Semiotic structure and functioning principles of the hashtag in information education technologies

Abstract

Problem and Aim. Authors demonstrated contradiction on the hashtag functioning in contemporary educational technologies: nowadays, online communication can be recognized as an independent force, which drags young generation into global education space. This situation establishes condition for disorientation and complexity in searching for meaning in a variety of texts. However, the hashtag as a tool of online communication can be considered as a “qualitative point” in process of meaning making. The aim of the study is to define the role of the hashtag in information education technologies and to demonstrate its’ educational potential. Materials and research methods. The study offers some important insights into methodology of formation of the hashtag through two theories: semiotic concept of Ch.S. Peirce and the critical discourse analysis of T.A. van Dijk. The hashtag considered as virtual communicative event. And this communicative event has triadic nature as a dynamic unity of linguistic form, meaning and action. The approach applied allows explaining the patterns of semiotic human behavior in the global education space. Research results. Results of the study demonstrate the hashtag potential as a sign structure, which has an impact on educational process. Authors define methods of implementing the hashtag as a tool in information education technologies. Conclusion. The results of the study are significant for the theoretical base of research in the field of education and the organization of educational processes.