‘All stories that have happy endings have a bad character’: A young child responds to televisual texts

English in Education

Volumn 35, Issue 2, 2001, Pages 25-33

  Smidt, Sandra ^a  

^a UNIVERSITY OF EAST LONDON   (United Kingdom)

Author keywords

Early years education; Literacy; Moving image media

Indexed keywords

EID: 84978263811     PISSN: 04250494     EISSN: 17548845     Source Type: Journal    
DOI: 10.1111/j.1754-8845.2001.tb00738.x     Document Type: Article

References (10)

1. Barrs, M., and Thomas, A., (1991) London: The Reading Book. Centre for Language in Primary Education.
2. Browne, N., (1999) Young Children’s Literacy Development and the Role of Televisual Texts. London: Falmer Press.
3. Bruner, J., (1984) ‘Language, mind and reading’, inH.Goelman, A.Oberg and F.Smith (eds) Awakening to Literacy. Portsmouth, NH: Heinemann.
4. Bruner, M., (1986) Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
5. Fiske, J., (1987) Television Culture. London: Methuen.
6. Hodge, R., and Kress, G., (1988) Social Semiotics. Cambridge: Polity Press.
7. Kress, G., (1997) Before Writing: Rethinking the Paths to Literacy. New York and London: Routledge.
8. Mills, J., (1991) ‘The need for screen education’, Curriculum Support for Teaching, vol. 4, no. 3.
9. Rogoff, B., (1990) Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford: OUP.
10. Vygotsky, L.S., (1978) Mind in Society. Cambridge, MA: Harvard University Press.