| 1. |
- Aronsson, Karin, 1946-
(författare)
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Myths about bilingual learning in family life settings : Werner Leopold's child language biographies and contemporary work on children's play practices
- 2020
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 26
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Tidskriftsartikel (refereegranskat)abstract
- In four volumes, Werner Leopold documented his first child's acquisition of German and English (e.g. 1939; 1949). In this article I problematize contemporary myths about bilingualism that partly date back to Leopold's pioneering work and his theorizing about the one-language/one- person method of language development. Notably, this method worked for his first-born, but not for his second child, whose very existence has often not been noted. A dyadic bias – privileging the study of one parent/one child – has led to a neglect of the role of siblings and peers. Moreover, a cognitive bias has led to an under-analysis of the role of play in language acquisition. On the basis of work on play practices and activity settings, this paper addresses these biases, highlighting the role of social demands and play communities for multilingual development. Several explanations are presented for why Leopold's second child did not speak German. In foregrounding the social situation of development and the role of play, this paper advocates more holistic approaches, including the study of hybrid improvisations in everyday practices.
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| 2. |
- Bivall, Ann-Charlotte, 1977-, et al.
(författare)
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Re-visiting the past : How documentary practices serve as means to shape team performance at an IT help desk.
- 2013
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 2:3, s. 184-194
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates learning at an IT help desk in a multinational production company, a work practice that has not yet been given much research attention despite its importance in many areas of society. IT help desks heavily rely on different forms of documentation for sustaining their practice and for maintaining their communication and expertise as a team. In the study, we explore how the documentation in a case management software, which is a very salient tool by means of which IT help desks perform their work, is being reused to shape the quality of the performance of the team. Through video observations of locally arranged discussions about 46 cases we analyze, in detail, the material, discursive and interactional means by which daily documentation of work is re-visited for learning purposes.
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| 3. |
- Cekaite, Asta, et al.
(författare)
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Convergence of control and affection in classroom management : affectionate and disciplining touch and talk
- 2023
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 41
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve children's attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the children's conduct, socialised the children's attentive participation and attended to their social and emotional concerns while sustaining close social relations within the classroom community. By focusing analysis on the bodily features of teacher-child interactions, the study contributes to a broader understanding of classroom management and how teachers' social influence is exerted and negotiated in mundane social interactions in early childhood education settings.
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| 4. |
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| 5. |
- Christidis, Maria, 1982-, et al.
(författare)
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
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| 6. |
- Christidis, Maria
(författare)
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Vocational knowing in subject integrated teaching : A case study in a Swedish upper secondary health and social care program
- 2019
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 21, s. 21-33
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this case study was to investigate what vocational knowing was made available in subject-integrated teaching of four vocational subjects in a Swedish Health and Social Care Program (HSCP). The study was composed of two separate data collections, both ethnographic. The first data collection was performed in autumn 2012 on a theme unit called VIPS, with a group of students (16 +), in a Swedish HSCP. Data comprised observations, field notes, and audio recordings of planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. The second data collection was performed during spring 2018 in which life-history interviews focused on documentation were conducted with the teachers involved in the theme unit from 2012. Data comprised audio recordings and time lines. A theoretical framework and analytical work were performed with concepts from Cultural Historical Activity Theory, and from New Literacy Studies. The results indicate that the object in the teaching activity comprised vocational knowing in three areas: psychosis, ethics, and communication, and vocational literacy. Vocational contextualization of teaching was a necessary component that made available vocational knowing that contributed to the students' professional development.
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| 7. |
- Douglah, Jessica, 1985-
(författare)
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“BOOM, so it will be like an attack” : Demonstrating in a dance class through verbal, sound and body imagery
- 2021
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates how the teacher in a show dance class demonstrates choreography to a group of learners (dancers) using imagery as a teaching strategy. The overall aim is to explore the pedagogical task of demonstrating with the help of imagery and to understand how different multimodal resources create prerequisites for learning.The data consist of ethnographic fieldwork and video recordings from a show dance practice. The participants are a teacher and a group of non-professional learners aged between 16 and 24 years. The analysis is based on the framework of ethnomethodological conversation analysis (EMCA).The analysis shows that the use of imagery is common, and that verbal language is a resource that co-occurs with both sound and body in these demonstrations. These multimodal resources interplay in a complex way, and the different resources used by the teacher cooperate to create meaning for the dancers. None of the different types of imagery – verbal, sound or body –seem to fully function unless they are used together with at least one other resource. Further, the analysis shows that the use of imagery as a teaching strategy is emergent in interaction and not predetermined.
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| 8. |
- Eklöf, Anders, 1956
(författare)
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A long and winding path: Requirements for critical thinking in project work
- 2013
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 2, s. 61-74
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Tidskriftsartikel (refereegranskat)abstract
- Be prepared for assessment, be independent, creative, connected, and critical - students doing assessed self-regulated project work face extensive demands. Such work requires considerable capacity to undertake source criticism and think critically. In this article, I examine how secondary school students relate to demands concerning source criticism and critical thinking. Drawing on Goffman's frame analysis and social/cultural risk theory, I discuss how various conceptions of "what's going on" are connected to choices to be made. Various frames that can be related to an overall notion of an opaque and ubiquitous assessment regime simultaneously come into play. In examining dilemmas and analyzing various ways of framing them, I will try to illuminate and understand the obstacles students experience connected with demands for source criticism and critical thinking in project work. Although student handling of these demands can be questioned in relation to how a critical approach is traditionally described, I claim that what we observe can also be interpreted as a rational adaptation to a different framing of what school and education are really about, that is, being a "good student" by doing what is most rewarding in terms of how the school system displays appreciation. © 2012 Elsevier Ltd.
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| 9. |
- Ekman, Karin, 1971
(författare)
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Making sense of sensing: Scaffolding community knowledge in an online informal scientific engagement
- 2021
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 30:Part A
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Tidskriftsartikel (refereegranskat)abstract
- In the relatively understudied area of online informal scientific engagements, this paper aims to unpack the process of creating and sharing knowledge and understanding through dialogue. This is done through online ethnography in an initiative where members with their own air pollution monitors are discussing matters of air pollution, monitoring, data, and technical issues in a public Facebook group. By analysing a sample of text-based dialogue through the framework of exploratory talk, this paper addresses how knowledge and changes of understanding are negotiated, and situated, through social interaction within the community. The findings provide detailed and empirical insights into the ways in which the members of this informal online scientific community create and share meaning through social interaction. The use of low-cost sensors, active participation in the Facebook group, and a shared interest in understanding their own air pollution data are here shown to mediate further engagement and informal learning. Through social interaction and by sharing resources, members are enabled to engage in productive dialogue where common knowledge is created and scaffolded in the community over time. By unpacking the content and context dependent aspects of dialogue, this paper argues for the importance of meaningful participation for productive dialogues.
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| 10. |
- Ekström, Anna
(författare)
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Epistemic positioning and frameworks for participation : Learning to assess objects of craft in teacher education
- 2013
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 2:4, s. 277-292
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates peer assessment in teacher education with a focus on the interactive organisation of such activities. As part of teacher education, peer assessment is not only used in teaching and learning of subject matter, but can also serve as a learning exercise where assessment competences are taught and attended to. In peer assessment, students engage in educational activities under conditions that differ from other classroom interaction: while participating in the activities as students, they are at the same time involved in teaching and assessing their peers activities commonly associated with teachers. Studying this kind of educational activity places a focus on participation and interactional positions: to what extent are students able to participate in this kind of activity as teachers and in what ways do they orient towards their positions as students? The analyses show a multi-dimensional interactive organisation with both dynamic and static components. Interactional arrangements with shifting participation frameworks and changing interactive positions are at work simultaneously as a more stable organisational pattern related to educational interaction.
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