Toohey, K. & Dagenais, D. (2015) “That sounds so cool”;  Entanglements of children, digital tools and literacy practices. TESOL Quarterly, 49(3), 461–485. DOI: 10.1002/tesq.236.

Toohey, K. & Dagenais, D. (2015). Videomaking as sociomaterial assemblage. Language and Education 29(4), 302–316. DOI: 10.1080/09500782.2015.1006643

Dagenais, D. & Toohey, K. (2015) La production vidéo : une pratique multimodale pour tisser des liens entre l’école et les littératies hors scolaires. Lire et écrire: les liens École-Familles-Communautés en contextes pluriels. Nouveaux cahiers de la recherche en education, 17(2), 8–31. DOI: 10.7202/1030886

Smythe, S., Toohey, K., Dagenais, D. (2014). Videomaking, production pedagogies and educational policy. Educational Policy.

Dagenais, D., Fodor, A., Schulze, E., Toohey, K. (2013). Charting new directions: The potential of Actor-network theory for analyzing children’s videomaking. Language and Literacy 15(1), 9–108.

Toohey, K., D. Dagenais & E. Schulze (2012). Second language learners making video in three contexts. Language and Literacy 14(2), 7–96.

Norton, B. & Toohey, K. (2011). Identity, language learning and social change. (State of the art article). Language Teaching, 44(4), 41–446.

Marshall, E. & Toohey, K. (2010). Representing family: Community funds of knowledge, bilingualism and multimodality. Harvard Educational Review 80(2), 21–241.

Smythe, S. & Toohey, K. (2009). Investigating sociohistorical contexts and practices through a community scan: A Canadian Punjabi Sikh example. Language and Education 21(1), 7–57

Toohey, K. & Derwing, T. (2008). ESL students and secondary school achievement in BC. Alberta Journal of Educational Research 54(2), 178–193.

Toohey, K. (2008) Are the lights coming on? How can we tell? Literacy assessment of English language learners. Canadian Modern Language Review 64(2), 253–272

Dagenais, D., Toohey, K. & Day, E. (2006). A multilingual child’s literacy practices and contrasting identities in the figured worlds of French Immersion classrooms. International Journal of Bilingual Education and Bilingualism, 9(2), 205–218.

Toohey, K. & Beynon, J. (2005) Fighting structural and power. Inequities: Review essay: Crossing over to Canaan: The journey of new teachers in diverse classrooms and Parallel practices: Social–justice-focused teacher education and the elementary school classroom. Curriculum Inquiry, 35(4), 483–492.

Van Enk, A., Dagenais, D. & Toohey, K. (2005). A socio-cultural perspective o– school-based literacy research: Some emerging considerations. Language and Education, 19(6), 496–512.

Ilieva, R., Beynon, J., Toohey, K., LaRocque, L. (2002). A secondary school career education program for ESL students. Curriculum Inquiry, 31(4), 399–420.

Toohey, K. (2001). Disputes in child L2 learning. TESOL Quarterly 35(2), 257–278.

Norton, B. & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307–322.

Toohey, K., Waterstone, B., & Julé, A. (2000). Community of learners, carnival and participation in a Punjabi-Sikh classroom. The Canadian Modern Language Review, 56(3), 421–436.

Toohey, K., & Day, E. (1999). Language learning: The importance of access to community. TESL Canada Journal, 17(1), 40–52.

Toohey, K. (1999). The author responds… TESOL Quarterly, 33(1), 132–137.

Beynon, J., Toohey, K., & Kishor, N. (1999). Do visible minorities want teaching as a career? Perceptions of secondary school students in Vancouver, British Columbia. Canadian Ethnic Studies, XXX(2), 50–72.

Toohey, K.  (1998). “Breaking them up, taking them away”: Constructing ESL students in grade one. TESOL Quarterly, 32(1), 61–84.