Though not yet found in any dictionary, “cineliteracy” looks a word likely to become ever more important to teachers. That is, if you accept the ideas in Moving Images in the Classroom, where cineliteracy is defined as “the ability to analyse moving images, to talk about how they work, and to imagine their creative potential”.

Such skills, say the authors, are relevant to all national curriculum subjects. Some teachers doubtless will scoff at this claim. Not for long, though, for the tasks in this excellent resource are offered with utter and entirely justifiedconfidence.

In science, for example, students consider science iconography (labs, bubbling flasks) and its meaning in advertisements, television programmes and feature films. Assessing the effect of different kinds of background music on the perception of landscape is one of several intriguing tasks for geography students. And, for design and technology students, the deconstruction of promotional or advertising films for familiar products is but one way of learning how images of commercial products are designed to flatter and entice.

As admirable for its presentation as its organisation, Moving Images in the Classroom will inspire even those who least expected it. This is a resource to open eyes to all sorts of possibilities.