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.