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A growing number of television programs direct their viewers to access an Internet website for further information on a presented topic. The explicit link between television programs and companion Internet websites, both of which communicate information through multiple modes, can be considered a form of intertextuality. Do college students actually avail themselves of TV-Internet connections? Do they believe that this type of intertextuality influences their reading practices? This article reports research on these questions and then explores the implications of TV-Internet intertextuality for literacy and pedagogy.

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