Antologi

• Sophia Diamantopoulou; Sigrid Johanna Håheim Ørevik (2022). Multimodality in English Language Learning. (ekstern lenke)

Doktorgradsavhandling

• Sigrid Ørevik; Aud Solbjørg Skulstad (2019). Mapping the text culture of the subject of English. Genres and text types in national exams and published learning materials. (ekstern lenke)

Fagartikkel

• Alison Jones Rød; Sigrid Johanna Håheim Ørevik (2026). Engelsk i og utanfor klasserommet. (ekstern lenke)

Forelesning

• Sigrid Johanna Håheim Ørevik (2026). Korleis tolkar elevar bilete frå amerikanske nyheitsmedia? Eksempel på kritisk lesing av “political visuals” i engelskfaget. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2023). Assessing learners’ multimodal text production in the subject of English. (ekstern lenke)
• Sophia Diamantopoulou; Sigrid Johanna Håheim Ørevik (2021). Project presentation: Multimodality in English Language Learning, edited volume. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2021). Vurdering av elevar si multimodale tekstskaping: eit døme frå engelskfaget. (ekstern lenke)
• Sigrid Ørevik (2018). Sjangrar og skriving i språkfaga. (ekstern lenke)
• Sigrid Ørevik (2016). Structured and coherent: Scaffolding students' development of analytic writing skills. (ekstern lenke)

Forskningsrapport

• Sigrid Ørevik; Hilde Brox; Dagrun Skjelbred (2020). Kunnskapsgrunnlag for kvalitetskriterium for læremiddel i engelsk. (ekstern lenke)

Konferanseforedrag

• Aud Solbjørg Skulstad; Sigrid Johanna Håheim Ørevik (2026). Using the Mars Rover chatbot to develop critical thinking skills with lower secondary students of English. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2025). Multimodal student texts as part of summative assessment in vocational English. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2025). Using visuals in news reports to support critical media literacy development with upper secondary students. (ekstern lenke)
• Mari Lund Eide; Sigrid Johanna Håheim Ørevik; Tijana Przulj (2024). From Auditorium to Classroom: Students’ perceived challenges with creating coherence in the teacher education program​. (ekstern lenke)
• Sophia Diamantopoulou; Sigrid Johanna Håheim Ørevik (2024). The concept of design in the field of Multimodal English Language Learning: Recognizing the distribution of agency in semiotic work. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik; Aud Solbjørg Skulstad; Sophia Diamantopoulou (2023). Researching the place of multimodality in Norwegian EAL education: Reflections on the futures of multimodal pedagogies. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2021). Tailored learning materials versus the World Wide Web: a multimodal analysis of text sources for the subject of English in upper secondary school. (ekstern lenke)
• Bessie Mitsikopoulou; Germán Canale; Sigrid Johanna Håheim Ørevik et al. (2021). Multimodal perspectives in English Language learning: Issues of policy making and assessment. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2021). Remediation of text sources for the subject of English in upper secondary school. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2021). Assessing students’ multimodal texts in the subject of English: meaning-making in argumentative posters. (ekstern lenke)
• Øystein Gilje; Henning Fjørtoft; Eli Tronsmo et al. (2021). Assessment practices of multimodal compositions. (ekstern lenke)
• Sigrid Ørevik (2019). Web resources for English as a second language in Norwegian Schools. (ekstern lenke)
• Sigrid Ørevik (2017). Genre patterns in the English subject. (ekstern lenke)
• Sigrid Ørevik (2016). The text culture of the EFL subject - relevant for the 21st century?. (ekstern lenke)
• Sigrid Ørevik (2016). Genres in the English as a Foreign Language (EFL) classroom. (ekstern lenke)
• Sigrid Ørevik (2015). Change and stability:Genre patterns in EFL material for teaching and testing 1995-2014. (ekstern lenke)
• Sigrid Ørevik (2014). Changes in school genres in the EFL subject: Print-based course books and educational websites. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2014). Changes in school genres in the EFL subject. (ekstern lenke)
• Sigrid Ørevik (2012). The EFL exam in Norwegian upper secondary school: Genre and multimodality. (ekstern lenke)
• Sigrid Ørevik (2012). The EFL exam in Norwegian upper secondary school: Genre and multimodality. (ekstern lenke)

Konferanseposter

• Sigrid Ørevik (2014). Teenagers and texts: What are the connections between texts for reception and texts for production in EFL teaching and testing?. (ekstern lenke)

Leksikonartikkel

• Sophia Diamantopoulou; Sigrid Johanna Håheim Ørevik (2025). Multimodality and English Language Learning (MELL). (ekstern lenke)

Masteroppgave

• Synne Nordlie; Dania Jovanna Bonness; Sigrid Ørevik (2019). Approaches to Multilingualism A Study of Norwegian Student Teachers’ Knowledge, Experience and Attitudes. (ekstern lenke)

Populærvitenskapelig artikkel

• Sigrid Ørevik (2019). Sjangrar og teksttypar i engelsk fellesfag: Manglande samsvar mellom eksamen og læremiddel. (ekstern lenke)

Tidsskriftomtale

• Sigrid Johanna Håheim Ørevik (2022). Bokomtale: Fortellinger om flukt av Ahmadian, Aspfors-Sveen og Næsmo. (ekstern lenke)

Vitenskapelig artikkel

• Sophia Diamantopoulou; Sigrid Johanna Håheim Ørevik (2026). A multimodal social semiotic rethinking of agency in AI-assisted designs for language learning and assessment: The case of Duolingo. (ekstern lenke)
• Mari Lund Eide; Tijana Przulj; Sigrid Johanna Håheim Ørevik (2025). (U)integrert lektorutdanning? Studenters opplevde utfordringer med å skape sammenheng i lektorstudiet. (ekstern lenke)
• Beatrice Namusiginyi; Sigrid Johanna Håheim Ørevik (2025). Limitations to the implementation of English language communicative skills teaching in rural Ugandan schools: a case study of Karamoja. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2023). Assessing Students’ Multimodal Texts in the Subject of English: Synthesising Peers’ and Teachers’ Recognition of Semiotic Work. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik; Dagrun Skjelbred (2023). Eit endra læremiddellandskap - ei utfordring for lærarutdanninga. (ekstern lenke)
• Sigrid Ørevik (2015). From book to screen : changing genre patterns and communicative purposes. (ekstern lenke)
• Sigrid Ørevik (2012). From 'essay' to 'personal text': The role of genre in Norwegian EFL exam papers 1996-2011. (ekstern lenke)

Vitenskapelig bokkapittel

• Sigrid Johanna Håheim Ørevik (2025). Reading political visuals: A study of Norwegian upper secondary EAL students' interpretations of visual meaning-making in US news reports. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik; Aud Solbjørg Skulstad; Sophia Diamantopoulou (2025). Multimodality in EAL teacher education: an example from the Norwegian context. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2024). Assessment of multimodal student texts in the English subject. (ekstern lenke)
• Sigrid Johanna Håheim Ørevik (2022). Developing an Assessment Framework for Multimodal Text Production in the EAL Classroom: The Case of Persuasive Posters. (ekstern lenke)
• Sophia Diamantopoulou; Sigrid Johanna Håheim Ørevik (2022). Multimodality in English Language Learning: The Case of EAL. (ekstern lenke)
• Torill Irene Hestetræet; Sigrid Ørevik (2020). English in Vocational Studies. (ekstern lenke)
• Sigrid Ørevik (2018). Reading and literacy. (ekstern lenke)
• Anne-Brit Fenner; Sigrid Ørevik (2018). Analysis of learning materials. (ekstern lenke)
• Angela Maria Hasselgreen; Sigrid Ørevik (2018). Assessment and testing. (ekstern lenke)
• Sigrid Ørevik (2018). Digital technology in the English classroom. (ekstern lenke)
• Torill Irene Hestetræet; Sigrid Ørevik (2018). English in Vocational Studies. (ekstern lenke)
• Sigrid Ørevik (2015). Skriveoppgåver til eksamen i engelsk sett frå eit sjangerperspektiv. (ekstern lenke)

Se en fullstendig oversikt over publikasjoner i NVA.

Diamantopoulou, S. & Ørevik, S. (2022). Multimodality in English Language Learning. Routledge

Genres in the digitised EFL classroom (PhD project)