Designing Learning for Multimodal Literacy
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Designing Learning for Multimodal Literacy addresses the urgent need for educators to design learning experiences that reflect the multimodal nature of contemporary communication. In a world shaped by digital and print media, students increasingly express themselves using a mix of text, images, video, and sound. Highlighting real-life examples—such as Alden, an 8-year-old who created and shared his own rap video—the book challenges teachers to reconsider traditional literacy teaching. Drawing from collaboration between an educational researcher and a curriculum developer, this practical and research-informed text offers design principles and resources to help teachers engage today’s learners meaningfully. A vital contribution to the global conversation on education in the digital age, it’s essential reading for teachers, academics, and postgraduate students alike.
Fei Victor Lim is Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. He is interested in how and what we should teach learners in today's digital age. As an educator and education researcher, he researches and teaches on multiliteracies, multimodal discourse analyses, and digital learning. He is an editor of Multimodality and Society and an associate editor of Asia Pacific Journal of Education and Designs for Learning. He is also author of the book Designing Learning with Embodied Teaching: Perspectives from Multimodality published in the Routledge Studies in Multimodality in 2021. He was previously Lead Specialist III and Deputy Director, Technologies for Learning, at the Singapore Ministry of Education, where he has experience in translational research, policy formulation, and programme development, with a focus on how educational technology can improve teaching and learning. https: //orcid.org/0000-0003-3046-1011
Lydia Tan-Chia retired as Lead Specialist II after 35 years of proudly serving the Singapore Ministry of Education in the areas of curriculum design, curriculum development, curriculum implementation, and the design of assessment for English Language as a subject in every school and year level. She had the propitious opportunity of collaborating with the co-author as a research fellow in his research on Multimodal Literacy which has since become an area of compelling interest and growing fascination. In the course of the collaboration, she saw how the research schools worked with the concept and practice and brought it to life in their classrooms, weaving the teaching of multiliteracies with thought and integrity into their English curriculum.
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