Description of Task Force
Against the backdrop of
widespread connectivity and the proliferation of digital tools and multimedia,
the nature and practices of social life, work, teaching and learning have
fallen under the spotlight of educational policy makers, researchers and
The New Media, Multimodality and Learning Taskforce's research interests cover the dynamic ground within and between the use of social media (the mobile and web-based interactive platforms for creating, sharing, discussing and modifying user-generated content), multimodality (the integration of a variety of semiotic resources for meaning-making production and interpretation), new literacy studies (the consideration of literacy not as a set of value-free discursive/essayist skills acquired in school, but rather as a vastly extended amalgam of situated and seamless social purposes including personal expression, meaning-making and identity formation) and learning.
Through design research, our aims cover a broad spectrum of interests that include:
- Finding pedagogic ways to systematically infuse media and multimodal literacy in the teaching of English in Singapore secondary schools;
- Understanding contextual factors influencing the extent, success and effectiveness of teaching media and multimodal literacy in Singapore secondary schools;
- Describing and explaining how teachers and students can be and become ‘successful’ multimodal authors;
- Specifying and accounting for the assessment of multimodal texts in classroom contexts;
- Describing and explaining how multimodal composition impacts teacher and learner identities;
- Describing and explaining the processes by which learners might grow in digital maturity;
- Studying how learners negotiate meanings both in and among in-school, out-of-school, and new media spaces;
- Studying how to design for explorations related to issues in criticality, creativity, ethics and aesthetics;
- Critically studying the roles of interactive media in shaping education and learning in Singapore;
- Tapping the affordances of new media in supporting seamless learning. Especially using new media as a means and new media theory as a lens for improving learning spaces. Or using social network or social media as a means to bridge learning spaces; and
- Embedding Universal Design for learning and teaching in new media spaces.
List of team members:
List of team members' publications related to the research theme:
- Phillip Alexander Towndrow
- De Souza, D. E., &
Towndrow, P. A. (2011). The generative use of ICT in the language arts:
Strategies in learning task design and implementation. In C. M. L. Ho, K. T.
Anderson, & A. P. Leong (Eds.), Transforming literacies and language:
Multimodality and literacy in the new media age (pp. 23-48). London:
- Towndrow, P. A., Brudvik,
O. C. & Natarajan, U. (2009). Creating and interpreting multimodal
representations of knowledge: Case studies from two Singapore classrooms. In
Ng, C.-H., & Renshaw, P. (Eds.), Reforming Learning. Education in the
Asia-Pacific region: Issues, concerns and prospects (pp. 129-158).
- Towndrow, P. A. (2007). The
evaluation of information and communication technology in English language
teaching and learning: Assessing effectiveness in the 21st Century. In
Prescott, D., Kirkpatrick, A., Hashim, A., & Martin, I. (Eds.), English
in Southeast Asia 1996-2005: Varieties, literacies and literatures (pp.
140-161). Newcastle: Cambridge Scholars Publishing.
- Towndrow, P. A. (2006).
Interactivity, social interaction and ICT usage in English language teaching in
Singapore. In Hashim, A., & Hassan, N. (Eds.), English in Southeast
Asia: Prospects, perspectives and possibilities (pp. 181-189). Kuala
Lumpur: University of Malaya Press.
- Towndrow, P. A. (2001). The
role of technology and technology training in shaping educational policy: The
Singaporean experience. In Tan, J., Gopinathan, S., & Ho, W. H. (Eds.), Challenges
facing the Singapore education system today (pp. 18-32). Singapore:
- Towndrow, P. A. (In-press).
Is TESOL ready for new media writing? TESOL-SPAIN Academic Journal.
- Towndrow, P. A., Wan Fareed
(In-press). Innovation Configuration Mapping as a Professional Development
Tool: The Case of One-to-One Laptop Computing. Teacher Development.
- Towndrow, P. A., Fareed Wan
(2014). Growing in digital maturity: Students and their computers in an
academic laptop programme in Singapore. Asia Pacific Journal of Education.
- Sen, N. S., & Towndrow,
P. A. (2013). Multimodality and metacognitive instruction in developing two
reading comprehension strategies. International Journal of Innovation in
English Language Teaching and Learning, 2(1), 5-25.
- Towndrow, P. A. (2013).
Information technology in English language learning: Towards a plan in teacher
professional development and growth. Accents Asia, 6(1), 12-31.
- Towndrow, P. A., &
Vallance, M. (2013). Making the right decisions: Leadership in 1-to-1 computing
in education. International Journal of Educational Management, 27(3),
- Towndrow, P. A., Nelson, M.
E., & Wan, F. (2013). Squaring literacies assessment with multimodal
design: An analytic case for semiotic awareness. Journal of Literacy
Research, 45(4), 327-355.
- Towndrow, P. A., Wan Fareed
(2012). Professional learning during a one-to-one laptop innovation. Journal
of Technology and Teacher Education, 20(3), 331-355.
- Vallance, M., Towndrow, P.
A., & Wiz, C. (2010). Conditions for successful online document collaboration.
TechTrends, 54(1), 20-24.
P. A., & Vaish, V. (2009). Wireless laptops in English classrooms: A SWOT
analysis from Singapore. Educational Media International, 46(3),
- Vallance, M., &
Towndrow, P. A. (2007). Towards the 'informed use' of information and
communication technology in education: A response to Adams' 'Powerpoint, habits
of mind, and classroom culture'. Journal of Curriculum Studies, 39(2),
- Towndrow, P. A. (2005).
Teachers as task designers: An agenda for research and professional
development. Journal of Curriculum Studies, 37(5), 507-524.
- Towndrow, P. A. (2007). Task
design, implementation and assessment: Integrating information and
communication technology in English language teaching and learning.
- Towndrow, P. A., Vallance,
M. (2004). Using IT in the language classroom: A guide for teachers and
students in Asia. Singapore: Longman.
- Victor Chen Der-Thanq
- Chen, D.T., Liang, R. & Wang, Y. M. (2014). Hypermedia Competencies. Journal
of Educational Multimedia and Hypermedia, 23 (2), 135-144.
C., Chen, V. D.-T., & Liang, R. (2013). Singapore Youth's New Media
Participation: Consuming, being, Learning and Schooling. Procedia-Social and
Behavioral Sciences, 93, 727-731.
D., Wu, J. &Wang, Y. M. (2011). Unpacking New Media. Journal of
Systemics, Cybernetics and Informatics, 9(2), 84-88.
D., Lin, T. B., Li, J. Y. & Lee, L. (2014). Assessing New Media Literacy:
The Singapore Case. Paper presented at the EdMedia 2014 conference, 23-27
June, 2014, Tampare, Finland.
C., Chen, D & Liang, R. (2013). Singapore Youth’s New Media Participation:
Consuming, Being, Learning and Schooling. Procedia - Social and Behavioral Sciences.
- Liang, R.
& Chen, D. (2012). Singapore Youth’s Online Engagements: Implications for
the Ubiquitous Learning Agenda. Ubiquitous Learning Conference 12 – 13
Oct, 2012, Champagne-Urbana, Illinois.
- Chen, D. & Wu, J. (2011). New
media literacy in the 21st century society: Key findings, gaps and
recommendations. In Domine, V. (Ed) NAMLE
2011 Conference. Philadelphia, United States: National Association for Media
- Wu, J. & Chen, D. (2011). 透析新媒体素养.
TLCSL 2011 Conference - From
Applauded Practitioners to Applied Learners. Singapore.
D. & Wu, J. (2010). Deconstructing new media: from computer literacy to
new media literacy. Paper presented at the 8th International
Conference on Education and Information Systems, Technologies and Applications:
EISTA 2010, 29 June – 2 July, Orlando, Florida, USA. (Best paper award)
- Lim, C, Chen, D. & Liang, R. (2012). Genres
of Youth’s New Media Participation: the Singapore Perspective. Paper
presented at the 3rd World Conference on Learning, Teaching and
Educational Leadership, 25-28 October, 2012, Brussels, Belgium.
T., Chen, D. & Chai, C. S. (in press 2014). New Media and Learning: New
Media and Learning in the 21st Century: A socio-cultural perspective. Education
Innovation in Singapore Series (Eds, W.O, Lee, W. L. Hung & S. S. Teng).
- Csilla Weninger
- Williams, J.P., & Weninger, C. (2012, June). Applying Goffman's assumptions about
communication to a new media environment. In Altheide, D., Salvini, A., &
Nuti, C. (EDS.) The Present
and Future of Symbolic Interactionism. Proceedings of the International
Symposium, Pisa 2010., 2, 47-60.
- Weninger, C., & Kiss, T. (2013). Culture in
English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly, 47,(4),
- Weninger, Csilla (2006). Semiotic
events and roles in Magic. In Williams, J.P., Hendricks, S.Q., Winkler,
W.K. (Ed.), Gaming as Culture:
Essays in Social Reality, Identity and Experience in Fantasy Games (PP. 57-76). Jefferson, NC.:
List of projects from this research group: