Welcome!
Thanks for visiting! I’m Corinne Jones and I am interested in Social Media, Digital and Internet Studies, Communication and Media, Digital Rhetoric, Technical and Professional Communications, Social Justice, Digital Research Methods, and Publics.
Please see below for more information about me, and my research, teaching, and how to contact me.
Ph.D.
Texts and Technology, University of Central Florida, 2021
Dissertation Title: “#NotAgainSU: A case study of the counterpublic, public, and reactionary circulation of a racial justice hashtag in the public sphere”
M.A.
English, University of Missouri-St. Louis, 2017
M.A. Certificates
Professional Writing, University of Central Florida
Certificate in the Teaching of Writing, University of Missouri-St. Louis
Certificate in University Teaching, University of Missouri-St. Louis
B.A.
Comparative Literature, SUNY Stony Brook, 2014
Research
Broadly, my research examines how the circulation, or “spreadability,” of digital content can be used for both democratizing and tyrannical ends. I use a critical cultural studies approach to interrogate the socio-technical systems that “spread” digital media online. Specifically, my work focuses on how circulatory processes impact audiences, and I examine the social, political, and economic systems and power structures that sustain that circulation. This research contributes to a growing body of literature about online activism and the political, social, and cultural dimensions of technology.
My work tracking the circulation of texts is methodologically diverse; I have used freely available digital tools to collect publicly available social media posts, and I triangulate big data sets with critical discourse analysis, surveys, and interviews. Simultaneously, I carefully attend to social media ethics, paying particular attention to publicity and vulnerability.
Currently, I am expanding my dissertation project into a book project on the circulation of social justice content on social media. I am collecting new social media data and conducting IRB-approved interviews with organizers.
Teaching
I have worked with a wide array of students; I have tutored and taught high school students, multilingual adults working to master language for their professional lives, lower and upper division undergraduate students at large universities in different areas of the country, and law students. Broadly, I strive to be responsive in my teaching; I recognize that students build knowledge from their own lived-experiences, positions, and schema. To meet students where they are, I make my classes as accessible as possible, and I give them as much creative freedom as possible to explore topics of interest to them, their multifaceted identities, and their communities. Responsivity is also recognizing inequity; thus, I include and actively engage with the contributions of scholars affected by systemic oppression.
I also recognize that students will transfer and apply the skills that they learn in my classes to their unique goals for both themselves and their local communities. As these communities will all have different genre expectations and modes of communication, I create flexible and multimodal assignments for students to tell stories, and I challenge students to think critically about their roles as creators and consumers of media.
Ultimately, my goal as an educator is to be responsive to students’ lived experiences, changing needs, and collective histories in my classroom. Simultaneously, I understand that my classroom must bridge students into community engagement outside of my classroom. Thus, I help students develop reciprocal, practical, and analytic skills that they can transfer to support and improve their local communities, civic contexts, and their futures.
Corinne Jones 