@article{58623,
  abstract     = {{Serial storytelling, characterized by its interplay of vertical (episodic) and horizontal (long-form) narrative structures, offers a unique opportunity for media literacy in English as a Foreign Language (EFL) education. This paper argues for the development of a serial literacy framework, a concept that expands traditional film literacy models to accommodate the distinct demands of serialized narratives. By using Inventing Anna (Rhimes, 2022) as a case study, the study explores how serial storytelling fosters engagement with themes of identity construction, ethical ambiguity, and transmedial storytelling. This paper elaborates on serial literacy, considering its implications within foreign language learning contexts. The study highlights how serialized narratives cultivate critical thinking, communicative competence, and media awareness, which renders them a valuable pedagogical tool. By integrating serial literacy into EFL curricula, educators can bridge students’ media consumption habits with analytical engagement and thus foster a generation of critically literate media consumers and producers.

This paper elaborates on serial literacy, considering its implications within foreign language learning contexts. The study highlights how serialized narratives cultivate critical thinking, communicative competence, and media awareness, which renders them a valuable pedagogical tool. By integrating serial literacy into EFL curricula, educators can bridge students' media consumption habits with analytical engagement and thus foster a generation of critically literate media consumers and producers.
}},
  author       = {{Intveen, Julie and Illigens, Tim}},
  journal      = {{Journal of Media Literacy Education}},
  number       = {{3}},
  pages        = {{17--30}},
  publisher    = {{The University of Rhode Island}},
  title        = {{{Beyond The Episode: A Case For Serial Literacy in EFL Education}}},
  doi          = {{https://doi.org/10.23860/JMLE-2025-17-3-3}},
  volume       = {{17}},
  year         = {{2025}},
}

@article{61447,
  author       = {{Intveen, Julie and Janzen, Thomas}},
  journal      = {{MEIN FACH - Englisch Sek II}},
  pages        = {{1--5}},
  publisher    = {{Bergmoser + Höller}},
  title        = {{{The Political Era of Taylor Swift - Exploring the influence of Miss Americana at the ballot box}}},
  volume       = {{6}},
  year         = {{2025}},
}

@article{52333,
  author       = {{Intveen, Julie}},
  journal      = {{MEIN FACH - Englisch Sek II}},
  pages        = {{18--22}},
  publisher    = {{Bergmoser + Höller Verlag AG}},
  title        = {{{The Commonwealth Games. Hosting the games – creating pitches}}},
  volume       = {{1}},
  year         = {{2024}},
}

@article{52332,
  author       = {{Intveen, Julie}},
  journal      = {{MEIN FACH - Englisch Sek II}},
  pages        = {{1--5}},
  title        = {{{Commonwealth Connections. Discovering global dynamics through Model UN discourse}}},
  volume       = {{1}},
  year         = {{2024}},
}

@article{52338,
  author       = {{Intveen, Julie and Hohwiller, Peter}},
  journal      = {{HeLix Dossiers zur romanischen Literaturwissenschaft}},
  publisher    = {{Universitätsbibliothek Heidelberg}},
  title        = {{{„Tolle lege! Aber was liest man eigentlich, wenn man englische Romane deutscher Schulbuchverlage liest?“}}},
  year         = {{2024}},
}

@article{56610,
  author       = {{Intveen, Julie}},
  journal      = {{MEIN FACH - Englisch Sek II}},
  pages        = {{1--5}},
  publisher    = {{Bergmoser + Höller}},
  title        = {{{Separation of Art & Artist? Exploring the J.K. Rowling Controversy}}},
  volume       = {{4}},
  year         = {{2024}},
}

@inproceedings{56611,
  author       = {{Intveen, Julie}},
  location     = {{Universität Paderborn}},
  title        = {{{Narratives of Deception - A Didactic Approach to Serial Literacy}}},
  year         = {{2024}},
}

@article{58179,
  author       = {{Intveen, Julie}},
  issn         = {{2941-6868}},
  journal      = {{MEIN FACH - Englisch Sek II}},
  pages        = {{1--5}},
  publisher    = {{Bergmoser + Höller}},
  title        = {{{Buzzing Progress or Dangerous Path? Exploring Ethics of technology and environmentalism in "Black Mirror's" Hated in the Nation}}},
  volume       = {{6}},
  year         = {{2024}},
}

@inbook{53211,
  author       = {{Intveen, Julie}},
  booktitle    = {{Fernsehserielles Erzählen im fächerübergreifenden Unterricht: Forschungs- und unterrichtspraktische Perspektiven}},
  editor       = {{del Valle, Victoria and Kißling, Magdalena}},
  publisher    = {{Universitätsbibliothek Paderborn}},
  title        = {{{The True Story Of A Total Fake: Identitätsfragen mit der Netflix Serie Inventing Anna unterrichten}}},
  doi          = {{10.17619/UNIPB/1-2094}},
  year         = {{2024}},
}

@article{52337,
  author       = {{Intveen, Julie}},
  journal      = {{Englisch betrifft uns}},
  pages        = {{1--5}},
  publisher    = {{Bergmoser + Höller Verlag AG}},
  title        = {{{“I was trying to protect you. I was trying to keep you safe.” Parental surveillance in the Black Mirror episode Arkangel}}},
  volume       = {{4}},
  year         = {{2023}},
}

@article{52334,
  author       = {{Intveen, Julie and Bauer, Maike}},
  journal      = {{Englisch betrifft uns}},
  pages        = {{1--5}},
  publisher    = {{Bergmoser + Höller Verlag AG}},
  title        = {{{The United Kingdom: A Multicultural Society Education as a key to life in mixed communities}}},
  volume       = {{5}},
  year         = {{2023}},
}

@article{52335,
  author       = {{Intveen, Julie and Bauer, Maike}},
  journal      = {{Englisch betrifft uns}},
  pages        = {{19--22}},
  publisher    = {{Bergmoser + Höller Verlag AG}},
  title        = {{{The Royal Divide - Exploring the impact of Megxit on the future of the British monarchy}}},
  volume       = {{5}},
  year         = {{2023}},
}

@inproceedings{52341,
  author       = {{Intveen, Julie and Hohwiller, Peter}},
  booktitle    = {{Fernsehserielles Erzählen im fächerübergreifenden Unterricht}},
  location     = {{Universität Paderborn}},
  title        = {{{The True Story of a Total Fake – Eine Untersuchung des didaktischen Potentials von Netflix‘ Inventing Anna}}},
  year         = {{2023}},
}

@inproceedings{52340,
  author       = {{Intveen, Julie}},
  booktitle    = {{15. Nachwuchstagung der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF), Thema: Findungsphasen}},
  location     = {{Universität Münster}},
  title        = {{{Fictions of Identity – A Didactic Exploration of TV Series}}},
  year         = {{2023}},
}

@inproceedings{52339,
  author       = {{Intveen, Julie}},
  booktitle    = {{Media Literacy in Language (Teacher) Education }},
  location     = {{Universität Erfurt}},
  title        = {{{Fictions of Identity – A Didactic Approach to Serial Literacy}}},
  year         = {{2023}},
}

@article{52336,
  author       = {{Intveen, Julie}},
  journal      = {{Englisch betrifft uns}},
  pages        = {{17--21}},
  publisher    = {{Bergmoser + Höller Verlag AG}},
  title        = {{{Chasing the American Dream: Chances and challenges of immigrant families – a media task}}},
  volume       = {{2}},
  year         = {{2023}},
}

@article{54531,
  author       = {{Bauer, Maike and Intveen, Julie}},
  journal      = {{Englisch Betrifft Uns}},
  pages        = {{1--5}},
  title        = {{{The United Kingdom: A Multicultural Society Education as a key to life in mixed communities}}},
  volume       = {{5}},
  year         = {{2023}},
}

@article{54532,
  author       = {{Bauer, Maike and Intveen, Julie}},
  journal      = {{Englisch Betrifft Uns}},
  pages        = {{19--22}},
  title        = {{{The Royal Divide - Exploring the impact of Megxit on the future of the British monarchy}}},
  volume       = {{5}},
  year         = {{2023}},
}