About Catherine Brooks
Catherine Brooks (PhD, University of California), the iSchool's Associate Director, holds a joint appointment in the Department of Communication. She is also the founding Director of the new Center for Digital Society and Data Studies at UA http://cdsds.arizona.edu/.
Catherine’s primary research interest focuses on day-to-day language use in online communities. She is most interested in the instructional or social uses of communication technologies and the varied opportunities for the co-construction of knowledge, self-presentations, relationships, and identities, as well as the possibilities for emotional and health-related support that can emerge and develop online. Currently, she is undergoing research on an online support group for those suffering from anxiety, examining the ways in which ‘expert’ information is translated and how supportive messages function for an international and relatively anonymous set of members. Her research works across disciplinary boundaries and draws on a variety of academic traditions and methodologies. She teaches courses that focus on social media and human encounters with information technologies.
Refereed Academic Journal Publications
Brooks, C. F. (2017). Disciplinary convergence and interdisciplinary curriculum for students in an information society. Innovations in Education and Teaching International, 54(3), 206-213.
Brooks, C. F. (2017). Student identity and aversions to science: A study of translation in higher education. Journal of Language and Social Psychology, 36 (1), 112-126.
Pitts, M. J. & Brooks, C. F. (2017). Critical pedagogy, internationalisation, and a third space: Cultural tensions revealed in students’ discourse. Journal of Multilingual and Multicultural Development, 38(3), 251-267.
Brooks, C. F., Heidorn, P. B., Stahlman, G. R., & Chong, S. S. (2016). Working beyond the confines of academic discipline to resolve a real-world problem: A community of scientists discussing long-tail data in the cloud. First Monday, 21 (2), online.
Brooks, C. F. & Young, S. L. (2016). Exploring communication and course format: Conversation frequency and duration, student motives and perceived teacher approachability for out-of-class contact. The International Review of Research in Open and Distributed Learning, 17 (5), online.
Brooks, C. F. & Pitts, M. (2015). Communication and identity management in a globally connected classroom: An international and intercultural learning experience. Journal of International and Intercultural Communication, 9 (1), 52-68.
Brooks, C. F. (2015). Role, power, ritual, and resistance: A critical discourse analysis of college classroom talk. Western Journal of Communication, 80 (3), 348-369.
Brooks, C. F. & Young, S. L. (2015). Emotion in online college courses: Examining the influence of perceived teacher communication behavior on students’ emotional experiences. Technology, Pedagogy and Education, 24 (4), 515-527.
Del Casino, V. J. & Brooks, C. F. (2015). Talking about bodies online: Viagra, YouTube, and the politics of public(ized) sexualities. Gender, Place, and Culture, 22 (4), 474-493.
Brooks, C. F. (2014). Performed identity and community among college student interns preparing for work. Journal of Education for Business, 89 (3), 165-170.
Brooks, C. F. (2013). Don’t even trip . . . u did your part: Analyzing community in online student talk. Classroom Discourse, 4 (2), 168-189.
Brooks, C. F., & Bippus, A. M. (2012). Underscoring the social nature of classrooms by examining the amount of virtual talk across online and blended college courses. European Journal of Open, Distance and E-learning EURODL). Online.
Brooks, C. F. (2011). Social performance and secret ritual: Battling obsessive-compulsive disorder. Qualitative Health Research, 21 (2), 249-261.
Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory (SDT) to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23 (1), 48-59.
Brooks, C. F. (2010). Toward hybridized faculty development for the 21st century: Blending online communities of practice and face-to-face meetings in instructional and professional support programs. Innovations in Education and Teaching International, 47 (3), 261-270.
Dunbar, N. E., Brooks, C. F., & Kubicka, T. (2006). Oral communication skills in higher education: Using a performance-based evaluation rubric to assess comm. skills. Innovative Higher Education, 31, 115-128.
Bippus, A. M., Plax, T. G., Kearney, P., & Brooks, C. F. (2003). Teacher access and mentoring abilities: Predicting the outcome value of extra-class communication. Journal of Applied Comm. Research, 31, 260-275.
Bippus, A. M., Brooks, C. F., Plax, T. G., & Kearney, P. (2001). Students’ perceptions of part-time and tenured/tenure-track faculty: Accessibility, mentoring and extra-class communication. Journal of the Association for Communication Administration, 30, 13-23.
Published Invited Book Chapters
Brooks, C. F. (2016). Retrospective narratives about life with anxiety: Considering the role of the Internet for sufferers across the life course. In P. G. Nixon, R. Rawal, and A. Funk (Eds.), Digital Media Usage Across the Lifecourse (Routledge Key Themes in Health and Society) Surrey, UK and New York: Ashgate Publishing Ltd., with Routledge, Taylor and Francis, p. 121-131.
Brooks, C. F. (2015). Students’ perceptions and emotions relative to online assessments in college courses. In L. Liu & D. Gibson (Sr. Eds.), Research Highlights in Technology and Teacher Education 2015 Liu, L. & Gibson, D.C. (Eds.). Society for Information Technology & Teacher Education - Association for the Advancement of Computing in Education (AACE).
Invited Book Review
Brooks, C. F. (2016). Digital shift: The cultural logic of punctuation. In New Media & Society, 18, 886-888, doi:10.1177/1461444815625058a.
Refereed Proceedings/Selected Papers for Collections
Young, S. M. & Brooks, C. F. (2018). Affinity Spaces and Gamers: Time Online and Associated Emotion. Accepted for publication in Proceedings of the iConference. Sheffield, UK.: IDEALS, the Illinois Digital Environment for Access to Learning and Scholarship.
Lysenko, V. & Brooks, C. F. (2018). Exploring Russian information troops using geography and Google Trends. Accepted for publication in Proceedings of the iConference. Sheffield, UK.: IDEALS, the Illinois Digital Environment for Access to Learning and Scholarship.
Brooks, C. F., Williams, B. A., and Daly, D. (2017). Educating about data privacy: A Study of college student perceptions and experiences. In Proceedings of Society for Information Technology & Teacher Education International Conference (SITE). Las Vegas, NV: AACE.
Brooks, C. F., Heidorn, P. B., Stahlman, G. R., & Chong, S. S. (2016). Discourses, a community of scientists, and long-tail data in the cloud. In SPIR: Selected Publications of Internet Research, an online collection of conference scholarship. A selected paper from the Internet Research conference (IR16, Phoenix), retrieved from http://spir.aoir.org.
Brooks, C. F. (2016). Considering affective learning in online environments: Crossing disciplines of Information, Communication, and Education for faculty development. In Proceedings of the Society for Information Technology & Teacher Education International Conference (SITE). Savannah, GA: AACE.
Daly, D. & Brooks, C. F. (2015). Imagery and meaning making: Preparing for and learning about
a large-scale object performance event in community. In Proceedings of the iConference. Newport Beach, CA: IDEALS, the Illinois Digital Environment for Access to Learning and Scholarship.
Brooks, C. F. (2015). Students’ perceptions and emotions relative to online assessments in college courses. In Proceedings of Society for Information Technology & Teacher Education International Conference (SITE), p. 10-15. Las Vegas, NV: AACE.
Brooks, C. F. (2014). Faculty, community, information sharing, and professional support in the age of Facebook. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 722-726). Chesapeake, VA: AACE. Can be retrieved from http://www.editlib.org/p/130842/.
Brooks, C. F. (2013). Constructivist renderings of ‘what’s interesting’ and other student insights about online discussions with peers. In proceedings of the annual World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2200-2204). Chesapeake, VA: AACE. Can be retrieved from http://www.editlib.org/p/115209.
Brooks, C. F. (2012). Considering curriculum and pedagogy: Preparing Students for living in an eSociety through cross-cultural conversation in a global classroom. In proceedings of the Global Conference on Learning and Technology (GLearn), 126–129. Can be retrieved from http://www.editlib.org/p/42053.
Brooks, C. F. (2011). Cross-cultural classroom conversation online: Preparing students for global citizenry. In proceedings of the Society for Information Technology & Teacher Education International Conference (SITE), 174 179. Chesapeake, VA: AACE. Can be retrieved from http://www.editlib.org/p/36253.
Del Casino, V. J., Keirn, T., & Brooks, C. F. (2006). Teaching teachers about teaching Asia-Pacific through a globalized world historical geography framework. In proceedings of the Asia-Pacific Educational Research Association International Conference (APERA in Hong Kong), [CD ROM].
Bippus, A. M., & Brooks, C. F. (2006). Student involvement in computer-mediated communication: Comparing discussion posts in online and blended learning contexts. In proceedings: The 1st International Conference on Virtual Learning (ICVL in Romania), 113-120.
Bader, J., Brooks, C. F., Chang, Y., Hickman, S., McIntosh, H., Min, E., Reilly, B., & Whiteford, J. (2005). Exchanging photos and culture: Report on an online course in digital photography for Jamaican teachers. In proceedings of the Society for Information Technology and Teacher Education International Conference, Phoenix, AZ, AACE.
- Instructional Communication, Classroom Discourse, Student Development, and Professional Training
- Computer-mediated Communication, New Media, and Online Collaboration
- Language, Identities, Emotions, and Communities
COMM 209: Introduction to Communication Technology
COMM 311: Communication Technology Theory
ESOC 150b: Social Media and Ourselves
ESOC 313: Digital Discourse and Identity
ESOC 488/LIS 588: Informatics and Science Communication