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Developing a Research Strategy. The “Research Strategy Worksheet” should help you plan your research efficiently. Begin by having your topic and specific purpose clearly in mind. Use the guide at the end of this chapter or the Internet to identify one or more sources of general information to start your search. Read that background material, take notes, and write down the key terms you will use to access in-depth information, Using library indexes and abstracts or an Internet search engine, build a bibliography on your topic. From your bibliography, identify those articles or books that seem most relevant to your specific purpose. If timeliness is important for your topic, find one or two current references. Finally, check for local applications.

Have you always wanted to be a director? Here’s your opportunity. You and your children take on the tasks of a production company planning to shoot a made-for-TV film or major film based on a book you’ve all read. If possible, plan this activity before you see a film or television adaptation.
Everybody plays the director by considering which real actors and actresses to cast in the major characters’ roles. In deciding who would best be cast in each role, your children will be voicing their insights into the various characters. The differences in their perceptions can be a springboard for further discussion.
Using a similar approach, the directors also choose the best location for the shoot based on details the author provides for the story’s setting. You may want to concentrate on a central scene rather than the whole book. Choose a musical score for the same scene — a hit song or classical theme that would set the appropriate mood.
If possible, compare your imaginary production with a real film or tckvision production. What did your family think of the director’s casting job? Did an actor or actress play a character differently than you would have? Did the setting appear as you had imagined? Did the musical score put you in the appropriate mood for the scene? In what ways did the commercial production depart from the bock? Which did you like better, and why?

If your children have a favourite soap opera or dramatic series, make the most of the minutes you have during commercial breaks. That’s really about all the time your children will need to review what they know about the characters and simple plot and predict the outcome of the programme.
Turn down the sound as soon as the script breaks. Ask a child, ‘What do you think is going to happen next?’ or ‘How do you think the story will end?’ — depending where you are in the plot sequence. Your child may very well be able to predict the entire sequence of events after the break.
If you have a video recorder, you can try one of these variations:
Stop the Cameras. Tape a film or hour-long programme while it is being shown, but plan to view it later. Stop the tape at crucial intervals — when you learn a character’s secret, after you witness a significant event, or at a cliffhanger — and ask your children those same questions. Encourage them to support their predictions with insights into the characters and foreshadowing in the plot.
Write 2ur Own Ending. Watch a programme with your children until just before the end. Then turn off the TV and turn on the video recorder.
While it tapes the end of the programme, family members write their own endings. (A couple of paragraphs will do, but a short script is more fun.) Take turns reading your endings aloud, then play back the one you recorded on the tape. Were any of the endings the same or similar? Vote for the one you thought was best.
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How many children would have overlooked Goggle-eyes by Anne
Fine (Puffin) if the book bad not inspired a television series? How
many older readers would have picked up classics like Jane Eyre or
Great Erpectations without TV productions based on their stories?
Television is at its best when it brings books to life and to mind. If possible get your children to read a book before viewing an adaptation on the silver screen or for television. That way they can compare the treatment of plot and characters as they watch and discuss the scriptwriter’s departures from the original story. If you keep an eye out for early reviews and previews, you can have the book in the house in time for your children to read (or for the family to read aloud) before the film is scheduled to be shown on TV or released in local cinemas.
Of course, you can ride on the crest of your children’s enthusiasm just after they see a production, and make a special trip to the library or bookshop to find the novel or historical biography on which the film was based.

Prompted by a TV programme your family has enjoyed together, read a book to your children on a topic you know appeals to them. Then gather a selection of other books on the same subject that they can choose from to read on their own.
Use the thematic approach when you help your children select ; books at the library. Show them how to look through the card cataloger or microfiche for titles on specific subjects. Encourage reluctant readers especially to find all the titles they can on a topic j that holds their interest. A comprehensive list of books about horses, cars or inventions may be just the thing to keep them’ reading.
You might want to try a ‘Theme of the Month’ idea to encourage members of your family to share their different interests through reading. Each month let it be another person’s turn to have the whole family read a book on his or her favorite subject. That person may want to make some recommendations, but the other readers are responsible for finding and checking out their owi
books.Wait a week or two after the topic has been announced before everybody reconvenes, perhaps over dinner, to talk about the books they are reading on the shared subject. Whether they are enthusiastic about a particular book or not, everyone will hav learned a little something about another reader’s special interest.

Children love to go to the cinema, so they’ll gladly take responsibility for planning which film to see next. Take advantage of their enthusiasm by suggesting some reading tie-ins. First ask your children to read aloud mini-reviews of films they are interested in seeing, perhaps after dinner while everyone is still at the table. These short synopses usually appear somewhere in newspapers or listings magazines. Agree on one or two films that appeal to everyone in the family. If you come across a full review, ask the children to read that aloud, too.
When the children decide which film to see, give them the task of checking listings for cinemas and times. If the film they choose is based on a book, encourage the family to read the story before seeing the film so you can make comparisons. It might be fin to read the book aloud together, although in this instance you may not want to wait until you finish reading to see the film.

How do your children know what’s on television? Do they ffip channels or do they read the schedule of programmes in a television guide?
Encourage previewing what is on offer by reading the listings with your children in the newspaper, a television guide or magazine. Reading the listings gives the whole family a chance to think and to make decisions about their television viewing. You may also want to establish some guidelines ahead of time, for example no TV until homework is finished, only a set number of programmes per week, or only between certain hours. You may wish to sit down and work out a set of rules with your children.
The following activities can give your previewing some direction.

Family Guide. Sit with your children and read through the weekly TV listing in the Sunday paper. Divide a piece of paper into sections for the days of the week. In each section, list the shows you agree to watch. Or you may want to circle program mes in the newspaper listing.
Previewing the week’s offerings serves a few purposes: you can make sure your children know about a TV special they wouldn’t want to miss; you can resolve conflicts before viewing (Jonathan gets to watch his program me Tuesday night, and Ian gets to watch his on Friday); you can influence what the children watch by discussing their choices; and it gives you a regular opportunity to limit their viewing.
In addition to their regular favorites, help your children find shows that feature their personal interests or parallel what they are learning at school.
From TV to the Library. Cut out articles and help your children find books about tcpics treated in TV shows and films. Tape an article on the fridge or near the phone where passers-by will h notice, or put it inside your child’s lunch box. A show’s subjector star, or even the place where it was filmed, could lead your children to reading. TV Categories. Ask your child to list programme categories as headings on a piece of paper: situation comedy, news, dramatic series, documentary, soap opera, sports, cartoons and so on. While reading through a day’s scheduled programmes in a television guide or newspaper listing, your child writes the names of as many shows as possible in each category. Which categories are most represented? Which are least represented?

It’s up to each family to decide what role television plays in their family life, how much to, watch, which programmes to view, an4 even where the set is to be located in the home. Here are some ideas to keep in mind before you turn on the set.
• The TV set can be simply another home appliance whose use is monitored by the parents. Many parents set limits on their children’s viewing so that they have time and energy to develop a multitude of interests. Most children are comfortable with rules — even welcome them, despite occasional gripes — if the rules are fair and the children understand them.

• You might consider keeping the TV set on a table with wheels so that it can be unplugged and moved out of the way when not in use. Some parents find that storing the TV in a cupboard encourages the whole family to choose only those programmes they really want to watch.
• If your set goes on the blink, you may want to use this as a chance to take an extended holiday from TV. Wait before having it repaired, and see what other kinds of activities — like reading, conversation, evening walks, games — your family turns to instead.
• Try not to set up television viewing as a reward for reading. If you say, ‘You can watch a half hour of TV for every half hour you read’, your children may get the message that reading is a chore and that TV is a treat you value highly.
• Try looking at your own TV viewing through the eyes of your children. If they see you thoughtfully choosing a show to watch and turning on the set only when you want to see something special, they may want to do likewise. If they see you spending time with books, magazines, newspapers, board games, hobbies and other alternatives to TV, they. will learn valuable lessons about spending their free time.
• Of course, children pick up a whole range of habits from parents. If they see you watching hour after hour -of television, they may follow suit.
• When you sit down with your children to watch a show together (an excellent idea in its own right), talk with them about the programme. What do they like? Dislike? What’s happening in the story? Was it believable? The point here is to use the TV show as a way to talk with your children, not to turn the conversation into a quiz. Look for ways to use TV shows as conversation starters.