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This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.

Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.

The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.

This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.

Ever noticed the morning‐after‐the‐night‐before effect of a good television documentary? It's a remarkable hangover. On trains, tubes, and buses; in pubs, offices, and homes; people are talking about it — analyzing, arguing, questioning, wondering. Although stimulating, it is more often than not a frustrating experience because there is no one to turn to for answers to the questions which have been raised, no one with the authority to settle the arguments and carry further the exploration begun by the programme. A wonderful teaching opportunity has been created and lost.

[1981 was proclaimed by the United Nations as the International Year of Disabled Persons. With the theme “Full Participation and Equality,” the IYDP sought both to promote total participation of disabled persons in all aspects of life and to encourage society to help them function as integrated members of their communities. One purpose of proclaiming such a year, and one means of achieving its goals, is to inform and sensitize the public. The following bibliographies are presented with those purposes in mind.

The University of Kansas (KU) libraries has faced increased requests for streaming video in the past five years. While we have provided access to many databases of films, feature films remained a problem. To write a collection development policy, the library undertook three investigations to ensure the outcome reflected the needs of the university.

Film titles included in Swank 300 and Criterion-on-Demand were checked against the CanIStream. it? website to check for availability through streaming, rental or purchase services. Student library users were surveyed to determine if they had streaming subscriptions and, if so, which ones. KU librarians also examined academic library collection development polices to understand how others have addressed this issue.

More than half of the feature films provided by the two vendors are available through subscriptions, renting or purchasing methods. A majority of students subscribe to one or more of these services. Many academic libraries are deciding not to provide streaming feature films.

There are no previous studies on students’ subscriptions to streaming services linked to availability of feature films offered from commercial vendors to libraries.

This paper aims to examine the use of physical and streaming documentary film collections available in a mid-sized academic library, specifically relating to the length of time that documentary films may remain relevant for curricular use.

The authors defined documentary film for the purposes of the study and created data sets of our non-fiction film holdings. They weeded out titles that could not be defined as documentaries and ran use reports for streaming and physical collections. They also used Power BI to visualize the data more clearly.

The authors found that documentary films could remain useful for 25 years, with certain films remaining relevant even longer.

These findings indicate that purchasing or licensing streaming documentary film packages provides value, including older content. In addition, the authors will continue to make purchases of physical DVD or Blu Ray content when necessary and keep these collections up to 30 years before heavily weeding them.

-- The purpose of this paper is to provide a selected list of free and subscription web resources for film and television (screen) studies.

-- Reference sources on film and other media studies were located, evaluated, and selected. The list is divided into four broad research categories; research databases and film catalogs (subscription products); film and television catalogs/databases (gratis); historical film streaming sites; and film studies portal sites.

-- There are a wide variety of resources available online that users can freely access as well as robust subscription products currently available to libraries to support research in film and television studies. Students and scholars can use both free and fee-based sites for film catalogs, film studies journal indexes, streaming video content, and other information and analysis on visual media.

-- There has not been a bibliographic list of online film studies resources undertaken since 2005, and many new web resources as well as databases have emerged in the field. The annotated list of resources in this study seeks to supplement and update what has been previously discussed in the LIS literature on web-based reference sources available for libraries supporting film and television studies.

Since the passage of P.L. 94–142, the Education for All Handicapped Children Act of 1975, on November 29, 1975, mandating that handicapped students be educated in the least restrictive environments possible, there has been an increasing demand for information related to the education of the handicapped. A common observation of teachers and administrators is that tedious hours of paperwork and conferences are required to plan individualized programs and meet governmental mandates.

A regular feature giving news and comments on events and productions in the field of visual aids for technical and scientific teaching and training

Stephen Hall asks why so few colleges of education are running film and television courses