Chapter 4 presents the results of a study by Palaganas, involving participants in an online continuing education course that used an emoji-capable, text-based platform, offered through the Center for Medical Simulation in Boston, Massachusetts. The chapter outlines the study, the compiled data, and the relevant findings. The study yields further insights into the potential for using the emoji code as an effective literacy and communication tool in a higher education context – namely, in a healthcare professional education program. Further, there is discussion of an interview with Dr. Shuhan He, a prominent proponent of emoji use in healthcare situations, wherein he goes over the impetus for his creation of the heart emoji.

The goal of Chapter 5 is to examine emoji use across the healthcare landscape, as well as what implications related to emoji theories can be gleaned from such usage and how emoji use can be applied to training healthcare professionals more generally. Prominently discussed in the chapter are clinical studies that indicate emoji writing (between practitioners and patients) may actually enhance medical outcomes. Also highlighted is the empirically attested fact that emoji scales and models may be good gauges for assessing well-being. The overall conclusion that can be drawn from the studies is that emoji might affect patients positively. Emoji are not medical cures in themselves, needless to say; they are simple pictures that affect patients positively, much like humor. They may also counteract the so-called nocebo effect, defined as a detrimental effect on health produced by psychological or psychosomatic factors such as negative expectations of treatment or prognosis.

Chapter 7 distills from the empirical studies their implications for emoji theories overall and for their applicability to the educational and healthcare realms. The studies have borne a number of concrete implications for emoji theory in general, including how they fit in with communication theories, including nonverbal aspects. Several theoretical notions are developed as well, generalizing them from previous chapters, including the apparent function of emoji as “annotators” of meaning, not just conveyors of prosodic or gestural features in writing. Another notion is that of episodic meaning, whereby the placement of an emoji in the episodes that constitute a message adds to it semiotically. Emoji grammar is thus more appropriately characterized as an episodic grammar.

Using both the Petcoff and Palaganas studies as a point of departure, this chapter looks at the more general educational implications of bringing emoji into pedagogical practices. The underlying premise is that emoji not only are highly understandable images, aiding learning but also can create a positive environment, making teaching and interaction congenial and open to all learners, no matter their backgrounds or learning capacities, since emoji give them an equal voice. Emoji allow for a destigmatized approach, especially for disadvantaged learners who might not be able to adequately speak for themselves. Emoji are a psychological conduit that can easily open up lines of interaction to virtually everyone. Once this is achieved, any subject matter, from English to mathematics, can be imparted broadly through any type of learning style.

Chapter 2 summarizes the findings of a research project conducted by Petcoff in which she explores using emoji as a viable literacy and postsecondary writing teaching tool. Her work chronicles the teaching situation in a Texas community college, whereby an integrated reading and writing project was devised in which students attempted to demonstrate mastery of State-mandated literacy content areas using both traditional writing and the emoji code. The project provides data-driven findings that allow for the exploration of semioliteracy as a teaching approach, as well how the shared meanings of emoji by students constitute an unconscious semiotic domain. The Petcoff study offers opportunities for further research with similar groups of learning, via iconographic tracking and rendered ecologies with a particular focus on advancing literacy within the framework of first-year and postsecondary writing instructional efforts. Parallels between semioliterate qualities used in reading and writing instruction and healthcare, as well as healthcare professional education, are discussed at the conclusion of the chapter.

The historical relationship between semiotics and healthcare is explored in Chapter 3. The authors look specifically at the link between education and healthcare communications that is established by the use of emoji in such communications. The semioliterate nature of healthcare and its implications for respective education are explored, particularly as these relate to early diagnoses based on physical signs and symptoms. Parallels are then drawn between the semioliterate qualities of emoji in the Petcoff study (Chapter 2) and the potentiality of emoji as an effective doctor-to-patient healthcare communicative tool. The chapter concludes by considering how the emoji code can be inserted into traditional healthcare professional education settings, so as to show students how effective it can be in practitioner–patient interactions.

Chapter 1 offers an in-depth, historically based discussion of the research on emoji and on matters of general concern regarding this unique type of visual character, along with a rationale for the need for a comprehensive treatment of emoji in education. The authors describe the reasons for focusing on higher education, particularly health professional education. They begin by examining the background work on emoji theory and research and offer initial insights into the discourse and semiotic functions of the emoji code. Such functions form the basis for considering the emoji code as a teaching tool that may be used to craft hybrid literacy-focused instruction (textual and visual). The discursive and recursive properties of emoji form the basis of semioliteracy, a theory that one of the authors (Petcoff) contends offers a basis for emoji use in developmental reading and writing and across several higher education academic fields. Specifically, the chapter addresses the potential use of emoji as a literacy instruction tool in both higher education and healthcare professional education.

This chapter describes the ways in which emoji and language synchronise to realise textual meaning in a social media post. It organises these as features of a system network that describes this sychronicity. A primary distinction is made between instances where emoji replace linguistic co-text (inset) and instances where emoji accompany the linguistic co-text (punctuate) in a manner similar to punctuation or discourse markers. In terms of language, the key discourse semantic systems involved are identification and periodicity, which are crucial in tracking participants and organising information flow in texts. In terms of the SFL model of textual meaning, emoji appear to occupy a wavelength between clauses and higher-level periodicity, while the unique affordances of emoji also provide new opportunities for creating meaning in texts.

This chapter introduces the framework for exploring emoji-text relations in social media that is used in this book. The chapter begins by explaining the discourse semantic systems that have been developed in Systemic Functional Linguistics for describing ideational, interpersonal, and textual meaning. This is in order to lay the foundation for exploring the linguistic meanings with which emoji coordinate in subsequent chapters. The chapter then introduces the concept of ‘intermodal convergence’ used in social semiotics to describe how semiotic modes such as language and images coordinate to make meaning. The chapter outlines the principles that we use for determining emoji-text convergence, including proximity, minimum mapping, and prosodic correspondence. It concludes with an overview of the system of emoji-text convergence, presenting the system network guiding the close textual analysis conducted on the social media corpora used in the book.

This chapter focuses on the technical aspects of emoji, including how emoji are encoded and rendered for use in digital communication. The chapter explains how emoji are developed by the Unicode Consortium as well as considering the social implications of this process. Unicode characters, and emoji codepoints, modifiers, and sequences are explained. The chapter also deals with emoji design and aesthetics, and explains how emoji are visually rendered as glyphs by different ‘vendors’ such as social media platforms. The chapter then examines the role of semiotic technologies in both enabling and constraining the ways they are used. It concludes by discussing the implications of emoji encoding and rendering on corpus construction, annotation, and concordancing.

This chapter explores how emoji can function as a resource operating in the service of ambient affiliation, which unlike the dialogic affiliation explored in the previous chapter, does not rely on direct interaction. The chapter analyses the role of emoji in finessing and promoting the social bonds that are tabled to ambient audiences in social media posts. It also investigates their role in calling together, or convoking, ambient communities to align around shared values or alternatively contest those values. A specialised corpus of tweets about the NSW state government’s COVID-19 pandemic response in Australia is used to show how emoji both interact with their co-text as well as support the tabling of bonds to potential audiences or interactants. The analysis reveals how emoji tended to both buttress and boost negative judgement by adding additional layers of negative assessment as well as to muster communities around the critical bonds which they had helped to enact.

This chapter explores the interpersonal function of emoji as they resonate with the linguistic attitude and negotiation of solidarity expressed in social media posts. We have introduced a system network for describing the ways in which this resonance can occur, making a distinction between emoji which imbue the co-text with interpersonal meaning (usually through attitudinally targeting particular ideation) and emoji which enmesh with the interpersonal meanings made in the co-text (usually through coordinating with linguistic attitude). We then explain the more delicate options in this resonance network where emoji can harmonise with the co-text by either echoing or coalescing interpersonal meaning, or can rebound from the co-text, either complicating, subverting or positioning interpersonal meaning. Following this traversal of the resonance network we considered two important dimensions of interpersonal meaning noted in the corpus: the role of emoji in modulating attendant interpersonal meanings in the co-text by upscaling graduation and emoji’s capacity to radiate interpersonal meaning through emblematic usage as bonding icons.

This chapter explores the role of emoji in the negotiation of meaning in exchanges in TikTok comment feeds. It draws on a model of affiliation, together with the emoji text relations of concurrence, resonance, and synchronicity developed in the three previous chapters, to undertake detailed analysis of the social bonds at stake in these exchanges. Affiliation is a framework developed within social semiotics for describing how language and other semiotic resources support both social connection and disconnection, and aid in the construction of social relations more generally. The corpus used for the analysis undertaken in the chapter is a specialised dataset of TikTok comment threads made on a video series reviewing the food delivered during hotel quarantine in New Zealand in 2021. The TikTok comment exchanges featured users negotiating social bonds about food, daily life, and the pandemic. Most exchanges involved convivial alignments around shared values, with the occasional heated discussion about whether quarantine was a justifiable approach to the pandemic.

This chapter summarises the model developed for exploring emoji-text convergence in this book. It reviews the system network for describing this convergence which was built up progressively throughout, covering textual synchronicity, ideational concurrence, and interpersonal resonance. The chapter also consolidates the book’s exploration of the role of emoji in negotiating and communing around social bonds through affiliation. The chapter works through a full analysis of an extract from a Twitter thread to show how the various kinds of analysis developed in the book might be deployed, drawing on the complete convergence network as well as the affiliation networks. The chapter concludes by underscoring the crucial role that linguists might play as emoji and other forms of digital paralanguage increase in cultural prominence

Social media is resplendent with a creative blend of non-standardised graphical resources such as images, memes, digital stickers, avatars and GIFs that extend beyond the rigid parameters of Unicode emoji character encoding. This chapter explores how emoji interact with other kinds of visual resources beyond language in social media posts such as graphicons. The chapter aims to give the reader a sense of how a social semiotic intermodal approach furnishes a flexible toolkit for an analyst to explore emoji’s relations with other modes. It primarily analyses the meanings made through combinations of emoji, language and GIFs in tweets. The analysis reveals how graphicons such as GIFs and digital stickers often realise a salient ‘New’ of the posts wherein they occur, and thus foreground interpersonal meaning.

This chapter introduces the study of emoji as a form of social media paralanguage. It delves into the semiotic versatility of emoji as ‘picture characters’ enabling users to express a wide range of meanings through their use with language in social media communication. The book approaches emoji as a form of paralanguage due to their close dependency on the meanings conveyed in their written co-text and their social context. The chapter highlights the significance of the social semiotic perspective to emoji-text relationships adopted in the book with its focus on understanding how they converge with the meanings made in other semiotic modes. It concludes by introducing the structure of the book and the focus of the upcoming chapters on both emoji-text relations and social affiliation.

This chapter explores the ideational function of emoji as they concur with language to construe experience as items and activities in social media posts. The chapter details a system network for modelling ideational concurrence. This network defines two main kinds of relations: depiction and embellishment. Depiction is where emoji congruently illustrate their co-text or integrate themselves into the ideational structure of the post. Embellishment, on the other hand, is where emoji make less congruent meanings by either metaphorising through figurative meanings or emblematising through symbols that activate preconfigured meanings for particular communities. The chapter draws on the discourse semantic system of ideation introduced in Chapter 3 to understand the concurrence of emoji and linguistic sequences, figures, and elements.