open access

https://hdl.handle.net/2115/93799

Multiliteracies in tourism education - why bother?

英語

SoTL

2024

北海道大学観光学高等研究センター

CATS Library

18

94-103

This manuscript has three primary aims: Firstly, my intention is to give a foundational insight into what multimodality, multimodal literacy, and multiliteracies mean for educators and researchers in the field of tourism and hospitality higher / tertiary education (hereafter tourism education). Secondly, I will also examine how an overt awareness of multimodality can lead to more active and purposive teaching activities and assessments in the field. My final aim is to elaborate why the incorporation of multiliteracies learning is beneficial for tourism graduates’ personal growth, regardless of the career path they select after their initial degree. The argument is mostly conceptual, but it uses empirical examples to illustrate the theoretical concepts in use. It is, however, not an empirical investigation of one learning unit, or one distinct case, and it is distinctly inductive and investigative, not deductive and deterministic. This is a Scholarship of Teaching and Learning (SoTL) manuscript, a reflective investigation by a tourism academic into the nature and rationale of tourism education with an aim to highlight best practice from other fields of study so that SoTL colleagues in tourism education can adapt those insights into their own fields of learning too. The main contribution to tourism education lies in the introduction of new vocabulary with attached theoretical and practical implications. By moving beyond a restricted perception of ‘literacy’ to multiliteracies in tourism classrooms, both learners and teachers can enter a new values-based realm of meaning making, and knowledge creation.

紀要論文

Version of Record

2185-3150

2759-7644

BA89797642