Fei Victor Lim

Nanyang Technological University | ntu · National Institute of Education

Access Pre-Print Here: https://repository.nie.edu.sg/handle/10497/24041 A number of systematic reviews on multimodal pedagogies in English language classrooms were conducted from the 1990s to early 2010s. However, there is no recent review examining the thematic issues related to multimodal pedagogies in the English language classroom. This system...

Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-mak...

A challenge for researchers working with multimodal classroom discourse is to be able to describe and discuss the interaction and interplay across various semiotic resources. This article adopts the Systemic Functional Multimodal Discourse Analysis approach to examine the relationship between language and gesture used by the teacher, in interaction...

The Three Minute Thesis (3MT) is an academic competition that challenges graduate students to explain their research in three minutes to a non-specialist audience. While there have been a few studies examining rhetorical moves and interactional metadiscourse in 3MT presentations, studies focusing on features related to comprehensibility, a key comp...

Opinion Editorial in The Straits Times

In today’s neoliberal economy, digital platforms have led to a proliferation in science popularization where scientists package their messages for the wider public. Our study explores how science ideas are disseminated in one of the most widespread digitally mediated genres of science popularisation, the TED talks. We adopt a multimodal discourse a...

Online learning has gained increasing attention during the COVID-19 pandemic. Teachers face social exigencies to design ways of knowledge dissemination in online instruction. We posit that understanding how knowledge can be represented in successful online academic genres can inform teachers on how they can design students’ online learning experien...

Access Paper at: https://link.springer.com/epdf/10.1007/s42321-022-00134-5?sharing_token=CMeF5i5tI7huJ0z4ipFXA_e4RwlQNchNByi7wbcMAY50ny58kRq82AnN3mmS24E0JqMXuj0teun4155uDdBQrdYMTUSzEBpXpWjUsyEtszhrjAiWKq2qHlx1wRPHOp7H-pgZ3qB4d2cGVIuftIvgra6gHhu6aMoiK4SIi4U80fY%3D This paper reports on a study to develop a pedagogic metalanguage as a resource to su...

Gunther Kress’s multimodal and social semiotic theory of communication has moved beyond the realm of linguistics, which originally framed his work, and has reached out to inform other fields, such as those of education, museum studies, as well as the humanities and social sciences more broadly. This article brings together our insights in relation...

The age of digital interconnectivity has seen children and adolescents of today well adept at consuming, creating and sharing content across different social media platforms. Playing digital games and building virtual worlds can also be a means for them to socialize and interact with one another.

Learning science involves learning how to use specific, conceptual language in talking, reading and writing for reasoning and problem solving (Lemke, 1990). However, research has argued that language is a major barrier to students learning science (Wellington Osborne 2001). In response, this chapter reports on a project in a Singapore secondary sch...

Knowing how to search for online information effectively, is fundamental, and should not be taken for granted amongst teenagers, says the authors. https://www.todayonline.com/commentary/commentary-how-help-youth-use-smartphones-well-smartly-2007616

The COVID-19 pandemic has highlighted the value of digital technology – in preserving work, play and learning – at a time when physical interactions are constrained. Given the challenges involved in the sudden conscription towards digital teaching and learning, the reception of both teachers and students towards the adoption of digital technologies...

Against the backdrop of the expansion of the literacy curriculum to include multiliteracies in education systems around the world, we discuss how a design-based research approach can contribute to practical outcomes in building the participating teachers’ confidence and competence in their pedagogical practices, developing scalable lesson resources...

We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. ‘Tinkering’ through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student’s agency with the teacher’s role. Our study is guided by qu...

The quantity and quality of children's digital screen media exposure is an emerging area of early childhood studies because of its strong social relevance, and this has been particularly true since the COVID-19 pandemic. The few existing parental questionnaires on children's digital screen media exposure mainly focus on mono-lingual children's medi...

Purpose The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore. Design/methodology/approach Adopting a case study approach, the authors observed 12 multilit...

This chapter challenges the notion of e-pedagogies and explores what it means for language learning in the Singapore secondary school context. It discusses the reflection of a Singapore English Language teacher in implementing digitally- mediated teaching during the ‘home-based learning’ period amid the pandemic and explores the implications of the...

Lim, F. V., Tan-Chia, L., Nguyen, T. T. H., Tan, J. M., Lim, L. L. C., & Khairunnisa Khairudin. (2022). Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Making Ice Cream lesson package for Primary Four. National Institute of Education (Singapore), Office of Education Research. https:...

Lim, F. V., Tan-Chia, L., Nguyen, T. T. H., Tan, J. M., Lim, L. L. C., & Khairunnisa Khairudin. (2022). Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Rats’ Nests lesson package for Primary Four. National Institute of Education (Singapore), Office of Education Research. https://hdl...

Lim, F. V., Tan-Chia, L., Nguyen, T. T. H., Tan, J. M., & Shafiq Kuthupdeen. (2022). Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with advertisements lesson package for Secondary Two G2. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/...

Lim, F. V., Tan-Chia, L., Nguyen, T. T. H., Tan, J. M., & Lee, W. Y. (2022). Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with Ten lesson package for Primary Five. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/24092

Lim, F. V., Tan-Chia, L., Nguyen, T. T. H., Tan, J. M., & Lee, G. M. (2022). Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with The Lost Thing lesson package for Secondary One G1. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/24...

Lim, F. V., Tan-Chia, L., Nguyen, T. T. H., Tan, J. M., & Chin, A. A. (2022). Multiliteracies in the Singapore English Language classroom: Lessons and resources - Viewing and representing with advertisements lesson package for Secondary One G3. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/2...

Lim, F. V., Nguyen, T. T. H., Tan, J. M., & Tan-Chia, L. (2022). Multiliteracies in the Singapore English Language classroom: Assessing multimodal literacy: Test examples. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/24094

This chapter adopts multimodal content analysis (Bell, 2001; Joo et al., 2019) to examine an introductory video to an online English course, the textbook accompanying the course, as well as the online course itself, for students in China. The analysis aims to surface the discursive construction and representation of values and the expression of ide...

This is the research report for the NIE/OER Educational Research Funding Programme and MOE CORE 3 project titled 'Integrating Multiliteracies into the English Language Classroom’. In this report, we present our work with the teacher-participants to co-design multiliteracies learning packages. We report on the findings from the study and propose re...

Lim, F.V. (2022). Opting for multimodal literacy. Pedagogical Dialogue, 1(39) pp. (8-9). Centre of Excellence, Nazarbayev Intellectual Schools, Kazakhstan.

Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-mak...

Yayasan MENDAKI Policy Digest 2021

This paper explores the implications of youths’ out-of-school gaming practices for teaching and learning in formal and informal learning contexts. We report on a study where we examined the video game play of two youths using a case study approach. User experience approaches, e.g. the think-aloud protocol and interviews, were grounded in the theore...

In light of the shift towards incorporating multimodality in the curriculum, it is of interest and value to examine the extent in which multimodal literacy is assessed in national and international literacy tests. This is so as to surface any misalignment between the two and highlight gaps which curriculum planners and assessment designers can addr...

Empathy, the ability to understand and share the feelings of others, is an important aspect of social and emotional learning. It can be demonstrated and potentially cultivated through the opportunities afforded in digital play. Access article here: https://www.globalcitizenshipfoundation.org/ed/the-possibilities-of-digital-play-in-advancing-effect...

Children’s engagement with transmedia narratives, where the same story is presented through different media such as book, film and interactive app, can reveal their knowledge about different modes, media and software for multimedia authoring. Such insights provide a suitable starting point for developing effective approaches to critical multimodal...

Online video games attract young children the way honey does to bees and parents are often wary of the dangers of addiction or exposure to unhealthy material. But it’s much better to tame the technology monster than to resist it, says an NIE researcher. https://www.channelnewsasia.com/commentary/online-video-gaming-children-parents-2120216

In this article, we describe how a design-based research approach brought about teacher learning in terms of both confidence and competence to design and enact a multiliteracies lesson package. This study is situated within the efforts to grow a community of practice comprising teacher champions across schools as they work closely with researchers....

In light of the growing phenomenon of parent-child digital co-play of online games, we conducted a study to understand the different ways of digital co-play and how they can offer opportunities for the child's learning. We analyse four cases of parent-child digital co-play on Let's Play gaming videos with Roblox on YouTube. Our research method adop...

The ‘multimodal turn’ has led many education systems around the world to incorporate aspects of multimodality into their language curriculum as a response to the contemporary communication environment and new literacy practices of students. In this article, we present and examine findings from a study of the enactment of multimodal pedagogies by tw...

Amidst the height of the COVID-19 pandemic in Singapore, schools were shut, and full home-based learning was implemented nationwide. As the importance of digitally-mediated learning presented itself, so did concerns over the digital divide – the gap between those who have access to resources and the know-hows for online learning and those who don’t...

In today's digital age, literacy practices have shifted beyond the reading of print texts to include the viewing of multimodal texts that make meanings through resources such as language, images, animations, and music. The sole focus of literacy as the learning of a language is no longer sufficient for students to navigate the complex multimodal co...

Multiliteracies has been incorporated in the curriculum of many education systems around the world. Beyond the broadening of focus in literacy to include multimodal meaning‐making, multiliteracies pedagogies are also associated with certain pedagogical shifts, such as a focus on bridging the students' out‐of‐school literacy practices with what and...

This paper offers a discussion of the knowledge, skills, and awareness involved in digital reading. Reading, in this paper, is used in the broader sense to include deriving meaning from media on a digital screen. This paper synthesises key ideas from existing studies and presents a taxonomy for the teaching of digital reading. The taxonomy includes...

An amendment to this paper has been published and can be accessed via the original article.

This paper explores the implications of children's out-of-school digital multimodal composing practices on learning and teaching in the formal educational context. It adopts a case study approach where publicly accessible YouTube video productions of three children around the world are examined. Applying a multimodal discourse analysis approach, we...

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This manifesto stems from a transmedia initiative for collective research designed to shape-from the bottom-up-a socially responsive and responsible culture of inquiry, in observing, recording, sharing and reflecting on the changes to communication and interaction caused by the COVID-19 crisis and their enduring effects post-pandemic. The objective...

With the increasing recognition in the importance of multiliteracies, this study argues for the need to develop a pedagogical framework to teach and support students’ digital multimodal composing practices, such as video production, in the classroom. The framework, informed by Systemic Functional Theory and Design Thinking, organises the knowledge...

This manifesto stems from a transmedia initiative for collective research designed to shape-from the bottom-up-a socially responsive and responsible culture of inquiry, in observing, recording, sharing and reflecting on the changes to communication and interaction caused by the COVID-19 crisis and their enduring effects post-pandemic. The objective...

In this article, I reflect on the ‘gains and losses’ of digital learning from a social semiotic perspective, and suggest that an appreciation of what digital learning offers can lead to a greater valuing and more thoughtful integration of digital learning as part of the new education normal in the post-COVID-19 era.

This chapter reports on a study which explored how teachers could identify gaps in their students’ conceptual understanding, and facilitate students’ use of both appropriate content vocabulary and visual representations to communicate scientific concepts through the use of science notebooks. The study pilots a framework that was developed for asses...

This report draws on the Phase 1 findings of the NIE/OER Educational Research Funding Programme and MOE CORE 3 project titled 'Integrating Multiliteracies into the English Language Classroom'. It explicates how teachers have been using multimodal texts to develop multiliteracies, specifically multimodal literacy, in the primary and secondary school...

With technological advancement, digital play is increasingly popular as digital games appeal to all ages but are particularly attractive to youths and children. It is useful to develop a deeper understanding of digital play and to explore ways in which caregivers can guide young people in their play to recognize and develop different types of learn...

The COVID-19 pandemic has unceremoniously thrusted into the spotlight the value of digital technology-in preserving work, play, and learning-at a time when physical interactions are constrained. Looking beyond the enormity of human sufferings and tragedies the virus brought in its way is a peek of a silver lining of its contribution to human civili...

Opinion Piece for Today Newspaper

This paper describes a pilot study exploring how an approach drawing on systemic functional linguistics can inform science teaching. This study is an exploratory effort between researchers from a linguistics background and secondary school science teachers in the Singapore science classroom. The teachers designed activities in the joint constructio...

Against the current backdrop of the controversies and concerns over machine scoring, this paper focuses on one specific, less controversial, aspect of how machine can be effective in improving students' writing, that is in identifying and providing timely feedback on language accuracy to students. This paper investigates the use of a Linguistic Fee...

This chapter describes an approach to promote the development and spread of educational technology innovations. The approach nurtures a culture of innovation and reflective practice of Information and Communication Technology (ICT) use for teaching and learning amongst teachers under Singapore’s 3rd Masterplan for ICT in Education. It discusses sys...

Classroom research in the past has mostly been based on the study of the language used by the teacher and students. With the availability of video recording technologies, it is now possible to collect multimodal classroom data, such as the teachers’ use of gestures, positioning, and classroom space to enact specific pedagogy. The challenge for the...

Abstract This article argues for the importance of teaching multimodal literacy in schools so as to adequately equip students to navigate the multimodal communicative landscape. Developing multimodal literacy in students is about developing in them the ability to view multimodal texts critically and for them to represent their ideas through the pro...

The changing nature of communication has accentuated the need to develop multimodal literacy in students. Although the conventional way of asking a series of questions to elicit students’ comprehension has helped build reading and comprehension skills, teachers could provide more support in the form of the language, pedagogical scaffolds, and techn...

This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data in...

This paper looks at the increasing popularity of massive open and online courses (MOOCs) and open educational resources (OERs) offered in Singapore. Despite being a relatively new phenomenon, the Singapore government has collaborated with different organizations to improve the quality and accessibility of MOOCs, and many institutions of higher lear...

This chapter discusses the development and implementation of a multimodal discourse analysis approach in the teaching of visual texts. This follows in the direction of “appliable discourse analysis” (Matthiessen 2013) where multimodal discourse analysis frameworks and approaches are translated into classroom strategies. Drawing on the multimodal di...

http://www.nie.edu.sg/docs/default-source/oer/oer_knowledge_bites_2_learning_sciences.pdf?sfvrsn=2

This paper proposes that the development of social and emotional learning (SEL) can be supported through the use of serious games. The Collaborative for Academic, Social and Emotional Learning (CASEL) has defined “five interrelated sets of cognitive, affective and behavioral competencies” that make up SEL. In Singapore, the Ministry of Education ha...

This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and...

This exploratory study introduces the systemic approach and the explicit teaching of a meta-language to provide conceptual tools for students for the analysis and interpretation of multimodal texts. Equipping students with a set of specialised vocabulary with conventionalised meanings associated with specific choices in multimodal texts empowers th...

It is not an uncommon goal amongst policymakers to have a successful programme in one school be scaled up to more or even all schools in the system. However, the poetry of aspiration must be translated into the prose of implementation. Recent studies, such as those described in this book, have indicated that the scaling up of educational innovation...

In what follows, the principal functionalities of Semiomix are firstdescribed (see also O’Halloran et al., 2012) and then illustrated via screenshots from Professor W. Gilbert Strang’s first lecture in Linear Algebra from Massachusetts Institute of Technology (MIT) Open Courseware (OCW).1 Following this, Professor Strang’s use of language and gestu...

The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is...