Emojis can be fun, add visual appeal and make messaging more approachable. While not rife in learning and teaching, they have graduated from being a texting feature to having more common usage in communications. We’ve even starting using them in headings on some of our blog posts, such as this copyright explainer and this curation of relational-based learning resources.
But how do these added visuals impact on someone with accessibility requirements? We use alt text for images, chunk content and avoid ‘click here’ when using hyperlinks, but how do emojis fit into the equation when it comes to using a screen reader? Most emojis will be read out aloud by screen readers, but some systems might not allow this. Adding to this, different cultural backgrounds or life experiences may result in different interpretations of your emoji’s message.
Are emojis something to avoid or is there a way of using them well? ?
5 considerations when using emojis
1. The meaning may not be universal
Universally understood emojis can avoid awkward situations. A ‘thumbs-up’ or ‘okay’ may seem straight-forward, but it’s actually some of the most common emojis that are the most misunderstood. For example, the ‘hands clasped together’ emoji could mean please, thank you or prayer; a waving hand could be hello or goodbye. Do you know the person well enough to use the emoji and not add complexity or multiple meanings to your message?
2. What’s the value add?
If you are not using a screen reader, try reading a page aloud and consider how an emoji interrupts the flow. You might have already experienced this type of distraction when driving and getting an audio text from an emoji-loving parent (‘See you soon, dear “grinning with glasses” “happy face” kiss” “kiss”‘). What adds visual interest and emotional connection for some provides annoying filler words for others. And hey, Boomer – using the same emoji 3 times does not make it 3 times more effective.
3. Consider placement and context
Rendered as speech, an emoji’s default description may change or obfuscate your text’s core message. If you are using them within text, refrain from using them in the middle of sentences. Never use emojis to replace words, or to convey an emotion not already clear in the text.
4. Make it distinct
Those who don’t need a screen reader but do have low vision might see an emoji as a bit of a blur. Is that round yellow face smiling, squinting or showing disappointment? If the intent is not clear in the messaging, an emoji might simply create ambiguity.
5. What’s there to like/love?
As individuals, we can all interpret emojis based on our own usage. Some of us are ‘heart/love’ people, others are ‘like/thumbs-up’ people and only give the occasional ‘love’ emoji. Know your audience and how they might respond – it may be different to what you intended.
Keeping it simple
Do not fear the emoji – these are all just things to consider if you’re using them in a professional/teaching setting. They are generally pretty low-risk, but the main thing to remember is that sometimes less is more. Like many of the accessible content practices, good design for students with lived experience of disability is thoughtful, well-structured design for everyone. ‘Thumbs up’ to that (unless you consider this emoji an insult).