Assistant Professor, Learning Sciences
2120 Campus Drive
Evanston, IL 60208-0001
BiographyJolie Matthews joined the Learning Sciences program at the School of Education and Social Policy in 2014. Her research examines informal learning and evolving behavior norms in online spaces through the lens of how social media practices and digital technologies are changing the way we acquire and disseminate knowledge. She currently focuses on popular culture's links to the humanities and arts, particularly around history, creativity, digital repositories, and audience's understanding of/interaction with artists, visual culture, literature, and the media generally. Some of her interests and projects include social media production/consumption practices in different platforms (YouTube versus Tumblr versus Pinterest or a discussion forum), the historical consciousness of fans of historical and pseudo-historical media (television shows, novels, films, etc.), the distribution of art in digital spaces, and the changing dynamics among authors/readers/reviewers in social media spaces, along with historical comparisons of writing and reading today versus in earlier eras, particularly around serial publications and professional versus non-professional reviewers.
At Stanford University, she was a research assistant with the Stanford University YouthLab, the Joint Media Engagement Group, and the Wallenberg Media Places Grant for Digital Humanities. She has also been a research intern for the Social Media Collective at Microsoft Research New England in Cambridge, Massachusetts.
Curriculum VitaeView Jolie Matthews's CV.
- 2011 - American Educational Research Associationís ATL/LS SIG Best Student Paper
- 2009 - Stanford Womenís Club of Pasadena Fellowship, Stanford University
- 2006 - University Honors Scholar, New York University
- 2006 - Founderís Day Award, New York University
- 2002 - Kuumba Fellowship, New York University
- 2002 - Albert Gallatin Scholar, New York University
|2014||PhD, Learning Sciences and Technology Design||Stanford University|
|2008||Master of Professional Writing||University of Southern California|
|2006||BA, Concentration in Ancient, Medieval and Renaissance Studies||New York University|
|2014||Historical Inquiry in Digital Spaces|
Selected PublicationsMatthews, J. (Working Paper/In Press/Under Review). New Media in Kylie Peppler (Ed.)., Encyclopedia of out-of-school learning. Sage Publications.
Matthews, J. (October, 2015). Historical inquiry in an informal fan community: Online source usage and the TV show The Tudors. Journal of the Learning Sciences.
Matthews, J. (April, 2015). Professionals and nonprofessionals on Goodreads: Behavior standards for authors, reviewers, and readers. New Media & Society.
Martin, C., Barron, B., Matthews, J., Stringer, D. (June, 2014). Patterns of engagement: How depth of experience matters in The Digital Youth Network: Cultivating Digital Media Citizenship in Urban Communities. MIT Press.
Levinson, A., Stringer, D., Zywica, J., Matthews, J., Barron, B., Martin, C., Rogers, M. (June, 2014). "Be a voice, not an echo": Supporting identities as new media citizens in The Digital Youth Network: Cultivating Digital Media Citizenship in Urban Communities. MIT Press.
Rogers, M., Barron, B., Martin, C., Levinson A., Matthews, J. (June, 2014). Stepping into production: Seeding creative project work in The Digital Youth Network: Cultivating Digital Media Citizenship in Urban Communities. MIT Press.
Research InterestsLearning and behavior norms in online communities, social media production and consumption practices, digital history and historical consciousness, fandom, digital technologies and the creative process, author/reader/reviewer dynamics in online spaces.
Last Updated: 2016-09-26 17:46:42