Using the visitgreece social media posts to introduce visual imagery in langu...Dr. Elli Vazou
In today’s digitized society, it is not possible to isolate literacy from the rapid technological advances, social and economic factors and their impact on our communication. More than a decade ago, Kress (2003) recognized the broad move from the dominance of writing to that of the image, and the shift from the medium of book to the medium of screen. As we put the emphasis on the visual representation of the world, tourism —and destination branding, in particular— provide answers to how people consume visually. Tourism is primarily an image-making enterprise where gaze “socially and culturally organized” (Foucault, [1963] 1973) is constructed through signs, and tourism involves the collection of signs. Here, Kress’ (2003) claim that “the world told is a different world to the world shown” finds its most interesting realisation. But, how literacy can be combined with tourism? How can we introduce digital visual culture in education? How online destination branding can provide new ideas of how to teach the lesson of language in high school? In this paper, we explore the possibility to introduce content from the www.visitgreece.gr portal that heavily relies on image, such as Facebook, Google+ and Pinterest posts, as a new teaching language material addressing teenagers who are actively involved in the digitally mediated communication as themselves produce content on these social media platforms. Throughout the theory of multimodality and its application in teaching, the basic tenets of online destination branding, imagery in tourism, and digital media and learning we attempt to answer all the abovementioned questions.
Using the visitgreece social media posts to introduce visual imagery in langu...Dr. Elli Vazou
In today’s digitized society, it is not possible to isolate literacy from the rapid technological advances, social and economic factors and their impact on our communication. More than a decade ago, Kress (2003) recognized the broad move from the dominance of writing to that of the image, and the shift from the medium of book to the medium of screen. As we put the emphasis on the visual representation of the world, tourism —and destination branding, in particular— provide answers to how people consume visually. Tourism is primarily an image-making enterprise where gaze “socially and culturally organized” (Foucault, [1963] 1973) is constructed through signs, and tourism involves the collection of signs. Here, Kress’ (2003) claim that “the world told is a different world to the world shown” finds its most interesting realisation. But, how literacy can be combined with tourism? How can we introduce digital visual culture in education? How online destination branding can provide new ideas of how to teach the lesson of language in high school? In this paper, we explore the possibility to introduce content from the www.visitgreece.gr portal that heavily relies on image, such as Facebook, Google+ and Pinterest posts, as a new teaching language material addressing teenagers who are actively involved in the digitally mediated communication as themselves produce content on these social media platforms. Throughout the theory of multimodality and its application in teaching, the basic tenets of online destination branding, imagery in tourism, and digital media and learning we attempt to answer all the abovementioned questions.
13. CONCLUSION
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