Emojis and Beyond
In an age where efficiency is becoming increasingly important and communication styles are ever-changing, the saying “a picture is worth a thousand words” has become incredibly relevant. Whereas literary text was once considered to ultimately control and explain images and graphics through ekphrasis, the rise in digital media and modernization of print has caused this once stable and predictable relationship to turn on its axis (Bolter, 2001). A clear example of how visual imagery has started to provide more contextual emphasis in digital communication is through the use of ASCII characters. We have all heard of and seen emoticons or emojis, created by combining ASCII characters such as : ) and : (. Adding one of these resulting icons to a message allows the “speaker” to emphasize their tone and avoid ambiguity (Bolter, 2001). Not only are these characters used for contextualization purposes, yet they are beginning to eliminate the need for words altogether, in some cases.
The course readings got me thinking along the lines of communication disorders and how they are affected by the prioritization of visual tools for interaction. I know that there are a number of programs and products that utilize pictures and graphics to help those with difficulties communicating, to understand and express their emotions, interests, and needs. Could a basic emoji accomplish the same thing? With the introduction of countless new symbols, ranging from facial expressions, to foods, to everyday objects, it is possible to converse entirely using emojis via text message or chat. As we begin to rely on these symbols to not only enhance, but encompass our thoughts, actions, and responses within a digital platform, the need for words appears to diminish.
I was lucky enough to have worked briefly on a project with the creator of an alternative digital language called Glyffix, which uses images to spell and sound out hidden messages. A co-worker of mine actually tested out Glyffix with a grade eight classroom, and noticed a great deal of variability among students, much we like noticed among ourselves, regarding ability and speed when solving the puzzles. We discussed the possibility of this activity being easier for specific learners, due to its demand for a different kind of thinking. Once again, the question arose of whether or not this type of visual representation would prove to be an effective tool for individuals with communication disorders. Essentially, Glyffix uses graphics in order to create messages, eliminating the need for text altogether (although some graphics do contain word segments).
Where as emojis use graphics to represent literal objects, emotions, and actions, the use of Glyffix graphics forces the brain to refrain from making these connections in favour of employing the use of phonetics and spelling to string together words, sentences, and stories. Although Glyffix images don’t provide visual representations of the text they convey, this alternative means of communication promotes logical thinking and the use of oral language tools to connect the dots between visual representation and phonetics.
Reference:
Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of print. Kindle edition: Routledge.
Natalie,
Thank you for your post. Your comments about communication disorders and emojis resonated with me. I am an administrator in a secondary school and we have an autism program at my school. I was visiting the classroom a few weeks ago and had the opportunity to watch the students construct their visual schedule for the day. The students in the class would interact with the pictures on the smartboard to arrange them in sequence for the day’s activities.
In addition to the use of pictures in the visual schedule, students use a first-then board (e.g., first counting, then snack) with pictures to sequence the activities and ensure successful transitions as they move from one activity to the next.
Many of the students in the program also use what is called a social story to reinforce positive behaviours. The students are guided through selecting the pictograms that represent how they should act in a certain situation, and how improper behaviour affects others.
Your idea of Emojis to access the thoughts of those with communication disorders an interesting one. I think this may be a successful strategy with some students, especially those who already rely on an iPad or other personal technology throughout the day. While the set of emojis is probably not broad enough to be the medium for constructing social stories, the teacher could use emojis as a diagnostic with the students to check in with them on how they are feeling, or how they perceive others to be feeling.
A quick search turned up an interesting article about those who are exploring emojis and facial recognition.
http://www.wired.com/2013/12/emoji-autism-spectrum/
Hey Natalie and Michael,
I am really interested in what you have going here. I too am interested in how students with communication difficulties and disorders are able to relate through technology and visual representations (such as emojis). I have recently been attending meetings for a program for children with high functioning autism which assists students in identifying and understanding emotions, through video games. The program is called the Secret Agent Society and was designed by psychologists in order to support students with understanding how others (and themselves) are feeling, so they can react appropriately.
The program uses a multi-level game platform which requires tasks such as recognition of facial cues (grimacing faces, smiling faces) as well as body language (body positioning). The tasks are sometimes quite challenging, but do require memory of visual/body cues as well as what combinations of such cues might mean. This is a bit more complex than emojis, but the use of technology such as video gaming does certainly speak to the times.
This program goes even further in terms of applying learned emotional behaviour and cues to situations such as bullying. This seems to me the trickiest of situations to learn for someone with autism, when they are unsure about whether someone is joking with them or making fun of them.
The potential for using emojis or other common visual communication technologies for working with certain disorders is promising. I think that there is also something to be said for the difference (and different applications) of animations vs real-life faces.
Secret Agency Society:
http://www.sst-institute.net/ca/professionals/home/
A quick search also yielded this website on social media use, but also along with emojis for communication. The part about what would President Lincoln use for emojis was quite interesting;)
http://www.edutopia.org/blog/social-media-visual-literacy-classroom-dave-guymon
Thank you for the link to the Secret Agent Society. I took a quick look through their materials and it looks like it is quite an extensive program. We do not have an ASD program at my school, but there are some students in our Developmental Disabilities classroom who might benefit from this package. I will definitely pass along the resource to the program teacher.
Thanks for sharing.