Catherine Brooks (PhD, University of California) joined the Department of Communication in January, 2012. She holds a joint appointment in the School of Information Resources and Library Science. Catherine’s primary research interest focuses on day-to-day language use in online and learning communities. She is most interested in the 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.
Ph.D. University of California, Riverside, Education
M.A. California State University, Long Beach, Communication Studies
B.A. California State University, Long Beach, Communication Studies/Wilderness Studies
- Instructional Communication, Organizational Training, Mentoring, Professional Support
- Computer-mediated Communication, New Media, and Online Collaboration
- Language, Discourse, Identities, Emotions, and Communities
Brooks, C. F. (under review). Professional support in the age of Facebook. Qualitative Research Reports in Communication.
Brooks, C. F. (under review). Considering a converging academic landscape and the relevance of instructional communication research. Communication Education.
Brooks, C. F. and Pitts, M. (under review). Identity and presentation among internationally-connected learners. Journal of International and Intercultural Communication.
Brooks, C. F. and Young, S. L. (under review). Emotion in online college courses: Examining the influence of perceived teacher communication behavior on students’ emotional experiences. Communication Education.
Brooks, C. F. (under review). Role, position, and power: A critical discourse analysis of college classroom talk. Classroom Discourse.
Del Casino, V. J. and Brooks, C. F. (accepted). Talking about bodies online: Viagra, YouTube, and the politics of public(ized) sexualities. Gender, Place, and Culture.
Brooks, C. F. (in press, 2013). Performed identity and community among college student interns preparing for work. Journal of Education for Business.
Brooks, C. F. (in press, 2013). ADon=t even trip . . . u did your part@: Analyzing community in online student talk. Classroom Discourse. DOI: 10.1080/19463014.2013.823349 (online first)
Brooks, C. F., and 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).
Brooks, C. F. (2011). Social performance and secret ritual: Battling obsessive-compulsive disorder. Qualitative Health Research, 21 (2), 249-261.
Brooks, C. F., and 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.
COMM 209: Introduction to Communication Technology
COMM 311: Communication Technology Theory
IRLS 150b: Social Media and Ourselves
ESOC 313: Digital Discourse and Identity