Of Emoji and Semioliteracy : Reading, Writing, and Texting in the Literacy Instruction Classroom /
Petcoff, Omonpee,
Of Emoji and Semioliteracy : Reading, Writing, and Texting in the Literacy Instruction Classroom / Reading, Writing, and Texting in the Literacy Instruction Classroom Omonpee Petcoff. - 1 online resource (176 pages) : illustrations. - Brill Research Perspectives in Humanities and Social Sciences Social Sciences E-Books Online, Collection 2025 . - Brill Research Perspectives in Humanities and Social Sciences. Social Sciences E-Books Online, Collection 2025. .
Includes bibliographical references and index.
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines. Foreword by Marcel Danesi
English
9789004715493
10.1163/9789004715493 DOI
Adult Education.
Education.
Inclusive Education.
LA227.3
378/.012/0973
Of Emoji and Semioliteracy : Reading, Writing, and Texting in the Literacy Instruction Classroom / Reading, Writing, and Texting in the Literacy Instruction Classroom Omonpee Petcoff. - 1 online resource (176 pages) : illustrations. - Brill Research Perspectives in Humanities and Social Sciences Social Sciences E-Books Online, Collection 2025 . - Brill Research Perspectives in Humanities and Social Sciences. Social Sciences E-Books Online, Collection 2025. .
Includes bibliographical references and index.
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines. Foreword by Marcel Danesi
English
9789004715493
10.1163/9789004715493 DOI
Adult Education.
Education.
Inclusive Education.
LA227.3
378/.012/0973