Reading, Writing, and The Prime Directive: Exploring Emoji as a Literacy Instruction Tool in Developmental Reading and Writing/First-Year Writing Corequisites

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dc.contributor.committeeChairTham, Jason Chew Kit
dc.contributor.committeeMemberPhillips, Lisa
dc.contributor.committeeMemberHolmes, Steven Keoni
dc.contributor.committeeMemberHassel, Holly
dc.contributor.committeeMemberDanesi, Marcel
dc.creatorPetcoff, Omonpee
dc.date.accessioned2023-10-03T16:23:17Z
dc.date.available2023-10-03T16:23:17Z
dc.date.issued2023-05
dc.description.abstractAs the fate of US community college developmental education hangs in the balance, 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. This dissertation, titled Reading, Writing, and The Prime Directive: Exploring Emoji as Literacy Instruction Tool in Developmental Reading and Writing/First-Year Writing Corequisites, proposes emoji as one such viable literacy and postsecondary writing teaching tool. My dissertation 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 visual literacy instructional tool, this study also explores emoji’s multimodal qualities and their wider implications on teaching reading and writing within the developmental and First-Year Writing corequisite classes. Further, my work aims to situate emoji within various conceptual frameworks including semiotics, constructivism, and New Literacy Studies with emphases in visual literacy and rhetoric. This study then provides data-driven research that explores shared meanings of emoji as a semiotic domain and, in doing so, offers opportunities for further research in affinity groups, iconographic tracking, and rendered ecologies with particular respect to advancing literacy and first year and postsecondary writing instructional efforts. The concluding discussion suggests possible rhetorical situations, projections, challenges, and affordances as wider implications of using emoji and other semiotic tools as primary discourse languages and semiotic domains.en_US
dc.format.mimetypeApplication/pdf
dc.identifier.urihttps://hdl.handle.net/2346/96327
dc.language.isoengen_US
dc.rights.availabilityAccess is not restricted.
dc.subjectEmoji
dc.subjectLiteracy
dc.subjectVisual Rhetoric
dc.subjectVisual Literacy
dc.subjectDevelopmental Reading
dc.subjectDevelopmental Writing
dc.subjectCoreqs
dc.subjectCorequisites
dc.subjectTSIA
dc.subjectSemiotics
dc.subjectMultimodal
dc.subjectLiteracy Instruction
dc.subjectDanesi
dc.subjectLunsford
dc.subjectSecond Literacies
dc.subjectGray
dc.subjectRendered Ecologies
dc.subjectSemiotic Domains
dc.subjectAffinity Groups
dc.subjectMemoji
dc.subjectNew Literacy Studies
dc.subjectDiscourse Language
dc.subjectSusan Langer
dc.subjectSemioliteracy
dc.titleReading, Writing, and The Prime Directive: Exploring Emoji as a Literacy Instruction Tool in Developmental Reading and Writing/First-Year Writing Corequisitesen_US
dc.typeThesis
thesis.degree.departmentEnglish
thesis.degree.disciplineTechnical Communication and Rhetoric
thesis.degree.grantorTexas Tech University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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