By Len Unsworth
Preface; checklist of Figures; record of Tables; Acknowledgements; 1. kid's Literature and Literacy within the digital Age; 2. Describing how pictures and textual content Make Meanings in E-literature; three. studying via www Context of Book-based Literary Narratives; four. vintage and modern kid's Literature in digital codecs; five. rising electronic Narratives and Hyperfiction for kids and young people; 6. digital video game Narratives: assets for literacy and literary improvement; 7. functional courses utilizing E-literature in school room devices of labor
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Extra resources for E-literature for Children: Enhancing Digital Literacy Learning
In the Wodehouse version there are also a number of direct questions: Why was that? What did you intend to do with that arrow, Tell? … Why was it? … Describing how images and text make meanings in e-literature 25 Why did you take out that second arrow? whereas in the Early version there are no direct questions. The form of the single question in this text is a clause projected by the mental process (thinking verb) ‘know’: ‘I am curious to know why you hid a second arrow in your jerkin…’ The distinctive use of the vocatives referring to Gessler in the Wodehouse text: ‘Your Excellency’, ‘Excellency’ and ‘My lord’, suggesting an exaggerated and mocking subservience, is contrasted with the single vocative Tell’ used by Gessler towards the archer.
The ‘downloadable’ materials for the ‘Ramona’ books (Cleary, 1976, 1978, 1981, 1982, 1984, 1986) include summaries of the stories, character sketches of Ramona, her family, friends, teachers and other characters, and suggestions for classroom use of the books, such as ‘read alouds’, ‘independent reading’ and ‘literature circles’. au/) provide similar ‘downloadable’ teaching resources for many books including The Rabbits (Marsden and Tan, 1998), which won the Children’s Book Council Picturebook of the Year award in Australia in 1999, and Dreamwalker (Carmody and Woolman, 2001).
The resources of modality include the modal verbs which construct high, medium or low values of obligation or inclination, such as ‘could’, ‘should’ and ‘must’, and modal adverbs, which construct similar meanings like ‘possibly’, ‘probably’, ‘certainly’ and ‘maybe’, ‘perhaps’ and ‘of course’. Elsewhere (Unsworth, in press) I have described the differences in the final marriage scenes in the original Shrek storybook (Steig, 1990) and the more recent e-book (Ashby, 2001) based on the first Shrek movie.