Nguyen (Ruby), N.N.2023-01-252023-01-252024Teaching in Higher Education, 2024; 29(8):1934-19551356-25171470-1294https://hdl.handle.net/2440/137311Published online: 06 Jan 2023When 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.en© 2023 Informa UK Limited, trading as Taylor & Francis GroupFilm in teaching; film pedagogy; multimedia learning; film literacyJournal article10.1080/13562517.2022.21631612023-01-12631708Nguyen, N.N. [0000-0002-4750-9846]