High-stakes assessments are at the core of Singapore’s education system, and pen-and-paper literacy dominates achievement. Formal processes of reading and writing literacy prevail within this system, whilst meaning-making practices beyond text are mostly negated. The funds of knowledge/identity (FoK/I) theories make a plea for learning that draws on students’ knowledge, skills and experiences acquired within and outside school beyond text. Research shows that drawing on students’ FOK/I may contribute to more equitable educational outcomes, both academic and well-being-related ones, especially amongst those from ethnic minorities and/or low socioeconomic background who experienced the most discontinuity between school and home. This chapter, harnessing the theory of FoK/I, provides empirical data and narratives of knowledge which lower-performing secondary school students acquired through social media and gaming that speaks of possible strengths that may be applied in their learning. Data for this chapter will be drawn from students’ interviews and interactions and lesson observations.