Luis Moll

Professor Emeritus, Department of Teaching, Learning and Sociocultural Studies at the University of Arizona

Email: moll@email.arizona.edu


MollLuis C. Moll, born in Puerto Rico, joined the faculty of LRC in 1986. Prior to that, from 1979-1986, he worked at the Laboratory of Comparative Human Cognition and the Communication Department, both at the University of California, San Diego. His research addresses the connections among culture, psychology and education, especially in relation to the education of Latino children in the US. Among other studies, he has analyzed the quality of classroom teaching, examined literacy instruction in English and Spanish, studied how literacy takes place in the broader social contexts of household and community life, and attempted to establish pedagogical relationships among these domains of study.

Luis Moll was the Associate Dean for Academic Affairs for the College of Education from 2004 to 2007. He was involved in providing support to faculty for proposal generation in a variety of areas including informal science education, early childhood education, and transnational educational initiatives.

Selected Publications

Books

  • Moll, Luis C. (2020), Challenging claims of cultural deprivation as a career-long goal
  • Moll, L.. C. (2014). L. S. Vygotsky and Education. London: Routledge.
  • Hall, K., Cremin, T., Comber, B., & Moll, L. C. (Eds.) (2013). International Handbook of Research on Children’s Literacy, Learning and Culture. London: Wiley Blackwell.
  • Gonzalez, N., Moll, L.C., and Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households and Classrooms. Mahwah, NJ: Erlbaum.
  • Moll, L.C. (Ed.). (1990). Vygotsky and Education: Instructional implications and applications of sociohistorical psychology. New York, NY: Cambridge University Press.

Other Materials

  • Moll, L. C., & Combs, M. C. (2015). Funds of knowledge as a multicultural project. In H. P. Baptiste, A. Ryan, & B. Araujo (Eds.), Multicultural education: A renewed paradigm of transformation and call to action (pp. 149-162). San Francisco, CA: Caado Gap Press
  • Soto-Santiago, S., & Moll, L. C. (2014). Transnational mobility, education, and subjectivity: Two case-examples from Puerto Rico. In P. Portes, S. Salas, P. Baquedano-López & P. Mellom (Eds.), U.S. Latinos and education policy: Research-based directions for change. New York, NY: Routledge.
  • Cammarota, J. & Moll, L. C. (2014). Teachers and students living culturally and Intellectually: Ethnographic mediation in the urban school context. In A. Dixson (Ed.), Researching race in education: Policy, practice and qualitative research. Charlotte, NJ: Information Age Publishing.
  • Esteban-Guitart, M. & Moll, L. C. (2014). Funds of identity: A new concept based on the Funds of Knowledge approach. Culture and Psychology, 20(1), 31-48
  • Moll, L. C., Soto-Santiago, S., & Schwartz, L. (2013). Funds of knowledge in changing communities. In Hall, K., Cremin, T., Comber, B., & Moll, L. C. (Eds.), The Wiley Blackwell International Handbook of Research on Children’s Literacy, Learning and Culture (pp. 172-183). London: Wiley Blackwell.
  • Rios-Aguilar, C., González-Canche, M. & Moll, L. (2012). A study of Arizona’s teachers of English language learners. Teachers College Record, 114(9), 1-33.
  • Moll, L. C. (2011). Only life educates: Immigrant families, the cultivation of biliteracy, and the mobility of knowledge. In P. Portes & S. Salas (Eds.), Vygotsky in 21st Century Society: Advances in cultural historical theory and praxis with non-dominant communities. New York: Peter Lang.
  • DaSilva Iddings, A. C. & Moll, L. C. (2010). (Eds.), Special issue: Second and foreign language learning and teaching. Mind Culture and Activity, 17(4).
  • Moll, L. C. (2010). Mobilizing culture, language and educational practices: Fulfilling the promise of Mendez and Brown. Educational Researcher, 39(6), 451-460.
  • Gallego, M., Rueda, R., & Moll, L. (2005). Multilevel Approaches to Documenting Change: Challenges in Community-Based Educational Research. The Teachers College Record, 107(10), 2299-2325.
  • Moll, L. (2002). The concept of educational sovereignty. Penn GSE Perspective on Urban Education. 1(2), 1-10. Penn GSE Perspective on Urban Education. 1(2), 1-10.
  • Moll, L. C. (1998). Turning to the world: Bilingualism, literacy and the cultural mediation of thinking. National Reading Conference Yearbook, 47
  • Mercado, Carmen I. and Luis Moll (1996-97). The Study of Funds of Knowledge: Collaborative Research in Latino Homes, Centro Journal -The Education of Puerto Ricans Winter 1996-97 Vol.IX,No.1,120.
  • Moll, L. C. (1990). Community knowledge and classroom practice combining resources for literacy instruction handbook for teachers and planners from the Innovative Approaches Research Project (SuDoc ED 1.310/2:341969), U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center.
  • Moll, L. C. (1983). Bilingual communication skills in classroom contexts, Laboratory of Comparative Human Cognition, University of California, San Dieg
  • Moll, L. (1992). Bilingual classroom studies and community analysis. Educational Researcher, 21 (2), 20-24
  • Gonzalez, N., Moll, L.D., Floyd-Tennery, M., Rivera, A., Rendon, P., & Amanti, C. (1993). Funds of knowledge for teaching in Latino households. Urban Education, 29 (4), 443-470.
  • Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). ‘Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms’ Theory into Practice, 31, 132-141.
  • 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., Vélez-Ibáñez, C., & Greenberg, J., Whitmore, K., Saavedra, E., Dworin, J., and Andrade, R. (1990). Community knowledge and classroom practice: Combining resources for literacy instruction (OBEMLA Contract No. 300-87-0131). Tucson, AZ: University of Arizona, College of Education and Bureau of Applied Research in Anthropology.
  • Moll, L.C., Vélez-Ibáñez, C.,Greenberg, J., et al. (1990). Community knowledge and classroom practice: Combining resources for literacy instruction. (OBEMLA contract No. 300-87-0131). Tucson, AZ: University of Arizona, College of Education and Bureau of Applied Research in Anthropology.
  • 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. (1988). Some key issue in teaching Latino students. Language Arts, 65(5),465-472.
  • 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., & Diaz, S. (1987). Change as the goal of educational research. Anthropology & Education Quarterly, 18(4), 300-311.
  • 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., Anderson, A., & Diaz, E. (1985). Third College and CERRC: A university-community system for promoting academic excellence. Presented at University of California’s Linguistic Minority Conference, Lake Tahoe.
  • Mehan, H, Riel, M. & Moll, L. (1985). Functional learning environments for writing. In Computers in classrooms: A quasi-experiment in guided change (Final Proj. Rep. No. 6-83-0027). Washington, DC: National Institute of Education
  • Moll, L., & Diaz, S. (1983). Towards an interactional pedagogical psychology: A bilingual case study. LCHC, University of California, San Diego.
  • Moll, Luis C., Elette Estrada, Esteban Díaz, Lawrence M. Lopes (1980). The Organization of Bilingual Lessons: Implications for Schooling, pages 9-13, LCHC Newsletter, Vol. 2, No. 3, William S. Hall and Michael Cole (Eds.), Laboratory of Comparative Human Cognition, University of California, San Diego.

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