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Sequence Organization In Interaction A Primer In Conversation Analysis

A large body of work points to the special status of paper documents in the ecology of objects in the workplace In this chapter, we revisit this work, focusing on the role of paper in the everyday work of journalists We examine three quite different empirical examples where paper documents feature in interaction, supporting, in turn, the structuring of conversation, collaboration and inter-organisational interaction Based on these examples we argue for a distinction between object-focused interactions and object-implicating interactions In addition, and related to the dual nature of documents being both material objects and carriers of information, we identify an analytic dimension along which interactions with objects can be placed, that from incidental to essential

Incidental and essential objects in interaction

Children's discussions about texts: Integrating and evaluating practices

This paper examines text formulations in the interaction between peers in primary school during dialogic reading, in inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of pupils demonstrating understanding of text. We used Conversation Analysis to analyze how pupils demonstrate their understanding by the use of text formulations, as a specific type of formulations, and how these formulations function as a bridge between the reading action and the discussion of text content. Parallel to the types of conversational formulations (gist and upshot), we found two practices of demonstrating understanding, namely (1) formulating the gist of relevant text to demonstrate literal understanding, and (2) formulating an upshot to demonstrate how the text contributes to the reading goal. Both types are used to establish shared understanding of text, but focus the discussion as well on what participants find relevant information in the text to further talk about. To reach shared understanding and to use it for next steps, both interactants need to have access to the text in some way. This study contributes to our understanding of how pupils collaboratively use text to build their knowledge.

Text formulations as practices of demonstrating understanding in dialogic reading

Dit onderzoek gaat in op hoe voorstellen en de reacties hierop tijdens samenwerkend leren in de midden- en bovenbouw van het primair onderwijs geformuleerd worden. Hiertoe zijn 6 video-opnames van lessen in zowel de midden- als bovenbouw, waarin samenwerkend leren centraal staat, getranscribeerd. Alle momenten waarop een voorstel werd gedaan, zijn ingedeeld in twee verschillende collecties: een voor voorstellen, en een voor de reacties hierop. De twee collecties zijn gedetailleerd kwalitatief geanalyseerd door middel van Conversatie Analyse. Uit de analyses kwam naar voren dat voorstellen als vraag, als suggestie, als stelling en als imperatief kunnen worden geformuleerd en dat erop gereageerd kan worden met acceptatie of afwijzing. Ook bleek dat de voorstelvorm van invloed is op de reactie: een suggestie werkt afwijzing in de hand, terwijl een imperatief juist zorgt voor de acceptatie van een voorstel. Daarnaast kwam naar voren dat de voorstelvorm afhankelijk is van de bouw. De middenbouw heeft een voorkeur voor de suggestie en de imperatief, de bovenbouw juist voor de vraag en de stelling. In het onderzoek is geen verband naar voren gekomen tussen de bouw en de reactievorm. We kunnen concluderen dat er in de middenbouw minder voorstelvormen gebruikt worden die discussie in de hand werken dan in de bovenbouw. Er zou tijdens de instructie dus meer aandacht moeten komen voor de formulering van voorstellen op een manier die voor discussie zorgt, vooral in de middenbouw.

Voorstellen en reacties tijdens peer-interactie in de midden- en bovenbouw van het primair onderwijs

In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals are used. Two main practices are identified depending on the situation: (1) when all participants are reading the text for the first time, a text selection proposal is constructed with reading-out-loud fragments, and (2) when only one of the participants is reading the text, a text selection proposal is constructed with an indexical text reference and indicative summary of the topic. In both practices, a separate utterance that functions as a proposal is required to accomplish the complete text selection proposal turn.

/pdf/text-selection-proposals-in-dialogic-reading-in-primary-4x4fczvpki.pdf

Text selection proposals in dialogic reading in primary school

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Text selection proposals in dialogic reading in primary school

Text formulations as practices of demonstrating understanding in dialogic reading