2015 | 22

Browsing 2015 | 22 by Subject "communication"

Now showing 1 - 2 of 2
  • Article
    Visual Literacy. How to Understand Texts Without Reading Them
    Demarmels, Sascha; Stalder, Ursula; Kolberg, Sonja (2015) , S. 87-107
    Storytelling as a means to raise the motivation of recipients to process infor-mation and to support the comprehension of marketing texts written for products that are in need of an explanation. Recent studies on marketing for sustainable energy products have shown that comprehensibility for complex goods often fails because of the low motivation of the recipients to read and process information. We therefore ask how texts have to be shaped in order to reach consumers. Today ›texts‹ are no longer considered to consist only of verbal material but of different codes—they are multimodal. The question is, then, how to increase motivation by enacting the content, by ›staging it‹. Dual processing theories and the strategy of storytelling may prove to be helpful, as some outstanding examples in current marketing practice for sustainable energy have shown.
  • Article
    Visual, Pictorial, and Information Literacy
    Krebs, Jakob (2015) , S. 7-25
    Literal literacy can be used as a vantage point for the reconstruction of intri-cate relations between three further kinds of literacy. Pictorial literacy can be contrasted with literal literacy at least in phenomenological and epistemolog-ical regards. This contrast helps to separate different modes of representation as issues of information literacy. Information literacy relies on a productive concurrence of different types of literacies, while visual literacy is neither restricted to the search for information nor to pictorial signs. After some pre-liminary remarks on different kinds of literacies in the first section, the second section discusses technologically and linguistically biased approaches to in-formation literacy with regard to a proposal by the UNESCO. Section three will then explicate certain epistemic features of pictorial literacy in regard of informative pictures, which can show us how things are looking. The broader significance of visual literacy and its relation to multi-modal articulations and artefacts is then examined in section four.