Film in university teaching: optimising multimodal pedagogies through film literacy

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dc.contributor.authorNguyen (Ruby), N.N.
dc.date.issued2024
dc.descriptionPublished online: 06 Jan 2023
dc.description.abstractWhen lecturers integrate feature films and TV series (FF/TV) into their teaching, they are not always fully aware of how these media achieve their effects on students. Regardless of discipline, lecturers need a working knowledge of film literacy to effectively enable student learning through FF/TV representations. This study surveyed and interviewed lecturers across disciplines at Australian universities about their pedagogical practices involving FF/TV. Their responses are analysed through the lenses of film literacy, cognitive load and dual coding theories to address lecturers’ practical concerns when repurposing FF/TV for teaching. The findings present practical recommendations ranging from FF/TV selection criteria, supporting materials and class activities, to different techniques of film screening and designing instruction towards optimising multimodal pedagogy with FF/TV. The result is a framework to guide lecturers’ decision-making when using FF/TV in their teaching.
dc.description.statementofresponsibilityNgoc Nhu Nguyen (Ruby)
dc.identifier.citationTeaching in Higher Education, 2024; 29(8):1934-1955
dc.identifier.doi10.1080/13562517.2022.2163161
dc.identifier.issn1356-2517
dc.identifier.issn1470-1294
dc.identifier.orcidNguyen, N.N. [0000-0002-4750-9846]
dc.identifier.urihttps://hdl.handle.net/2440/137311
dc.language.isoen
dc.publisherTaylor and Francis
dc.rights© 2023 Informa UK Limited, trading as Taylor & Francis Group
dc.source.urihttps://doi.org/10.1080/13562517.2022.2163161
dc.subjectFilm in teaching; film pedagogy; multimedia learning; film literacy
dc.titleFilm in university teaching: optimising multimodal pedagogies through film literacy
dc.typeJournal article
pubs.publication-statusPublished

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