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Publications

Journal Articles:

Lim, F.V., & Unsworth, L. (2023). Multimodal composing in the English classroom: recontextualising the curriculum to learning. English in Education, 57(2), 102-119. 

 

Access at: https://bit.ly/MCLimUnsworth

Abstract: 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 students create artefacts to learn and demonstrate their learning. We seek to understand how teachers can design for students’ learning through multimodal composing with the use of a pedagogic metalanguage. Our data is drawn from a design-based research project on the teaching and learning of multimodal literacy in two secondary schools in Singapore. We discuss the implications of the design and evaluation of students’ learning through multimodal composing and reflect on the nature of the design work by teachers as they negotiate the curriculum requirements and make sense of their professional learning.

Lim, F.V. (2022). Thinking and Talking About Digital News in the Singapore Secondary English Classroom: a Pilot Study. English Teaching & Learning.

Access at: https://bit.ly/SpringerLim

Abstract: This paper reports on a study to develop a pedagogic metalanguage as a resource to support teachers’ thinking and talking about digital news texts in two secondary English classrooms in Singapore. The study uses lesson observation, interviews with the teachers and focus group discussions with the students as its data collection methods. The findings from this pilot study have informed the design of a larger research project on multimodal literacy in Singapore. The implications from the study include highlighting the importance of meeting the diverse learning needs of the students and building on the recognition both students and teachers have on the value of multimodal literacy. This can ensure that sufficient curriculum time and space will be committed to the teaching and learning of multimodal literacy. The implications also point to the importance of strengthening assessment and feedback for the students even as teachers design for more opportunities for students’ multimodal meaning-making.

Lim, F.V., Cope, B., & Kalantzis, M. (2022). A metalanguage for learning: Rebalancing the cognitive with the socio-material. Frontiers in Communication.

Access at: https://bit.ly/FrontierLimCopeKalantzis

Abstract: 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 meaningmaking practices from students’ lifeworlds. Such neglect can perpetuate the digital divide among students from diverse home backgrounds. The reform agenda of multiliteracies is to bring about educational justice through a pedagogy of access. In this paper, we discuss how this agenda can be operationalized in the frontline of education—the classroom.


We propose a pedagogic metalanguage of transpositional grammar for the learning of multimodal literacy. “Transposition” refers to the process of moving between different forms of meaning (text, image, space, object, body, sound and speech), and changes of attention to their functions (reference, agency, structure, context and interest). In particular, we show the value of having a common shared conceptual framework with which to reflect upon and unpack multimodal meaning in terms of its forms and functions.

 

We also describe how a repertoire of knowledge processes, rebalancing the cognitive and the socio-material, affective and embodied, can support teachers in their design for students’ multimodal literacy learning. We argue that attention to multimodal literacy in the curriculum, pedagogy and assessment can be productively supported with a pedagogic metalanguage of transpositional grammar and discuss how this can be a step towards mediating the invisible inequities in education in the digital age.

Lim, F.V., Toh, W., & Nguyen, T.T.H. (2022) Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69. 9(2022) 101408.

Access at: https://bit.ly/ReviewLimTohNguyen

Abstract: 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 systematic review addresses this gap by examining research articles published from 2010 to 2021 on multimodal pedagogies in the primary and secondary English language classrooms. A qualitative thematic analysis of 98 articles gathered from the search uncovered five common themes including engagement with multimodal texts from students’ lifeworld, the use of critical, creative and culturally responsive multimodal pedagogies, explicit teaching of multimodal literacy, affect in multimodal learning, and concerns over multimodal assessment. The article discusses these themes in relation to the thematic findings of existing review studies with the same focus of multimodality in the English language classroom, and proposes directions for future research.

Lim, F.V., & Tan, J.M. (2021). Curriculum and assessment mismatch: Examining the role of images in literacy assessments. Australian Journal of Language and Literacy, 44(3), 22-33.

Access at: https://bit.ly/AssessmentMismatchLimTan

Abstract: 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 done so as to surface any misalignment between the two and highlight gaps which curriculum planners and assessment designers can address.

 

Given the significant influence that the nature of assessment has in shaping classroom practices and teaching priorities, it is imperative that assessment is aligned with curriculum goals. Our paper examines the assessment items in the visual text comprehension in Singapore's national examinations, the GCE 'O' Level and the Primary School Leaving Examination (PSLE), for the English Language, as well as the literacy components of PISA and PIRLS reading items.

 

We adopt the approach of an earlier study by Unsworth, Cope and Nicholls (2019) and position our work as a replication study, extended to a new context. In adopting a common approach, we hope to offer an independent verification of the framework, analyses and findings from the earlier study and contribute towards consolidating and building up proven practices in the analysis of text-image relations within the field of multimodal studies.

 

Our results similarly show an overall low proportion of test items that deal with images and image-language relations in the Singapore and international assessments. While the proportion of questions where image is essential or supports answering the question is higher for the Singapore GCE 'O' Level exams, the role of images in the PSLE and international assessments is limited, which suggests a greater focus on assessing multimodal literacy deserves attention. As curriculum reforms to incorporate multimodality in education become more commonplace around the world, we argue that attention on assessment must be the next frontier of change.

Liang, W.J., & Lim, F. V. (2021). A pedagogical framework for digital multimodal composing in the English Language classroom. Innovation in Language Learning and Teaching, 15(4), 306-320.

 

 

Access at: https://bit.ly/DMCLiangLim

Abstract: With the increasing recognition of 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 and skills of digital multimodal practices into the critical, creative, and technical domains.


Based on the framework, we developed a lesson package, comprising four lessons, which was implemented in a secondary English Language classroom in Singapore. Our findings suggest that rather than assuming students are intuitively capable of digital multimodal composing skills, a pedagogical framework that guides their development and demonstration of these skills can be useful.

Lim, F.V., & Nguyen, T.T.H. (2021). Design-based research approach for teacher learning: A case study from Singapore. ELT Journal. Advance online publication. https://doi.org/10.1093/elt/ccab035

 

 

Access at: https://bit.ly/DBRLimNguyen

Abstract: 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.


Based on a single case study of a teacher, the article discusses her discernible trajectory of growth as evident from her reflections collected after each of the lesson co-design sessions, the lesson plans that she designed, and her actual classroom practices. The findings from the study suggest that the design-based research approach, given its features, can be productive in bringing about deeper and more reflective teacher learning It also serves as a platform to strengthen the nexus between research and practice.

Lim, F.V., Towndrow, P.A., & Tan, J.M. (2021). Unpacking the teachers’ multimodal pedagogies in the Singapore primary English language
classroom. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882211011783.

 

 

Access at: https://bit.ly/MpedagogiesLimTowndrowTan

Abstract: 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 two primary level English language teachers in Singapore.
 

Classroom data were collected, transcribed, and analysed in this case study research. We observed eight lessons by two teachers where viewing and representing skills were taught and interviewed the teachers for their reflections on their experience. The lessons were coded in terms of the classroom practices, the knowledge focus, the types of knowledge representations present (conventional or constructed), as well as the source of the knowledge representation (i.e. whether the knowledge was teacher-constructed, student-constructed or jointly constructed).


Our findings indicate that there was a good balance between teacher and student construction of knowledge. However, most of the knowledge represented in the lessons was factual and procedural rather than conceptual. This suggests that students had few opportunities to critically explore and challenge the knowledge taught and were not guided sufficiently to interrogate the knowledge represented. Representing skills also received less emphasis than viewing skills in the lessons. We discuss the implications of our observations on teachers’ professional learning and advance the argument on the need to pay more attention to multimodal pedagogies in literacy instruction given the incorporation of multimodality in the curricula.

Lim, F.V., Weninger, C., & Nguyen, T.T.H. (2021). ‘I expect boredom’ – Students’ experiences and expectations of multiliteracies learning. Literacy, 55(2) 102-112. https://doi.org/10.1111/lit.12243.

 

 

Access at: https://bit.ly/LiteracyLimWeningerNguyen

Abstract: 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 how they are learning in school. This often involves appropriating social media as well as introducing popular culture topics in the classroom.

 

This article discusses the students' perspectives of these ideas to inform the teacher's design of multiliteracies learning. Drawing on data collected through surveys and focus group discussions from a multi‐phased research project on multiliteracies in Singapore, we reflect on the students' expressions of their experiences and expectations of multiliteracies learning. In particular, we surface an instrumental view of learning where concerns over examinations and future career prospects cloud the students' learning. We also identify a desire among the students to keep their world of home and school separate.


While the discussion of the students' perspectives is anchored in the context of Singapore, the implications contribute to the global discourse among curriculum planners, educational researchers and teacher practitioners who are interested in improving the design of multiliteracies learning in their contexts.

Lim, F.V., & Toh, W. (2020). Children’s digital multimodal composing: Implications for learning and teaching. Learning, Media and Technology, 45(4), 422–432.

 

 

Access at: https://bit.ly/DmcLimToh

Abstract: This paper explores the implications of children's out-of-school digital multimodal composing practices on learning and teaching in a 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 analyse the children's videos and discuss what they suggest about the children's literacies and skills. We argue that children's digital multimodal composing practices demonstrate their creativity, critical thinking, and a semiotic awareness. Following the case studies, we discuss how the educators can respond to students' out-of-school literacy activities by creating the 'third space' for learning in schools.

Book:

Lim, F.V. & Tan-Chia, L. (2023). Designing learning for multimodal literacy: Teaching viewing and representing. London & New York: Routledge.

Abstract: In light of the digital age and the changing profile of learners, it is timely to reflect on the pedagogical shifts needed in the classroom. How should the teacher guide the student in developing the literacies needed to navigate today’s communication environment? These changes place a demand on teachers to continually reflect on what they are teaching their students, and how they are teaching them – to ensure that learning in school remains relevant and relatable, and would prepare them for the world of the future.


The goal of this book is to bring together the theory and practice of how learning experiences for multimodal literacy can be designed. The theoretical perspective provides a firm foundation for the instructional strategies and activities described in this book. The practitioner orientation ensures utility and practicability in the concepts and ideas espoused. This book embodies a nexus between research and practice and is poised to appeal to both educational researchers and teacher practitioners interested in the design of learning experiences for the development of multimodal literacy. It is of immediate relevance to educators where the curriculum requires the integration of multimodal literacy teaching and learning based on a principled and grounded instructional approach towards the teaching and learning of multimodal literacy within the context of language learning.


This book is a product of a co-design journey undertaken by educational researchers, curriculum planners and teacher practitioners over the last three years. It is authored by an educational researcher and a curriculum developer, with a combined experience of more than fifty years in classroom teaching, subject leadership, educational policymaking, and translational research. The ideas and strategies presented in this book are a result of rich negotiations, contestations of views, and ultimate translation of theoretical understandings into practical applications.This book contributes to the global conversation and interest on how educators can reflect on the zeitgeist of the digital age
and design lessons to prepare students for new literacy demands.

Book Chapter:

Lim, F.V. (2021). Towards Education 4.0: An agenda for teaching multiliteracies in the English language classroom. In F.A. Hamied (Ed.), Literacies, Culture, and Society towards Industrial Revolution 4.0: Reviewing Policies, Expanding Research, Enriching Practices in Asia. (pp. 11-30). New York: Nova Science.

 

 

Access at: https://bit.ly/NovaScienceLim

Abstract: 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 communication landscape that our students inhabit. New literacies for viewing critically and representing knowledge effectively are required in the contemporary communication landscape.


This paper argues that Education 4.0 should involve a requisite shift in our literacy curriculum, from that of a language-focused curriculum to that of multiliteracies, with reference to a research project on integrating multiliteracies within the context of recent English Language curricular reforms in Singapore. The paper concludes with a reflection on the curricular changes and pedagogic shifts that educators need to make so as to keep in step with the ever-changing world.

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