Smythe, S. (2020). Digital literacy and digital justice in Canadian adult education.  In, Brigham, S., Mizzi, R. and Jubas, K. (Eds.). Building on critical traditions in education: Adult education and learning in Canada, 4^th Ed. Thompson Publishers: Toronto.

MacDonald, M., Hill, C., Sinclair, N., Smythe, S., Toohey, K. Dagenais, D. (2019). Pursuing relational and differential methodologies: From diffraction to monstrosity, In Nolan, K. and Tupper, J. (Eds.). (2019). In-service teacher education, social theory for teacher education research beyond the technical-rational. Bloomsbury: London. pp. 31 – 50.

Smythe, S. (2019). A digital bridge to the world: Adult education, new technologies and the National Adult Literacy Database. In, Elfert, M. & Kaepplinger, B. (Eds.) Revisiting abandoned and lost spaces of adult education. Peter Lang Publishers: Bern, Switzerland.

Smythe, S.  (2015). “Neither kind nor patient”: Canadian women literacyeducators working the spaces of neo-liberalism. In, Clover, D., Butterwick, S., Chovanec, D.& Collins, L (Eds.), Women, adult education and leadership in Canada. Toronto: Thompson Education Publishing.

Smythe, S. (2015). Beyond essential skills: Creating spaces for multimodal text production within Canada's 'minimal proficiency' policy regime. In, Hamilton, M., Heydon, R., Hibbert, K. and Stooke, R. (Eds.), Literacy, multimodality and governmentality: Negotiating spaces in learning. London: Bloomsbury, (pp. 221–235).

Smythe, S. (2013). Advice for inequality: Literacy advice to mothers in the 19^th Century. In Richley, A. (Ed). Mothering and Literacies (pp. 65–82). USA: Demeter Press.

Smythe, S. & Toohey, K. (2010). Bringing home and community to school: Institutional constraints and pedagogic possibilities. In Gearon, J., Kostogriz, A. & Miller, J. (Eds.), Linguistically and culturally diverse classrooms: New dilemmas for teachers (pp. 271–290).  Multilingual Matters/Channel View Publications: New York.

Kendrick, M., Rogers, T., Smythe, S., & Anderson, J. (2005). Portraits of literacy across families, communities and schools: An introduction. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of Literacy across families, communities and schools: Intersections and tensions (pp. 1–17). Mahwah, NJ: Lawrence Erlbaum Associates.

Anderson, J., Smythe, S. & Shapiro, J. (2005). Working with families, communities and schools: A critical case study. In Anderson, J., Kendrick, M., Rogers, T. & Smythe, S. (Eds.), Portraits of literacy across families, schools and communities. Intersections and tensions (pp. 63–86). New Jersey: Lawrence Erlbaum Publishers.

Attwood, G., Castle, J. & Smythe, S. (2004). “Women are lions in dresses”: Negotiating gender relations in REFLECT learning circles in Lesotho. In A. Robinson-Pant. (Ed.), Women, literacy and development: Alternative perspectives (pp. 54–75). London: Routledge.

Crockatt, K. & Smythe, S. (2002). Building culture and community in Canada’s North: Family literacy partnerships in Nunavut.  In Auerbach, E. (Ed.), Community partnerships: Case studies in TESOL practice series (pp. 91–106). New York: TESOL.