Fei Lim

Asst Prof Lim Fei Victor is an education researcher and an educator. His expertise is in multimodality in education, with a focus on multimodal literacy, multimodal discourse analysis, and digital learning. He is interested in how and what we should teach learners in today’s digital and multimodal age. He is guided by his conviction that literacy education must be future-oriented and should progress with the evolving contemporary communication landscape. Victor is passionate about education and its value in improving in both personal and societal well-being. His research has a strong practice orientation that shapes his teaching and service.

Victor is Principal Investigator and Co-Principal Investigator of several large research grants. He has been invited to present his work across the continents of Asia, Africa, Australia, North America and Europe. Victor has published in top-tier journals on multimodality in education and is the author of the book Designing Learning with Embodied Teaching: Perspectives from Multimodality published in the Routledge Studies in Multimodality in 2021. Victor is editor of Multimodality and Society and serves on the editorial team of other journals. He also leads the Multimodality Special Interest Group at NIE to build up a community of faculty and students who share an interest in multimodality in education. Victor is active in international development work in his role as consultant with the World Bank on digital literacies projects in Africa.

Victor started his career as a General Paper teacher in a junior college before his posting to the Singapore Ministry of Education where he was Deputy Director, Technologies for Learning, and Lead Specialist (Level 3), Educational Technology. He has experience in translational research, policy formulation, and programme development, with a focus on how educational technology can improve teaching and learning. He contributed to the conceptualisation of the Information and Communications Technology (ICT) in Education Masterplan to nurture future-ready and responsible digital learners, the development of strategies and initiatives for MOE’s translational research, innovations, and scaling efforts, as well as the strengthening of cyber wellness education in Singapore.

INTEREST

Multimodality in Education

• Multimodal Literacy
• Embodied Teaching
• Digital Learning
• Multimodal Discourse Analysis

Books

• Lim, F.V (2021). Designing Learning with Embodied Teaching: Perspectives from Multimodality. London, New York: Routledge.

Book Chapters

Lim, F.V. (in press). Problematising e-pedagogies.. In J. Pun & S. Curle (Eds.), The use of technology in English medium education(PP. -). London: Routledge.

Lim, F.V; Toh, W. (in press). Design considerations for digital learning during the COVID-19 pandemic: Losses and gains.. In S. Tan, M. E (Ed.), Discourses, modes, media and meaning in an era of pandemic: A multimodal discourse analysis approach, Routledge studies in multimodality.(PP. -). London: Routledge.

Shi, H., & Lim, F.V. (in press). English and Englishness: A multimodal analysis of ELT materials in contemporary China.. In T. Xiong, D. Feng & G. Hu (Eds.), Values in ELT materials: representation, multimodality and context(PP. -). New York: Springer.

Lim, F.V., & Toh, W. (2022). Developing a metafunctional framework for educational apps.. In S. Diamantopoulou, S. Ørevik (Ed.), Multimodality in English language learning, Routledge studies in multimodality(PP. -). London : Routledge.

Lim, F.V. (2022). Research vignette: Understanding spatial pedagogy. In F. Serafini (Ed.), Beyond the visual: An introduction to researching multimodal phenomena(PP. -). New York: Teachers’ College Press.

Lim, F.V. (2021). Towards Education 4.0: An Agenda for Teaching Multiliteracies in the English Language Classroom. In F.A. Hamied (Ed.), Literacies, Culture, and Society towards Industrial Revolution 4.0: Reviewing Policies, Expanding Research, Enriching Practices in Asia(PP. 11-30). New York : Nova Science.

Ho, C.M.L. & Lim, F.V. (2020). Assessing Conceptual Understanding in Primary Science through Students’ Multimodal Representations in Science Notebooks. In Teo, T. W., Tan, A. L., & Ong, Y. S. (Eds.), Science Education in the 21st Century – Re-searching Issues that Matter From Different Lenses(PP. -). Switzerland: Springer International Publishing.

Lim, F.V., Kwan, Y.M., & Poh, M.L (2019). Spreading Educational Technology Innovations – Cultivating Communities. In Hung, D., Lee, S. S., Toh, Y., Wu, L. K., & Jamaludin, A. (Eds.), Innovations in Educational Change: Cultivating Ecologies for Schools(PP. 65-83). Singapore: Springer.

Selander, S., Lim, F.V., Wiklund, M., & Fors, U. (2018). Digital Games and Simulations for Learning. In Arnseth, H.C., Hanghoj, T., Henriksen, T.D., Misfeldt, M., Selander, S., & Ramberg, R. (Eds.), Games and Education: Designs in and for Learning(PP. 25-35). Rotterdam: Sense Publishers.

Lim, F.V. (2018). Larare Och Laroplaner For Frantidens Singapore (Reimagining the Teacher and the Curriculum for the Future in Singapore). In Insulander, E., Selander, S. (Ed.), Att Bli Larare (To Be A Teacher)(PP. 326-332). Stockholm : Liber.

Lim, F.V. & Tan, K.Y.S. (2017). Multimodal Translational Research: Teaching Visual Texts. In Seizov, O. & Wildfeuer, J. (Eds.), New Studies in Multimodality: Conceptual and Methodological Elaborations(PP. 175-200). London/New York: Bloomsbury.

Pang, S. E., Lim, F.V., Choe, K.C., Peters, C.M., & Chua, L.C. (2015). System Scaling in Singapore – the STELLAR Story. In Looi, C.K., & Teh, L.W (Eds.), Scaling Educational Innovations(PP. 135-154). Singapore: Springer.

Smith, B.A., O’Halloran, K. L., Podlasov., & Lim, F.V. (2014). Challenges and Solutions to Multimodal Analysis: Technology, Theory and Practice. In Fang ,Y., & Webster, J. (Eds.), Developing Systemic Functional Linguistics: Theory and Application(PP. 139-156). London: Equinox.

O’Halloran, K.L,. & Lim, F.V. (2014). Systemic Functional Multimodal Discourse Analysis. In Norris, S., & Maier, C. (Eds.), Texts, Images and Interactions: A Reader in Multimodality(PP. 135-154). Berlin: De Gruyter.

O’Halloran, K.L., & Lim, F.V. (2009). Sequential Visual Discourse Frames. In Ventola. E. & Guijarro, A.J.M, (Eds.), The World Told and the World Shown: Multisemiotic Issues(PP. 139-156). UK: Palgrave Macmillan.

Lim, F.V. (2007). The Visual Semantics Stratum: Making Meaning in Sequential Images. In Royce, T., & Bowcher. W. (Eds.), New Directions in the Analysis of Multimodal Discourse(PP. 195-214). New Jersey: Lawrence Erlbaum Associates.

Lim, F.V. (2005). Problematising Semiotic Resource. In Ventola. E., Charles. C., & Kaltenbacher, M. (Eds.), Perspectives on Multimodality(PP. 51-64). Amsterdam: John Benjamins.

Lim, F.V., Lim, P. & Poh, L. (2005). Towards Interest Directed Learning in General Paper. In Ho, C., Teo, P., & Tay, M.Y (Eds.), Teaching of General Paper, Strategies that Work(PP. 30-44). Singapore: Pearson Longman.

Lim, F.V. (2004). Developing an Integrative Multisemiotic Model. In O’Halloran, K.L. (Ed.), Multimodal Discourse Analysis: Systemic Functional Perspectives(PP. 220-246). London and New York: Continuum.