Fei Victor Lim

Nanyang Technological University | ntu · National Institute of Education

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...

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...

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...

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...

Multimodal literacy has been increasingly included as part of the language and literacy curriculum in many education systems across the world. In the Greater Bay Area (GBA) of China (Guangdong, Hong Kong, Macau), multimodal literacy has recently been incorporated into the curriculum guides to varying degrees. Little research has attended to how tea...

This is an interview with Fei Victor Lim (FVL) by Antonia Dilamar Araújo (ADA), Clarice Gualberto (CG), and Michelle Soares Pinheiro (MSP), in which Professor Lim outlines his view on Multimodality, Artificial Intelligence, and Education.

This chapter reflects on the applications of multimodality on learning and maps the terrain by introducing three dimensions—multimodality for learning, multimodality as learning and multimodality in learning. Multimodality for learning involves the use of multimodal resources to support language and subject content learning, in recognition of the m...

Currently, digital technologies are present in the design of learning in most educational contexts. Digital learning occurs in online or blending spaces that afford teacher-student and student-student interactions. This chapter introduces some of the main areas of interest in designing learning with digital multimodal technologies and its pedagogic...

In a post-pandemic normal, digital technologies are present in the design of learning in most educational contexts. Digital learning occurs in online or blending spaces that afford teacher–student and student–student interactions. In this chapter, we advance two premises which are that technologies are no longer supporters of learning but facilitat...

The COVID‐19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adole...

Our chapter reports on a collaboration amongst a principal master teacher, an education researcher and a primary school English teacher in a classroom inquiry in Singapore. By drawing on our collective expertise in education research and pedagogical knowledge, we describe the process of working with the primary school English teacher, Gwen (pseudon...

Open Access: https://tewtjournal.org/download/apps-for-english-language-learning-a-systematic-review-by-fei-victor-lim-and-weimin-toh/ This article reports on a systematic review of research studies published from 2010 to 2021 on the use of apps for learning in the secondary English as a Second Language (ESL) classroom. We extracted relevant infor...

While participation in social media has become everyday practice among young people, there have been few studies examining how youth as social media users are represented in the media discourse. Focusing on the promotional materials of an award-winning and widely-viewed documentary film, The Social Dilemma , this paper examines the media depictions...

Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researcher...

Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researcher...

Open Access: https://journals.sagepub.com/eprint/P2DRBSJ8PZN5AVBFXYSQ/full This issue, the first of volume 4, marks the start of Multimodality & Society’s fourth year and provides a good moment to look across the past 3 years to review and reflect on the journal’s contribution to multimodality. Multimodality & Society aims to consolidate and advan...

WiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new...

Access Pre-Print at: https://hdl.handle.net/10497/25611

While many of us turned to reading books during our leisure time in days gone by, our students growing up today have access to a smorgasbord of options, many of them right at their fingertips, on their mobile devices.

With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded t...

As literacy curricula around the world expand to include multimodal meaning-making, the challenge that remains is how teachers can design engaging and effective learning experiences in this context and the nature of their guidance to students in developing their multimodal literacy. Our paper focuses on the topic of multimodal composing, where stud...

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

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...

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...

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...

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...

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...

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.

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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...