TY  - BOOK
AU  - Petcoff,Omonpee
TI  - Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom 
T2  - Brill Research Perspectives in Humanities and Social Sciences
SN  - 9789004715493
AV  - LA227.3 
U1  - 378/.012/0973 23
PY  - 2024///
CY  - Leiden, Boston
PB  - Brill
KW  - Adult Education
KW  - Education
KW  - Inclusive Education
N1  - Includes bibliographical references and index
N2  - 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
UR  - http://dx.doi.org/10.1163/9789004715493
ER  -