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Andrew Burn (2004) ‘From The Tempest To Tomb-Raider: Computer Games In English, Media And Drama’, English drama media. Sheffield: National Association for the Teaching of English, 1(2), pp. 19–25. Available at: https://aburn2012.files.wordpress.com/2014/04/from-the-tempest-to-tombraider.pdf.
Andrew Burn (2013) ‘Playing Shakespeare: Macbeth – Narrative, Drama, Game’, Teaching English. Sheffield: National Association for the Teaching of English, February 2013.(1). Available at: https://aburn2012.files.wordpress.com/2014/04/from-the-tempest-to-tombraider.pdf.
Anthony Jackson (2007) ‘Afterword’, in Theatre, education and the making of meanings: art or instrument? Manchester: Manchester University Press, pp. 264–273. Available at: https://contentstore.cla.co.uk/secure/link?id=810288f9-3845-e711-80cb-005056af4099.
Bradley, A. C. (1904) ‘Lecture 1: The substance of Shakespearean tragedy’, in Shakespearean tragedy: lectures on Hamlet, Othello King Lear, Macbeth. London: Macmillan, pp. 1–29. Available at: http://www.gutenberg.org/ebooks/16966#download.
British Council (2016) ‘All the World’s: a report into Shakespeare’s popularity across the globe.’ Available at: https://www.britishcouncil.org/organisation/policy-insight-research/research/all-worlds.
Burn, A. (2013) ‘The Kineikonic mode: towards a Multimodal Theory of the Moving Image.’ London: National Centre for Research Methods. Available at: http://eprints.ncrm.ac.uk/3085/1/KINEIKONIC_MODE.pdf.
Burn, A. and Durran, J. (2006) ‘Chapter 15: Digital Anatomies: analysis as production in media education’, in Digital generations: children, young people, and new media. Mahwah, N.J.: Lawrence Erlbaum. doi: 10.4324/9780203810668.
Coles, J. (2013) ‘The common property of us all? IN Teaching English, Issue 1’, Teaching English. Sheffield: National Association for the Teaching of English, (1), pp. 58–62. Available at: https://contentstore.cla.co.uk/secure/link?id=c2d977f3-3845-e711-80cb-005056af4099.
Coles, J. (2015) ‘Teaching Shakespeare with film adaptations’, in MasterClass in English education: transforming teaching and learning. London: Bloomsbury Academic, pp. 72–83. doi: 10.5040/9781474235709.ch-006.
Fiona Banks (2014) ‘Chapter 6: Performance’, in Creative Shakespeare: the Globe education guide to practical Shakespeare. London: Bloomsbury Arden Shakespeare, pp. 169–204. Available at: http://www.dramaonlinelibrary.com/context-and-criticism/creative-shakespeare-iid-137982.
George Orwell (1947) ‘Lear, Tolstoy and the Fool.’ Available at: http://www.orwell.ru/library/essays/lear/english/e_ltf.
Gibson, R. (1998) ‘Principles’, in Teaching Shakespeare. Cambridge: Cambridge UP, pp. 7–25. Available at: https://contentstore.cla.co.uk/secure/link?id=bd45cfb5-99fb-e711-80cd-005056af4099.
Gilbert, M. (2009) ‘A test of character’, in Teaching Shakespeare: Passing It On. Oxford, England: Wiley-Blackwell, pp. 91–105. doi: 10.1002/9781444303193.
Haddon, J. (2009a) ‘Chapter 1: Admitting the difficulty’, in Teaching reading Shakespeare. London: Routledge, pp. 3–14. Available at: http://www.tandfebooks.com/ISBN/9780203870754.
Haddon, J. (2009b) ‘Chapter 2: “All these old words”’, in Teaching reading Shakespeare. London: Routledge. Available at: http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203870754.
James Stredder (2009) ‘Chapter 1: ‘Why use active methods to teach the plays?’, in The north face of Shakespeare: activities for teaching the plays. Cambridge: Cambridge University Press, pp. 3–22. Available at: https://contentstore.cla.co.uk/secure/link?id=7c0288f9-3845-e711-80cb-005056af4099.
John Russell Brown (2002) ‘Chapter 1: Playgoing and Participation’, in Shakespeare and the theatrical event. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, pp. 7–29. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4012945760004761&institutionId=4761&customerId=4760.
Kok Su Mei (2017) ‘“”What”s past is prologue”: postcolonialism, globalisation, and the   demystification of Shakespeare in Malaysia’’.
Lanier, D. (2002) ‘Chapter 2: Unpopularising Shakespeare: a short history’, in Shakespeare and modern popular culture. Oxford: Oxford University Press, pp. 21–49. Available at: https://contentstore.cla.co.uk/secure/link?id=7b0288f9-3845-e711-80cb-005056af4099.
Maguire, L. and Smith, E. (2013) ‘Chapter 29: Shakespeare’s characters are like real people’, in 30 great myths about Shakespeare. Hoboken, NJ: Wiley-Blackwell, pp. 190–195. doi: 10.1002/9781118326770.
Rose, J. (2002) ‘The People’s Bard’, in The intellectual life of the British working classes. New Haven: Yale Nota Bene, pp. 122–125. Available at: http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780300148350.
Sinfield, A. (1992) ‘Chapter 3: When is a character not a character? Desdemona, Olivia, Lady Macbeth and subjectivity’, in Faultlines: cultural materialism and the politics of dissident reading. Oxford: Clarendon Press, pp. 55–79. Available at: https://contentstore.cla.co.uk/secure/link?id=800288f9-3845-e711-80cb-005056af4099.
Stephen Orgel (1991) ‘Chapter 9: What is a text’, in Staging the Renaissance: reinterpretations of Elizabethan and Jacobean drama. New York: Routledge, pp. 83–87. Available at: http://www.tandfebooks.com/ISBN/9781315862804.
Taylor, G. (1990) ‘Chapter 7: Singularity’, in Reinventing Shakespeare: a cultural history from the Restoration to the present. London: Hogarth, pp. 376–411. Available at: https://contentstore.cla.co.uk/secure/link?id=7d0288f9-3845-e711-80cb-005056af4099.
Terry Eagleton (2000) ‘Chapter 1: Versions of culture’, in The idea of culture. Oxford: Blackwell, pp. 1–31. Available at: https://contentstore.cla.co.uk/secure/link?id=333b3ece-66e2-e711-80cd-005056af4099.
Yandell, J. (2014) ‘Chapter 11: Mind the gap’, in The social construction of meaning: reading literature in urban English classrooms. Abingdon: Routledge, pp. 161–174. Available at: http://www.tandfebooks.com/ISBN/9780203728338.
Yandell, J. and Brady, M. (2016) ‘English and the politics of knowledge’, English in Education, 50(1), pp. 44–59. doi: 10.1111/eie.12094.