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Of Emoji and Semioliteracy
Reading, Writing, and Texting in the Literacy Instruction Classroom
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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 â 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 emojiâs 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
Foreword by Marcel Danesi
Omonpee W. Petcoff (Ph.D.) is Assistant Professor of Integrated Reading and Writing at Tarrant County College. Her work promotes semioliterate approaches to teaching literacy skills to struggling adult readers and writers. Among her notable publications is Emoji in Higher Education: A Healthcare-Based Perspective (Cambridge University Press, 2024), a project on which she served as lead author.
This volume will be of particular interest to practitioners and scholars in the following fields: Developmental Reading and Writing, First-Year Writing/Composition, Literacy/(across all grade levels), ESOL/ELL/ESL, Rhetoric, Linguistics, and more generally, teachers of literacy in any discipline.