On the basis of Kim et al.’s E-C identification model, the present study attempts to look at theme analysis of the utterances in the videos. This perception is in line with Employee-Company (E-C) Identification conceptualization (Kim et al., 2010). The videos of employees’ stories contain employees’ utterances that may indicate how the employees perceive themselves and the company. Best selected stories are made into video case studies shown at the annual leadership conference and shared with interviews on digital channel (Youtube, Facebook, etc). The platform demonstrates the most recent, highest rated, and most commented employee stories. Any employee can nominate a colleague who fits this criteria, rate & also give comments via Heroes platform. It is a CSR program for employees who have shown extraordinary initiative, integrity, and commitment to the company. In line with the company’s social missions, Unilever creates an internal CSR program called Unilever Heroes. It leads fast-moving consumer goods and many of these brands have long-standing, strong social missions, including Lifebuoy’s drive to promote hygiene through hand washing with soap, and Dove’s campaign for real beauty.
The company has 400 brands worldwide focusing on health and well-being and its products are sold in over 190 countries. The present paper discusses Employee-Company (E-C) Identification in Heroes program at Unilever Company. Students‘ addiction to visual product, catchy phrases or sentences that are embodied into memes, and youth‘s likability to participate in ―what is happening now‖ would be beneficial to be involved in learning activity. Since memes are incredibly hype and mobile, it can be used as an implementation of multi-literacies in teaching media. This paper is intended to reveal the accessibility of using memes as one of digital products in language learning. Taking advantage of those particular identities, memes are considered as an alternative to bridge students‘ real and virtual life as well as an attempt of utilizing current advance of technology. By exercising mobile applications usage which is quite handy, they roam around the virtual world to meet their needs downloading and uploading files, giving comments or sharing page activities that are currently known as part of participatory culture. Meanwhile, their second identity remarkably falls upon technology product existence where they spend most of their time virtually and breath mobile applications‘ as second life. Their first identity is commonly identified with traditional classroom learning setting. Our students nowadays are characterized by their split identities, both as student in real life and also as netizen in virtual life.
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