Journal Advisors 


Sarah Roberts, PhD

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Positions

  • Assistant Professor of Information Studies

Education

  • Ph.D., Library and Information Science, University of Illinois at Urbana-Champaign

  • M.A., Library and Information Studies, University of Wisconsin-Madison

  • B.A., French, Spanish; Certificate of Women’s Studies, University of Wisconsin-Madison

Teaching & Research Interests

  • Information work and workers

  • Library and information organizational management

  • IT infrastructure and planning

  • Social media and the Internet

  • Digital economy

  • Internet governance and policy,

  • Digital ethics

  • Analog gaming

Sarah T. Roberts is an Assistant Professor in the Department of Information Studies (Graduate School of Education & Information Studies) at UCLA. She holds a Ph.D. from the iSchool at the University of Illinois at Urbana-Champaign. Prior to joining UCLA in 2016, she was an Assistant Professor in the Faculty of Information and Media Studies at Western University in London, Ontario for three years. On the internet since 1993, she was previously an information technology professional for 15 years, and, as such, her research interests focus on information work and workers.

Professor Roberts is internationally recognized as a leading scholar on the emerging topic of commercial content moderation or CCM, a term she coined to define the field study around the large-scale, industrial and for-pay practice of social media user-generated content adjudication. In December of 2017 she hosted All Things in Moderation on the UCLA campus, a first-of-its-kind conference to bring researchers, civil society advocates, workers, journalists and industry representatives together to discuss issues pertaining to social media moderation. Her book on commercial content moderation, entitled Behind the Screen: Content Moderation in Social Media’s Shadow World forthcoming in 2019 from Yale University Press.

Roberts is frequently consulted by the press and others on issues related to social media, society and culture. She has been interviewed on these topics in print, on radio and on television worldwide including: The New York Times, Associated Press, Le Monde, The Economist, the BBC, the CBC, The Los Angeles Times, Rolling Stone, Wired, The Washington Post, News Corp Australia, Asahi Shimbun, and CNN, among others. Dr. Roberts was recently elected to the board of IEEE Annals of the History of Computing. She is a 2018 Carnegie Fellow and a 2018 recipient of the EFF Pioneer Award.


Kim Gomez, PhD

Positions

  • Associate Professor of Education (and Information Studies)

Education

  • Ph.D., Educational Psychology, University of Chicago, 1994

Teaching & Research Interests

Kim Gomez' work is centered in examining teachers’ and students’ development and use of literate practices in formal and informal contexts. She considers investigation and support of literate practices as a foundational area of inquiry because of its singularly important role in providing access to educational opportunity, and supporting equitable achievement and attainment outcomes. Her aim is to inform the design and study of interventions that contribute to theoretical understanding, and useful and usable approaches to leveraging language and literacy tools particularly in mathematics, science, and technology use. She approaches inquiry into literate practices as a learning scientist.  This orientation emphasizes the primacy of context in designing tools, routines and interventions, and in understanding the development, experience, and outcomes associated with learning.  In addition, her approach to the design of educational interventions and professional development is reflected in the collaborative and participatory nature of the work with teachers, and other frontline practitioners. She has 3 research strands:  1) improving access to disciplinary learning, particularly for middle school, secondary, and community college students in mathematics and science classrooms; (2) supporting improved classroom contexts, pedagogy, curricula, and assessments for through language and literacy-infused mathematics and science design; (3) engaging in developmental evaluation research in school reform efforts, afterschool programs, and career technical education settings. 

Select Publications

Zywica, J., Gomez, K., Matsumura, L. (in press). Creating new figured worlds through media literacy: Developing identity in a Language Arts classroom. International Journal of Learning and Media.

Gomez, K. & Lee, U-S. (2015) Situated cognition and learning environments: implications for teachers on- and offline in the new digital media age, Interactive Learning Environments, 23:5, 634-652

Gomez, K., Gomez, L., Rodela, K., Horton, E., Cunningham, J., & Ambrocio, R. (November, 2015). Embedding language support in developmental mathematics lessons: Exploring the value of design as professional development for community college mathematics instructors. Journal of Teacher Education, Special Issue on Improvement in Education.

Wardrip, P., Gomez, L., & Gomez, K. (2015). We modify each other’s lessons: the role of literacy work circles in developing professional community, Teacher Development: An International Journal of Teachers’ Professional Development.