Currently browsing: Items authored or edited by Caroline Tagg https://orcid.org/0000-0003-3660-1169

Tagg, Caroline and Lyons, Agnieszka (2021). Polymedia repertoires of networked individuals: A day-in-the-life approach. Pragmatics and Society, 12(5) pp. 725–755.

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Lyons, Agnieszka; Tagg, Caroline and Hu, Rachel (2021). Chronotopic (non)modernity in translocal mobile messaging among Chinese migrants in the UK. Internet Pragmatics, 4(2) pp. 190–218.

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Tagg, Caroline and Seargeant, Philip (2021). Context design and critical language/media awareness: implications for a social digital literacies education. Linguistics and Education, 62, article no. 100776.

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Tagg, Caroline; Lee, Carmen; Vásquez, Camilla; Eriksson, Göran; Anderson, Clare and Fitzgerald, Richard (2021). [Editorial] Discourse, context & media: Relevance in a changing world. Discourse, Context & Media, 39, article no. 100468.

Tagg, Caroline and Lyons, Agnieszka (2021). Repertoires on the move: exploiting technological affordances and contexts in mobile messaging interactions. International Journal of Multilingualism (Early Access).

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Garcia-Ponce, Edgar Emmanuell and Tagg, Caroline (2020). Role of EFL teachers’ beliefs in speaking practice: The case of a mexican university. System, 95, article no. 102376.

Evans, Mel and Tagg, Caroline (2020). Women's spelling in Early Modern English: perspectives from new media. In: Condorelli, Marco ed. Advances in Historical Orthography, c. 1500-1800. Cambridge: Cambridge University Press, pp. 191–218.

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Tagg, Caroline and Evans, Mel eds. (2020). Message and Medium: English Language Practices Across Old and New Media. Topics in English linguistics, 105. Berlin: De Gruyter Mouton.

Tagg, Caroline (2020). English language and social media. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. Routledge Handbooks in English Language Studies. Routledge, pp. 568–586.

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Tagg, Caroline (2020). [Book review] The Pragmatics of Text Messaging: Making Meaning in Messages, Michelle A. McSweeney, Routledge, New York (2018). Journal of Pragmatics, 155 pp. 346–348.

Tagg, Caroline and Evans, Mel (2020). Spelling in context: a transhistorical pragmatic perspective on orthographic practices in English. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: English language practices across old and new media. Topics in English Linguistics. Berlin: De Gruyter Mouton, pp. 55–79.

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Lyons, Agnieszka and Tagg, Caroline (2019). The discursive construction of mobile chronotopes in mobile-phone messaging. Language in Society, 48(5) pp. 657–683.

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Seargeant, Philip and Tagg, Caroline (2019). Social media and the future of open debate: a user-oriented approach to Facebook's filter bubble conundrum. Discourse, Context & Media, 27 pp. 41–48.

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Asprey, Esther and Tagg, Caroline (2019). The pragmatic use of vocatives in private one-to-one digital communication. Internet Pragmatics, 2(1) pp. 83–111.

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Seargeant, Philip and Tagg, Caroline (2018). Critical digital literacy education in the ‘fake news’ era. In: Reedy, Katharine and Parker, Jo eds. Digital Literacy Unpacked. London: Facet Publishing.

Littlemore, Jeannette and Tagg, Caroline (2018). Metonymy and Text Messaging: A Framework for Understanding Creative Uses of Metonymy. Applied Linguistics, 39(4) pp. 481–507.

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Goodson, Lisa and Tagg, Caroline (2018). Using research vignettes to explore co-production in a large diverse team: implications for research in superdiverse contexts. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Routledge Handbooks. Routledge, pp. 103–117.

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Tagg, Caroline and Lyons, Agnieszka (2018). Mobile messaging by migrant micro-entrepreneurs in contexts of superdiversity. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Routledge Handbooks. Routledge, pp. 312–328.

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Tagg, Caroline; Seargeant, Philip and Brown, Amy Aisha (2017). Taking Offence on Social Media: Conviviality and Communication on Facebook. Pivot. Palgrave Macmillan.

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Tagg, Caroline; Lyons, Agnieszka; Hu, Rachel and Rock, Frances (2017). The ethics of digital ethnography in a team project. Applied Linguistics Review, 8(2-3) pp. 271–292.

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Chua, Shi-Min; Tagg, Caroline; Sharples, Mike and Rienties, Bart (2017). Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs. In: MOOC analytics: live dashboards, post-hoc analytics and the long-term effects (Vigentini, Lorenzo; Wang, Yuan; Paquette, Luc and Urrutia, Manuel León eds.), CEUR-WS.org pp. 36–62.

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Tagg, Caroline and Seargeant, Philip (2016). Negotiating social roles in semi-public online contexts. In: Leppänen, Sirpa; Westinen, Elina and Kytölä, Samu eds. Social Media Discourse, (Dis)identifications and Diversities. Routledge Studies in Sociolinguistics (13). London: Routledge, pp. 211–234.

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Tagg, Caroline (2016). Heteroglossia in text-messaging: performing identity and negotiating relationships in a digital space. Journal of Sociolinguistics, 20(1) pp. 59–85.

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Tagg, Caroline and Seargeant, Philip (2015). Facebook and the discursive construction of the social network. In: Georgakopoulou, Alexandra and Spilioti, Tereza eds. The Routledge Handbook of Language and Digital Communication. Abingdon: Routledge, pp. 339–353.

Tagg, Caroline (2015). Exploring Digital Communication: language in action. Abingdon: Routledge.

Drasovean, Anda and Tagg, Caroline (2015). Evaluative Language and Its Solidarity-Building Role on TED.com: An Appraisal and Corpus Analysis. Language@Internet, 12, article no. 1.

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Tagg, Caroline and Seargeant, Philip (2014). Audience design and language choice in the construction and maintenance of translocal communities on social network sites. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan, pp. 161–185.

Seargeant, Philip and Tagg, Caroline eds. (2014). The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan.

Seargeant, Philip and Tagg, Caroline (2014). Introduction: The language of social media. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan, pp. 1–19.

Tagg, Caroline (2013). Scraping the barrel with a shower of social misfits': everyday creativity in text messaging. Applied Linguistics, 34(4) pp. 480–500.

Seargeant, Philip; Tagg, Caroline and Ngampramuan, Wipapan (2012). Language choice and addressivity strategies in Thai-English social network interactions. Journal of Sociolinguistics, 16(4) pp. 510–531.

Tagg, Caroline; Baron, Alistair and Rayson, Paul (2012). "I didn’t spel that wrong did i. Oops": analysis and standardisation of SMS spelling variation. Lingvisticae Investigationes, 35(2) pp. 367–388.

Hewings, Ann and Tagg, Caroline eds. (2012). The Politics of English Conflict, Competition, Co-existence. Worlds of English. Abingdon: Routledge in association with the Open University.

Tagg, Caroline (2012). Texting and corpora. In: Hyland, Ken; Huat, Chau Meng and Handford, Michael eds. Corpus Applications in Applied Linguistics. London: Continuum, pp. 150–165.

Tagg, Caroline and Seargeant, Philip (2012). Writing systems at play in Thai-English online interactions. Writing Systems Research, 4(2) pp. 195–213.

Tagg, Caroline (2012). The Discourse of Text Messaging: Analysis of SMS communication. London: Continuum.

Seargeant, Philip and Tagg, Caroline (2011). English on the internet and a ‘post-varieties’ approach to language. World Englishes, 30(4) pp. 496–514.

Tagg, Caroline (2011). Wot did he say or could u not c him 4 dust? Written and spoken creativity in text messaging. In: Ho, Caroline M. L.; Anderson, Kate T. and Leong, Alvin P. eds. Transforming Literacies and Language: Multimodality and Literacy in the New Media Age. London: Continuum, pp. 223–236.

Tagg, Caroline (2007). Corpus-based analysis of SMS text messaging. In: Teo, Peter and Ho, Caroline Mei Lin eds. Discourse in the Modern World: perspectives and challenges. Singapore: McGraw-Hill Education, pp. 267–284.