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This chapter highlights the types of sources which exist for film-related research and how they can be accessed. It includes detail on useful books, journals and online resources as well as information on a variety of archival sources and private collections of moving image material.

This last chapter provides a personal selection of texts for further study. It includes some general texts on qualitative research that are pertinent to Internet research. There are also texts here that related to Internet culture. It also identifies some online resources that may be of interest in developing qualitative Internet research skills.

This chapter uses a well-known religious group of the nineteenth century to illustrate many of the ways historical data can be assembled, and many of the problems faced in using online sources to develop a coherent and theory-relevant picture of the past. Originally emerging in New England, the Oneida community was established in upstate New York in 1848, under the leadership of John Humphrey Noyes, a religious leader who believed he had achieved perfection and knew how to lead others to that goal. The example of Oneida allows us to explore with efficiency and clarity the possibilities for studying historical religious phenomena via online resources. Of necessity, this chapter often emphasizes details of research methodology, to alert the reader to problems and their possible solutions, but it also will consider how the data relate to larger theoretical issues.

This chapter introduces Henrietta Liston, her travels to and within the Ottoman Empire, and her journals and letters documenting these experiences. After briefly comparing Liston’s voice to that of her predecessor, Lady Mary Wortley Montagu, it sets out the editorial rationale behind the present volume, and explains its relationship to the accompanying open-access online resources hosted on the National Library of Scotland’s website. The chapter closes with a short summary of the rest of the book’s contents.

This chapter describes how the World Wide Web realizes Woolf's belief that reading, writing, and learning should have democratic inclusiveness. The Web provides the virtual common ground that equates to the public libraries of Woolf's time and expands the reach of the public libraries of our day. In this virtual public square readers and thinkers from all educational levels and backgrounds can find a vast array of resources to assist their study of Woolf. They can also engage in discourse regarding the ideas they discover, develop those ideas, and apply their theories to their own lives as individuals, common readers, and scholars. Online resources for Woolf studies include Todd Kuchta's Mrs. Dalloway's London, the pages of the National Trust, Woolf Online, and “Woolf World,” which provides users with recreations of Woolf-related locations within the virtual reality world of Second Life.

Chapter 6 is a guide to finding the renaissance music available for flutists to play. This chapter introduces the most common vocal and instrumental genres flutists will encounter, and offers practical advice on where to find music in both online resources and libraries. It also identifies good editions for purchase. Finally, we explain the editorial choices we made in the preparation of our editions in Chapters 7–10.

This chapter examines the role of digital media in museums and how it alters the relationship between museums and their audiences in terms of knowledge. Museums traditionally owned an ideological expert system that was once considered the primary authority on the knowledge systems they manage. Today, however, museum audiences may avail themselves of such knowledge through new media and other online resources. There have also been challenges to the educational goals and social responsibilities that have long been associated with the insular institution of the museum. The chapter outlines the various adjustments that museums are making, and are required to make, as they face a crisis of authority. It argues that new media applications integrated into museum practice are not intended to displace or distract from the museum mission, or to collect, display, and interpret the material collections for the visitor. Rather, they are designed to enhance and extend the museum mandate in novel ways.

Within the context of a rapidly changing educational landscape, this chapter addresses issues around the teaching of the history of English to non-traditional students via online and multimedia platforms. It uses as a case study the video series “The History of English in Ten Minutes”—a ten-part animation series broadcast via YouTube and iTunesU—as a means of examining how pedagogical approaches which use new media resources can actively engage large, often non-traditional student audiences. The chapter reviews the design, production, and dissemination of these teaching materials and the implications of their reception and uptake for contemporary pedagogical approaches to the history of English.

This chapter reviews Dissenting Academies Online, a research resource for those interested in the history of religion, thought, and education in Britain between the mid-seventeenth and the late nineteenth centuries. The site, hosted by the Dr Williams’s Centre for Dissenting Studies, is enriched by a number of other ancillary tools and publications, including the online version of the Surman Index; a biographical card index of around 32,000 Congregational ministers from c.1650 to 1972; the e-version of the scholarly journal Enlightenment and Dissent, and edited texts on the tutor John Jennings (1687/8–1723) prepared by Tessa Whitehouse, and on New College Hackney in the 1780s prepared by Stephen Burley.

The need to prepare adequately for any university examination is beyond refute and students may struggle with the OSCE assessment if they are unprepared or have unrealistic expectations of the OSCE process (Bloomfield et al. 2010). Adequate preparation will enable you to: ● Minimize any anxiety related to the examination, ● Understand the requirements of the OSCE, ● Facilitate accurate, systematic and timely performance of the OSCE, ● Enable you to give full justice to your professional ability…. OSCEs represent an important opportunity for you to further develop your nursing knowledge and skills. Effective preparation will give you a better opportunity to learn effectively from your OSCE and enable you to view the experience positively (see Chapter 14 Reflecting upon your OSCE). Preparation for your OSCE will clearly be affected by your own learning style and where and how you study is likely to be adapted to suit your own learning needs. You may well have completed a learning style assessment quiz such as Honey and Mumford’s (1986) at university; if not, you are able to access this online. It may be best to link your study for your OSCE to your learning style. Honey and Mumford (1986) identified several differing learning styles that are briefly described here. These include: ● Reflector: Tend to explore issues in depth before reaching a decision, ● Theorist: Logical and enjoy researching and using theory to enable understanding, ● Pragmatist: Like to apply things in practice and experiment with new ideas, ● Activists: Are open to new ideas and learn through experience alongside others. Therefore you can use your understanding of your learning style to help plan how you may best revise/prepare for your OSCE. For example: ● Activist: May prepare best by practising for your OSCE with your colleagues and practising your OSCE in the skills room or in a group outside of university. ● Reflector: May learn best by reviewing your own experience or learning from reflecting on experiences you have had in clinical practice. ● Theorist: May prepare by reviewing the literature and reading around the subject matter of your OSCE in appropriate literature, OSCE and clinical skills books.