The works of William Ellery Channing, D.D. : including his Analysis of the character of Napoleon Bonaparte, Thoughts on power and greatness, Remarks on the character of Milton, Sermons, and two pieces never heretofore published in this country.

Mode of access: Internet.

The works of William E. Channing D. D.

Mode of access: Internet.

Memoir of William Ellery Channing, with extracts from his correspondence and manuscripts

Mode of access: Internet.

Letters to the Rev. William E. Channing, D.D., on the existence and agency of fallen spirits.

Mode of access: Internet.

Memorials of the Earl of Stirling and of the house of Alexander ...

Pub. under the direction of the Grampian club.

Correspondence of William Ellery Channing and Lucy Aikin : from 1826-1842 /

Mode of access: Internet.

Life of William T. Porter.

Mode of access: Internet.

Selected chapters (1 and 24 to 33 of book 2) of Sir William Blackstone's commentaries on the laws of England ; together with Extracts from Darlington on personal property and Selected cases on fixtures /

"For the use of the students in the School of Law."

The works of William E. Channing, D. D.

Includes bibliographical references.

Science Literacy and media Literacy: a missing link?

The study of science in the media is increasingly highlighted within science programmes and represents an authentic context for interdisciplinary collaboration. Yet the literature on ‘media across the curriculum’ makes surprisingly little mention of links to science and cross-curricular approaches to teaching about and with science-based media resources is an area that is under-explored. This research study focuses on science in the news. The project involved 28 teachers from seven schools and brought together science and English teachers to explore collaborative working with the aim of promoting critical engagement with media reports with a science component. Teachers planned, developed and implemented a school-based activity with an emphasis on ‘connected learning’ rather than the compartmentalised learning that tends to accompany the discrete treatment of science matters in science class and media matters in English class. Not only did the project raise teachers’ awareness of science in the media as a potential, purposeful and profitable area for collaborative working, but it demonstrated how the synergy of the different experiences and expertise of science and English teachers produced very varied approaches to a programme of activities with an enhanced capacity to promote criticality in relation to science literacy and media literacy.

Unexpected allies: advancing literacy in a ‘Science-English’ cross-curricular context

Critical reading of science-based media reports is an authentic context in which to explore the mutual interests of teachers of science and English, who want to use science in the media to promote their subject discipline while encouraging cross-curricular learning. This empirical study focused on 90 teachers of science and English to explore their aptitude and capability for critical reading of science-based news reports. The influences of specialist subject culture and the extent of classroom experience contributed to the distinctive nature of the responses. The study revealed features in critical reading that were characteristic of the subject background of the participants. It suggested approaches to initial teacher education and ongoing professional development that would be mutually beneficial to teachers from different disciplines in promoting among pupils a critical approach to science-related news media.