Phase 2
Research Question
What is a theoretically informed and practically grounded instructional approach that teachers can use to develop multimodal literacy for upper primary school and lower secondary students in the English Language subject classroom?
Activities:
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Phase 2 Participants
4 schools, 6 teachers, and 6 classes
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Professional Learning for Teachers and Schools
7 workshops, 16 co-design sessions, and 2 seminars
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Co-designing Multiliteracies Lesson Packages
The research team worked with the six teacher-participants to co-design the multiliteracies lesson packages, which were implemented in 2020. Six lesson packages were completed by the research team and the teachers from the four schools (two secondary and two primary) after the co-design sessions:
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1. Viewing & Representing with Rats’ Nests: Lesson Package for Primary Four
2. Viewing & Representing with Making Ice-cream: Lesson Package for Primary Four
3. Viewing & Representing with Ten: Lesson Package for Primary Five
4. Viewing & Representing with The Lost Thing: Lesson Package for Secondary One G1
5. Viewing & Representing with Advertisements: Lesson Package for Secondary One G3
6. Viewing & Representing with Advertisements: Lesson Package for Secondary Two G2
Data Collection and Lesson Implementation
15 lessons were observed and video-recorded
16 post-lesson interviews were conducted with teachers
8 focus group discussions were conducted with students
6 sets of pre-test and post-test were conducted to offer another data source for student learning
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Refining the Lesson Packages
After the teachers conducted the lessons, the research team refined the six lesson packages based on the teachers’ reflections, students’ feedback and the researchers’ lesson observations.
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Recommendations
Based on our research findings we make the following recommendations (details on Page 57 of Report 2).
1. Optimise Curriculum Space for Multiliteracies Learning.
2. Teach Viewing and Representing.
3. Design Learning for Multimodal Literacy.
4. Create Opportunities for Students’ Multimodal Meaning-Making.
5. Assess Multiliteracies.
6. Grow Teachers as Designers of Learning.
7. Advance Research on Multiliteracies.
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Link to download Report 2:
Lim, F. V., Chia, A., Weninger, C., Tan-Chia, L., Nguyen, T. T. H., Tan, J. M., Peters, C. M., Adams, J. L., Towndrow, P. A. & Unsworth, L.
(2022). Multiliteracies in the Singapore English Language Classroom: Designing Learning. National Institute of Education, Nanyang
Technological University, Singapore.