Karis Jones
Datos Biográficos
| ID | 3701293 |
|---|---|
| NOMBRE | Karis Jones |
| NOMBRES | Karis |
| APELLIDO | Jones |
| FIRMA | JONES K |
| AFILIACIONES | Empire State University |
| ORCID | 0000-0002-3418-3904 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Crafting speculative roleplaying games for teacher education
Our collective of teacher educators and researchers share the contours of a collaboration on a critical arts-based research project. We attend to the ways we collaboratively composed a table-top roleplaying game, a text intended to support players in co-creating their own speculative fiction. Our game, We Know Something You Don’t Know, was designed in the Belonging Outside Belonging system (Alder, Citation2018) to support collaborative speculativ…
Analyzing Roleplaying Games as Pedagogical Tools for Disrupting Literary Whiteness
This study explores the critical possibilities of using roleplaying games in literature classrooms. This participatory social design study draws from 3 years of data across five groups of undergraduate English Education students from 2019 to 2021. Each group participated in a roleplaying game aimed to engage players and help them critically engage with a paired text, the poem “Rime of the Ancient Mariner.” We introduce the concept of “ pre‐storyi…
Girls of Color Transforming Media Spaces Through Critical Participation
This multisited ethnographic study considers how Girls of Color (GOC) develop critical literacies across informal and formal learning spaces, identifying and resisting systems of oppression and bias through participation in media fandoms. We explore how focal GOC media fandom participants made critical connections across informal and formal media fandom learning spaces. Through collaborative identification of biased practices, critical discussion…
Disciplinary Literacies Need More Joy
Disciplinary literacies have offered portraits of both professors' and youths' rich experiences with academic disciplines but have yet to center descriptions of how knowledge‐constructing communities might sustain play, joy, and humor. This study traces humorous discourse in an online literary community doing literary analysis and producing interpretive knowledge of the novel Dracula . Drawing on theories of the aesthetics of humor in social life…
The Reader‐Player Interactivity Framework
Stories unfold across a varied landscape of mediums, including video games, tabletop games, interactive films, and traditional literary texts. As that landscape continues to diversify, educators and scholars face growing challenges conceptualizing reading in a way that captures the multifaceted, consequential ways that readers interact with and shape those stories. Building on New Literacy Studies, scholarship from games studies, and reader respo…
Visceral literacies of marginalized adolescents in digital spaces
Textual consumption in digital spaces has come under scrutiny by educators who worry about youth's surface‐level comprehension of such texts as well as the polarizing nature of online discourse. This paper synthesizes affective concepts of critical witness and glimmers of care to explore two cases in which adolescent writers in digital OST programs engage with digital communities surrounding texts like comics, movies, and video games. We trace ho…
Schools can’t do more with less
Disrupting and restorying horror tropes through fan engagements with the interactive video game Until Dawn
Until Dawn is a popular horror video game critiqued for its perpetuation of pervasive horror stereotypes around gender, race, and mental illness. Drawing from methods of multisited affinity space ethnography, we followed a group of cosplayers as they live streamed Until Dawn together before cosplaying characters from the franchise at New York Comic Con. Tracing uptake across fans' live streaming interactions and cosplaying encounters as well as a…
Designing for Joy
This article traces how multiple equity-focused goals were negotiated in collectively designing a classroom that centered joyful fandom literacy practices, considering how teacher-researchers and youth use expanded conceptions of equity trails in a social design experiment to reset harmful but normalized classroom, disciplinary, and fandom practices. Using methods of collaboratively aligning equity-focused questions, subsequent instructional desi…
Fostering agency through dialogue in classroom writing assessment
Players chatter and dice clatter
Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both enact and unveil posthuman learning ecologies? And how can education scholars engage sound within posthuman research? Through a posthuman framework, we position noise as an analytical tool for exploring …
Sustaining Textual Passions
Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We …
“It sound like a paragraph to me”
Scaffolding Students’ Writing Processes Through Dialogic Assessment
With dialogic writing assessment, teachers can scaffold students’ writing processes in ways that are flexible and responsive to students’ individual needs. Examples of teachers using this conference‐based method of classroom writing assessment illustrate how to practice assessment that is dynamic and relational rather than static and standardized, by allowing teachers to vary their support for student writers based on students’ unique needs. Thes…
Players chatter and dice clatter
Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both enact and unveil posthuman learning ecologies? And how can education scholars engage sound within posthuman research? Through a posthuman framework, we position noise as an analytical tool for exploring …
“It sound like a paragraph to me”
Scaffolding Students’ Writing Processes Through Dialogic Assessment
With dialogic writing assessment, teachers can scaffold students’ writing processes in ways that are flexible and responsive to students’ individual needs. Examples of teachers using this conference‐based method of classroom writing assessment illustrate how to practice assessment that is dynamic and relational rather than static and standardized, by allowing teachers to vary their support for student writers based on students’ unique needs. Thes…
Sustaining Textual Passions
Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We …
Fostering agency through dialogue in classroom writing assessment
Players chatter and dice clatter
Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both enact and unveil posthuman learning ecologies? And how can education scholars engage sound within posthuman research? Through a posthuman framework, we position noise as an analytical tool for exploring …
Disrupting and restorying horror tropes through fan engagements with the interactive video game Until Dawn
Until Dawn is a popular horror video game critiqued for its perpetuation of pervasive horror stereotypes around gender, race, and mental illness. Drawing from methods of multisited affinity space ethnography, we followed a group of cosplayers as they live streamed Until Dawn together before cosplaying characters from the franchise at New York Comic Con. Tracing uptake across fans' live streaming interactions and cosplaying encounters as well as a…
Designing for Joy
This article traces how multiple equity-focused goals were negotiated in collectively designing a classroom that centered joyful fandom literacy practices, considering how teacher-researchers and youth use expanded conceptions of equity trails in a social design experiment to reset harmful but normalized classroom, disciplinary, and fandom practices. Using methods of collaboratively aligning equity-focused questions, subsequent instructional desi…
Visceral literacies of marginalized adolescents in digital spaces
Textual consumption in digital spaces has come under scrutiny by educators who worry about youth's surface‐level comprehension of such texts as well as the polarizing nature of online discourse. This paper synthesizes affective concepts of critical witness and glimmers of care to explore two cases in which adolescent writers in digital OST programs engage with digital communities surrounding texts like comics, movies, and video games. We trace ho…
Schools can’t do more with less
Crafting speculative roleplaying games for teacher education
Our collective of teacher educators and researchers share the contours of a collaboration on a critical arts-based research project. We attend to the ways we collaboratively composed a table-top roleplaying game, a text intended to support players in co-creating their own speculative fiction. Our game, We Know Something You Don’t Know, was designed in the Belonging Outside Belonging system (Alder, Citation2018) to support collaborative speculativ…
Analyzing Roleplaying Games as Pedagogical Tools for Disrupting Literary Whiteness
This study explores the critical possibilities of using roleplaying games in literature classrooms. This participatory social design study draws from 3 years of data across five groups of undergraduate English Education students from 2019 to 2021. Each group participated in a roleplaying game aimed to engage players and help them critically engage with a paired text, the poem “Rime of the Ancient Mariner.” We introduce the concept of “ pre‐storyi…
Girls of Color Transforming Media Spaces Through Critical Participation
This multisited ethnographic study considers how Girls of Color (GOC) develop critical literacies across informal and formal learning spaces, identifying and resisting systems of oppression and bias through participation in media fandoms. We explore how focal GOC media fandom participants made critical connections across informal and formal media fandom learning spaces. Through collaborative identification of biased practices, critical discussion…
Disciplinary Literacies Need More Joy
Disciplinary literacies have offered portraits of both professors' and youths' rich experiences with academic disciplines but have yet to center descriptions of how knowledge‐constructing communities might sustain play, joy, and humor. This study traces humorous discourse in an online literary community doing literary analysis and producing interpretive knowledge of the novel Dracula . Drawing on theories of the aesthetics of humor in social life…
The Reader‐Player Interactivity Framework
Stories unfold across a varied landscape of mediums, including video games, tabletop games, interactive films, and traditional literary texts. As that landscape continues to diversify, educators and scholars face growing challenges conceptualizing reading in a way that captures the multifaceted, consequential ways that readers interact with and shape those stories. Building on New Literacy Studies, scholarship from games studies, and reader respo…
Sociology (9 obras) · Literacy, Media, and Education (8 obras) · Psychology (8 obras) · Pedagogy (6 obras) · Computer Science (5 obras) · Mathematics education (5 obras) · Aesthetics (4 obras) · Art (4 obras) · Literacy (4 obras) · Narrative (4 obras)