Andrew Burn, ‘From The Tempest To Tomb-Raider: Computer Games In English, Media And Drama’, English Drama Media, 1.2 (2004), 19–25 <https://aburn2012.files.wordpress.com/2014/04/from-the-tempest-to-tombraider.pdf>
———, ‘Playing Shakespeare: Macbeth – Narrative, Drama, Game’, Teaching English, February 2013.1 (2013) <https://aburn2012.files.wordpress.com/2014/04/from-the-tempest-to-tombraider.pdf>
Anthony Jackson, ‘Afterword’, in Theatre, Education and the Making of Meanings: Art or Instrument? (Manchester: Manchester University Press, 2007), pp. 264–73 <https://contentstore.cla.co.uk/secure/link?id=810288f9-3845-e711-80cb-005056af4099>
Bradley, A.C., ‘Lecture 1: The Substance of Shakespearean Tragedy’, in Shakespearean Tragedy: Lectures on Hamlet, Othello King Lear, Macbeth (London: Macmillan, 1904), pp. 1–29 <http://www.gutenberg.org/ebooks/16966#download>
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Burn, Andrew, ‘The Kineikonic Mode: Towards a Multimodal Theory of the Moving Image’ (London: National Centre for Research Methods, 2013) <http://eprints.ncrm.ac.uk/3085/1/KINEIKONIC_MODE.pdf>
Burn, Andrew, and James Durran, ‘Chapter 15: Digital Anatomies: Analysis as Production in Media Education’, in Digital Generations: Children, Young People, and New Media (Mahwah, N.J.: Lawrence Erlbaum, 2006) <https://doi.org/10.4324/9780203810668>
Coles, Jane, ‘Teaching Shakespeare with Film Adaptations’, in MasterClass in English Education: Transforming Teaching and Learning (London: Bloomsbury Academic, 2015), pp. 72–83 <https://doi.org/10.5040/9781474235709.ch-006>
———, ‘The Common Property of Us All? IN Teaching English, Issue 1’, Teaching English, 1, 2013, 58–62 <https://contentstore.cla.co.uk/secure/link?id=c2d977f3-3845-e711-80cb-005056af4099>
Fiona Banks, ‘Chapter 6: Performance’, in Creative Shakespeare: The Globe Education Guide to Practical Shakespeare (London: Bloomsbury Arden Shakespeare, 2014), The Arden Shakespeare, 169–204 <http://www.dramaonlinelibrary.com/context-and-criticism/creative-shakespeare-iid-137982>
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Gilbert, M., ‘A Test of Character’, in Teaching Shakespeare: Passing It On (Oxford, England: Wiley-Blackwell, 2009), pp. 91–105 <https://doi.org/10.1002/9781444303193>
Haddon, John, ‘Chapter 1: Admitting the Difficulty’, in Teaching Reading Shakespeare (London: Routledge, 2009), pp. 3–14 <http://www.tandfebooks.com/ISBN/9780203870754>
———, ‘Chapter 2: “All These Old Words”’, in Teaching Reading Shakespeare (London: Routledge, 2009) <http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203870754>
James Stredder, ‘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, 2009), Cambridge school Shakespeare, 3–22 <https://contentstore.cla.co.uk/secure/link?id=7c0288f9-3845-e711-80cb-005056af4099>
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Kok Su Mei, ‘‘”What’s Past Is Prologue”: Postcolonialism, Globalisation, and the              Demystification of Shakespeare in Malaysia’’, 2017
Lanier, Douglas, ‘Chapter 2: Unpopularising Shakespeare: A Short History’, in Shakespeare and Modern Popular Culture (Oxford: Oxford University Press, 2002), pp. 21–49 <https://contentstore.cla.co.uk/secure/link?id=7b0288f9-3845-e711-80cb-005056af4099>
Maguire, Laurie, and Emma Smith, ‘Chapter 29: Shakespeare’s Characters Are like Real People’, in 30 Great Myths about Shakespeare (Hoboken, NJ: Wiley-Blackwell, 2013), pp. 190–95 <https://doi.org/10.1002/9781118326770>
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Sinfield, Alan, ‘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, 1992), pp. 55–79 <https://contentstore.cla.co.uk/secure/link?id=800288f9-3845-e711-80cb-005056af4099>
Stephen Orgel, ‘Chapter 9: What Is a Text’, in Staging the Renaissance: Reinterpretations of Elizabethan and Jacobean Drama (New York: Routledge, 1991), pp. 83–87 <http://www.tandfebooks.com/ISBN/9781315862804>
Taylor, Gary, ‘Chapter 7: Singularity’, in Reinventing Shakespeare: A Cultural History from the Restoration to the Present (London: Hogarth, 1990), pp. 376–411 <https://contentstore.cla.co.uk/secure/link?id=7d0288f9-3845-e711-80cb-005056af4099>
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Yandell, John, ‘Chapter 11: Mind the Gap’, in The Social Construction of Meaning: Reading Literature in Urban English Classrooms (Abingdon: Routledge, 2014), pp. 161–74 <http://www.tandfebooks.com/ISBN/9780203728338>
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