). The contributions of cross-
cultural research to educational practice. American Psychologist, 41(10), 10491058.

Laboratory of Comparative Human Cognition. (1982). Culture and intelligence. In R.
Sternberg (Ed.), Handbook of human intelligence (pp. 642-719). Cambridge:
Cambridge University Press.

Laboratory of Comparative Human Cognition. (1983). Culture and cognitive
development. In W. Kessen (Ed.), Mussen's handbook of child psychology. (Vol. 1;
pp. 295-355). New York: Wiley.

Laboratory of Comparative Human Cognition. (1979). What's cultural about cross-
cultural psychology? Annual Review of Psychology, 30, 145-172. (with M. Cole, S.
Scribner, et al.)

Laboratory of Comparative Human Cognition. (1979). Cross-cultural psychology's
challenge to our ideas of children and development. American Psychologist, 34(10),
827-833.

Book Reviews, Forewords, Entries:

Moll, L. C. (2007). Funds of knowledge. In L. Diaz Soto (Ed.), The Praeger Handbook
of Latino Education in the U.S., Vol. 1 (pp. 177-178). Westport, CN: Praeger.

Spear-Ellinwood, K. C., & Moll, L. C. (2006). Equity and culture issues in education:
Home-community and school in education. In D. Ness (Ed.), Encyclopedia on
Education and Human Development. NY: Sharpe.

Reyes, I., & Moll, L. C. (2005). Bilingualism and Latinos. In I. Stavans & H.
Augenbraum (Eds.), Encyclopedia Latina: History, culture and society in the United
States. New York: Grolier Academic Reference.

Moll, L. C. (1997). Social context. In C. Grant & G. Ladson-Billings (Eds.), Dictionary
of multicultural education (pp. 2444-2446). Phoenix, AZ: Oryx.

Moll, L. C. (1999). Foreword. In J. Paratore, G. Melzi, & B. Krol-Sinclair. What should
we expect of family literacy? Experiences of Latino children whose parents
participate in an intergenerational project. Newark, DE & Chicago, IL: International
Reading Association & National Reading Conference.

Moll, L. C. (1994). Foreword. In O. Vásquez, L. Pease-Alvarez, & S. Shannon.
Pushing boundaries: Language and culture in a Mexicano community (pp. ix-xi).
Cambridge: Cambridge University Press.