![\"\"](\"https:\/\/blogs.ubc.ca\/etec540f2021\/files\/2021\/10\/Emoji-Story-300x224.jpg\")
<\/p>\n<\/p>\n
<\/p>\n
Admittedly, I was pretty excited to try this task.\u00a0 This seemed like a natural activity to try with my class and after now experiencing it first hand, I will most definitely be bringing this exercise to my Grade 6\/7 French Immersion students.<\/p>\n
At first, I thought that this task was going to have to be a lot more in-depth because movies have a lot of detail which would need to be passed on to the reader.\u00a0 But as I started to work myself through the task, I realized the power of the emoji.\u00a0 You don\u2019t have to worry about every single word because with one simple emoji, even without words, the author can pass on a lot of ideas and meaning to a reader.<\/p>\n
As Kress correctly notes \u201cWith depiction and with images, the situation is different:\u00a0 that which I wish to depict I can depict, at the moment at any rate.\u00a0 I can draw whatever I like whenever I like to draw it.\u00a0 Unlike words, depictions are full of meaning; they are always specific.\u00a0 On the other hand, there is an infinity large potential of depictions \u2013 precise, specific, and full of meaning (2005.\u00a0 p. 15).\u201d<\/p>\n
As I moved through the task, I found myself moving at a quicker pace.\u00a0 The story didn\u2019t seem as long now.\u00a0 Whether it be myself becoming more apt at the process, or myself realizing and becoming more comfortable that complicated stories can be told through imagery, the story seem to write itself rather quickly.\u00a0 Something else that surprised me was the vast amount of emojis available to choose.\u00a0 As I slid through the collection emojis, I found myself continuous going back and editing my story to add in or switch emojis that I had previously selected because these newly found emojis, at least in my mind, shared more of the details I was trying to share.<\/p>\n
Although this exercise would be valuable in any classroom, I believe this task would be especially valuable in a language classroom because it allows students to express their thoughts without the fear of circumnavigating specific language and becoming frustrated with the process.\u00a0 Through universal images, language students can share their thoughts and feelings using symbols that are true to them.\u00a0 As Bolton notes \u201cThe image therefore slips out of control of the word and makes its own claim to presenting the authentic and the real (2001. p 70).\u201d<\/p>\n
Finally, one of my last reflections on this task is something that I read in Kress\u2019 article \u201cSpeech and writing tell the world; depiction shows the world (2005. p. 16).\u201d \u00a0In the 21st<\/sup> century, I would argue that the visual medium is more powerful than the spoken or written medium.\u00a0 As the world becomes more connected through the power of the Internet, the power of the image becomes more dominant as billions of them are passed across all parts of the globe.\u00a0 Language matters less.<\/p>\n Though context is important and what something means in one part of the globe, can mean absolutely nothing or something completely different in a different part of the globe, I still focus on the power of the image. \u201cThe Web remediates photography, film, radio, and television, and each of these technologies of representation have their own cultural constructions and their own design principles \u2026 All of their remediations will be in pursuit of the same goal:\u00a0 greater authenticity and immediacy of presentation (Bolton, 2005. p. 70).\u201d<\/p>\n The power that an image can connect billions of people to the same idea in an almost immediate way, no matter what the language, no matter what the context!\u00a0 That\u2019s what I take away from this task.<\/p>\n References<\/u><\/p>\n Bolton, J.D.\u00a0 (2001).\u00a0 Chapter 4.\u00a0 Writing space: Computers, hypertext, and the remediation of print<\/em> (2nd<\/sup> ed.)\u00a0 Mahwah, N.J.: Lawrence Erlbaum Associates.\u00a0 Doi:10.4324\/9781410600110<\/p>\n Kress (2005), Gains and losses:\u00a0 New forms of texts, knowledge, and learning.\u00a0 Computers and Composition<\/em>, Vol. 2(1), 5-22.<\/p>\n","protected":false},"excerpt":{"rendered":" Admittedly, I was pretty excited to try this task.\u00a0 This seemed like a natural activity to try with my class and after now experiencing it first hand, I will most definitely be bringing this exercise to my Grade 6\/7 French Immersion students. At first, I thought that this task was going to have to […]<\/p>\n","protected":false},"author":67237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-41","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/posts\/41","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/users\/67237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/comments?post=41"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/posts\/41\/revisions"}],"predecessor-version":[{"id":45,"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/posts\/41\/revisions\/45"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/media?parent=41"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/categories?post=41"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540f2021\/wp-json\/wp\/v2\/tags?post=41"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}