Of Emoji and Semioliteracy : Reading, Writing, and Texting in the Literacy Instruction Classroom /
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-pe...
المؤلف الرئيسي:
التنسيق: كتاب الكتروني
اللغة: English
منشور في:
Leiden ; Boston :
Brill,
2024.
سلاسل:
Brill Research Perspectives in Humanities and Social Sciences.
Social Sciences E-Books Online, Collection 2025.
الموضوعات:
الوصول للمادة أونلاين: Login to view Source
الوسوم: إضافة وسم
رقم الطلب: LA227.3
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| 100 | 1 | |a Petcoff, Omonpee, |e author. | |
| 245 | 1 | 0 | |a Of Emoji and Semioliteracy : |b Reading, Writing, and Texting in the Literacy Instruction Classroom / |c Omonpee Petcoff. |
| 246 | 3 | |a Reading, Writing, and Texting in the Literacy Instruction Classroom | |
| 264 | 1 | |a Leiden ; |a Boston : |b Brill, |c 2024. | |
| 264 | 4 | |c ©2024 | |
| 300 | |a 1 online resource (176 pages) : |b illustrations. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 490 | 1 | |a Brill Research Perspectives in Humanities and Social Sciences | |
| 490 | 1 | |a Social Sciences E-Books Online, Collection 2025 | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a 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 | ||
| 546 | |a English | ||
| 588 | |a Description based on print version record. | ||
| 650 | 0 | |a Adult Education. | |
| 650 | 0 | |a Education. | |
| 650 | 0 | |a Inclusive Education. | |
| 776 | 0 | 8 | |i Print version: |t Of Emoji and Semioliteracy : Reading, Writing, and Texting in the Literacy Instruction Classroom. |d Leiden ; Boston : Brill, 2024. |z 9789004715486 |
| 830 | 0 | |a Brill Research Perspectives in Humanities and Social Sciences. | |
| 830 | 0 | |a Social Sciences E-Books Online, Collection 2025. | |
| 856 | 4 | |z DOI: |u http://dx.doi.org/10.1163/9789004715493 | |
| 942 | |2 lcc |c EBOOK | ||
| 999 | |c 59341 |d 59341 | ||