Karis Jones,a former urban public school teacher, is a researcher, teacher educator and doctoral candidate in English education at New York University. Her research interests include literacies, learning and power across spaces (digital and multimodal, fandom and educational). Her work has appeared in Linguistics & Education and English Journal.
Selected Publications
Academic Publications
Beck, S., Jones, K., Storm, S. & Smith, H. (2020). Interactional scaffolding in the dialogic assessment of student writing. Journal of Adolescent & Adult Literacy.
Jones, K., & Beck, S. W. (2020). “It sound like a paragraph to me”: The negotiation of writer identity in dialogic writing assessment. Linguistics and Education, 55, 1-10.
Beck, S. W., Jones, K., & Storm, S. (2019). Equity-Based Writing Assessment as Structured Improvisation. English Journal, 109(2), 76.
Jones, K. (2019). Death’s Friend Hug: Analyzing the Personification of Death in Three Webcomics. In Kirchoff, J. & Cook, M. (Ed.), Perspectives on Digital Comics: Theoretical, Critical, and Pedagogical Essays (pp. 109-137).
Jefferson, NC: McFarland. Jones, K. (2019). "Navigating the NYS 'Assessment Ecosystems': An Assessment Use Argument for the NYCDOE ELA Performance Task.” English Record, 69(1), 53-70.
Jones, K. (2018). “Teaching for Equity Inside and Outside the English Classroom.” [Review of the book Social Justice Literacies in the English Classroom: Teaching Practice in Action, by A. S. Boyd]. English Journal, 108(2). 105-107.
Conference Presentations
Woods, P. & Jones, K. (2020, June). Expanding the Borders of Music-Based Qualitative Research Methods Through Graphic Scores. Refereed paper presented at ICLS, Nashville, Tennessee. Jones, K. & Storm, S. (2020, April).
Critical Literacies as Communal Narrative Construction in a Role-playing Game. Refereed paper presented at AERA Annual Convention, San Francisco, California.
Jones, K. (2020, April). “I Love It, I Love It so Much”: Intensities, Learning and Power in Cosplaying Interactions. Refereed paper presented in symposium (Learning from Arts-Centered Communities: Possibilities for Educational Justice and Organizational Transformation) at AERA Annual Convention, San Francisco, California.
Jones, K. (2019, December). “That’s how you’re always going to discuss a poem”: PST commognitive conflict around poetic discourse in digital spaces and implications for equitable teaching. Refereed paper presented at LRA Annual Convention, Tampa, Florida.
Jones, K. (2019, December). Rime of the Emergent Teachers: Fostering critical engagement with texts through roleplaying. Refereed paper presented in symposium (Storying through Gaming) at LRA Annual Convention, Tampa, Florida.
Beck, S., Jones, K. & Storm, S. (2019, December). Writing about literature as an inquiry process: What dialogic assessment reveals. Refereed paper presented at LRA Annual Convention, Tampa, Florida.
Jones, K. (2019, November). Transforme-Moi: Identity Transformations in Cosplaying Communities. Refereed conference presentation in symposium (Changing what you thought you knew: inquiry and communal (re)construction of identity in pop culture discourses) at NCTE Annual Convention, Baltimore, MD.
Jones, K. and Ayad, O. (2019, November). “I don't like putting it out there”: Barriers between fanfiction & classroom spaces. Refereed conference presentation in symposium (Fiction writing as inquiry: Freeing space for literary production and criticism in the English classroom) at NCTE Annual Convention, Baltimore, MD.
Jones, K. and Storm, S. (2019, April). “Fandom Kingdom: Developing Literacies Across Contexts.” Research pitch selected and presented as part of Division C Shark Tank (“Graduate Students Pitch Equity and Inclusion–Focused Research Designs”) at AERA Annual Convention, Toronto, Canada.
Jones, K. (2019, April). “’I’m Going to Turn You into a Fan!’: Learning to Love One Direction.” Refereed paper presented in symposium (Endogenously Organized Teaching and Learning Events in Informal Learning Environments) at AERA Annual Convention, Toronto, Canada.
Beck, S. and Jones, K. (2018, November). “Identity Co-Construction in Interactive Writing Assessment.” Refereed paper accepted to LRA Annual Convention, Indian Wells, CA.
Beck, S., Jones, K. and Storm, S. (2018, November). “Supporting high school students’ writing development with interactional and written scaffolds.” Refereed paper accepted to LRA Annual Convention, Indian Wells, CA.
Jones, K. (2018, November). “The Fandom Life”: Contextual Features of a Fandom and Implications for Classroom Literacies. Refereed conference presentation at NCTE Annual Convention, Houston, TX.
Beck, S., Jones, K. and Tramantano, J. (2018, November). “Promoting Student Agency in Dialogic Writing Assessment.” Refereed conference presentation at NCTE Annual Convention, Houston, TX.
Jones, K. and Ayad, O. (2018, October). “From Wattpad to the SATs: Untapped Possibilities of Youth Literacies.” Poster accepted to New York State Reading Association Conference, Syracuse, NY.
Beck, S. and Jones, K. (2018, April). Opportunities for student agency in an interactive method of writing assessment. Poster presented at 2018 AERA Annual Meeting, New York, NY.
Beck, S., Jones, K., and Tramantano, J. (2018, April). Teacher Talk in Writing Assessment Conversations. Poster presented at 2018 AERA Annual Meeting, New York, NY.
Jones, K., Ayad, O., and Yemonja-Olukun, J. (2018, March). Navigation of Adolescent Identity in Fandom Spaces. Paper presented at the CUNY Graduate Center’s English Student Association Graduate Conference, New York, NY.
Beck, S. and Jones, K. (2017, November). Teacher as Partner: Mediation and agency in the dynamic assessment of adolescent students’ writing. Refereed paper presented at LRA 67th Annual Conference, Tampa, FL.
Beck, S. and Jones, K. (2017, November). Dynamic Assessment of Adolescent Students’ Writing Processes. Secondary Writing Assessment and Technology. Refereed conference presentation at NCTE Annual Convention, St. Louis, MO.