Developing a framework for the teaching and learning of representing skills through media production in Singapore

Abstract

This study argues for the criticality of developing multiliteracies through guiding students in the effective production of media texts. It also aims to integrate students’ out-of-school experiences with new technologies into English Language (EL) classroom. Given that Singapore’s EL Syllabus 2010 and 2020 have expressed the importance of students’ engagement with multimodal texts through viewing and representing, this study has identified a research gap in the need to develop pedagogy to teach students’ effective representing of media texts. Building on research the critical viewing of multimodal texts, this study is informed by Systemic Functional Theory and Design Thinking to develop a pedagogical framework for effective representing. The proposed framework offers the critical, creative, and technical domains to scaffold students’ production of media texts. Based on the framework, this study develops a four-session lesson implementation in a secondary two express English Language class in Singapore. For greater relevance to students’ current learning in the classroom, this study integrates the process of applying representing skill in producing media production with the objective of developing a response to a narrative essay topic. The data collection methods include a survey administered to all participants, reflective dialogue with the teacher, a focus group discussion with students, and students’ artefact-making. This study demonstrates that the framework proposed contributes to helping students develop effective representing skills of media texts.