Difference between revisions of "Jakonen2015"
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| Jakonen2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Jakonen2015 |
| Author(s) | Teppo Jakonen |
| Title | Handling knowledge: Using classroom materials to construct and interpret information requests |
| Editor(s) | |
| Tag(s) | Action formation, Objects in interaction, Multimodality, Social epistemics, Classroom interaction, Learning materials |
| Publisher | |
| Year | 2015 |
| Language | |
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| Month | |
| Journal | Journal of Pragmatics |
| Volume | 89 |
| Number | |
| Pages | 100-112 |
| URL | |
| DOI | http://dx.doi.org/10.1016/j.pragma.2015.10.001 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
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| Howpublished | |
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| Chapter | |
Abstract
This articlecontributestotherecentconversationanalyticinterestinexploringthemechanismsofactionformationandascriptionby investigatinghowembodiedinteractionalpracticesinvolvingmaterialobjectsrelatetotheorganizationofsocialaction.Usingasdata informationrequestsequencesinstudent--studentinteraction,thestudyhighlightsthematerialnatureofaninteractionalcontextand examineshowstudentsorientintalkandbybodily-visualmeanstotheirandtheirco-conversants’ textual documentsduringindividual task work.Sequentialanalysesillustratehowthemanualhandlingofsucheverydaylearningmaterialsashandoutsandtaskssheetsis not onlyanimportantresourceforconstructingthesocialactionsofrequestingandassertinginformation,butisalsoorientedasabasis for drawinginferencesabouttheparticipants’ relative epistemicstatuses.Thearticleconcludesbyconsideringhowembodiedactionand joint activitiescontributetowardsactionformationandascription.Finally,itisalsosuggestedthatinvestigatingtheinteractionaluseof learning materialsiscentralifwewishtounderstandhowtheymaysupportstudents’ task workbyorganizingepistemicpracticesspecific to classroomsand,throughthosepractices,constructparticularinstitutionalidentitiesforstudents.
Notes
