When 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.