| 1. |
- Aarsand, Pål, et al.
(author)
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Digital literacy practices in children's everyday life. : Participating in on-screen and off-screen activities.
- 2019
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In: The Routledge Handbook of Digital Literacies in Early Childhood. - London : Routledge. - 9781138303881 ; , s. 377-390
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Book chapter (peer-reviewed)abstract
- This chapter focuses on young children’s use of digital technologies and on participation in situated digital literacy practices within and across activities and institutional settings. First, we present a review of research focusing on digital literacy as embedded in children’s everyday lives and on multimodal engagements with and around digital technologies together with peers, siblings and adults. Second, we explore three mundane activities involving different participant constellations, technologies and settings, using an ethnomethodological and conversation analytic approach in order to discuss theoretical challenges related to the idea that digital literacies are situated.
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| 2. |
- Aarsand, Pål, et al.
(author)
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Om media literacy-praktiker i barns vardagsliv
- 2013
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In: Literacy-praktiker i och utanför skolan. - Stockholm : Gleerups Utbildning AB. - 9789140684455 ; , s. 41-63
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Book chapter (other academic/artistic)
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| 3. |
- Abrahamsson, Emma, 1978-
(author)
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Att formulera problem i barnpsykiatriska samtal
- 2023
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Doctoral thesis (other academic/artistic)abstract
- The present study explores problem-formulation processes in Swedish child and adolescent psychiatry (Sw. Barn- och ungdomspsykiatri, BUP), drawing on an ethnomethodological conversation analytic approach to institutional talk. Data consists of video and audio recordings of 15 initial assessments, one therapeutic contact (six sessions) and one neuropsychiatric assessment (12 sessions), with children and adolescents aged 10 to 17. Shorter sequences as well as longer processes spanning several sessions are analyzed. While much prior research has examined caregiver-clinician interaction in cases involving younger children, the present study explicitly focuses on the child as an active participant.The analyses of the initial assessments demonstrate how children resist caregivers’ problem formulations by presenting alternative versions of these formulations that draw on their in-depth knowledge of their own everyday life. Clinicians’ strategies of orchestrating the talk in these sequences are shown to be critical in balancing children’s and caregivers’ relative epistemic status. In the therapeutic interactions, the analyses focus on how the participants use reported speech as an interactional resource to illustrate problematic communication patterns in the family, to model alternative courses of action, and to communicate therapeutic change. In these encounters, the child takes an active role in the process of problem formulation. Finally, neuropsychiatric assessment interactions are analyzed with a focus on the clinical sense-making process through which a shared understanding of the child’s problems is negotiated in initial and concluding phases of the contact.Through attending to clinical sense-making in negotiations between adolescents and caregivers, the study provides nuance to the image of medical interaction as primarily characterized by tensions between contrasting life-world and medical perspectives. The concluding discussion addresses how knowledge claims and conflicting versions of psychiatric problems are managed in multi-party interactions, as well as how boundaries between normality and deviance are negotiated in processes of interaction.
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| 4. |
- Abreu Fernandes, Olga, et al.
(author)
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Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children
- 2022
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In: Linguistics and Education. - : Elsevier. - 0898-5898 .- 1873-1864. ; 71
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Journal article (peer-reviewed)abstract
- This video-ethnographic study investigates how designedly incomplete utterances (DIUs) are used during home literacy events in three bilingual families with young chidlren in Sweden to prompt collaborative storybook reading in the chidlren's heritage language, Russian. The multimodal interactional analyses uncover how DIUs, in concert with other semiotic resources, create a sequential environment to prompt chidlren's speech production in relation to the text at hand, to negotiate language choice and alignment with an ongoing literacy project, and to creatively exploit the DIU structure to initiate storytelling. The findings moreover show that recurrent use of DIUs during reading of well-known to teh child texts with rhythm and rhyme allow for ritualized engagemnet in co-narration, in all contributing to children's socialization to oral performance in the heritage language.
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| 5. |
- Bertils, Klara, 1989-
(author)
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Feber i interaktion : Kropp, kunskap och legitimitet i svenska primärvårdssamtal
- 2022
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Doctoral thesis (other academic/artistic)abstract
- This thesis explores the social and interactional dimensions of fever and body temperature. Using the theoretical and methodological framework of Conversation Analysis, this thesis investigates how patients and healthcare professionals talk about fever, measure body temperature and negotiate the significance of temperature measurements in acute primary care encounters. The analysis pays close attention to verbal, embodied, and material interactional resources. Data are drawn from a larger corpus of video-recorded Swedish acute primary care consultation (Uppsala University Interaction Corpus (UUIC): Primary Care) and consist of 97 encounters between healthcare professionals and adult patients presenting with respiratory tract symptoms. The main focus is on patients’ interactions with registered nurses and healthcare assistants. The three analytical chapters deal with different aspects of body temperature during the consultation. First, talk about fever in patients’ problem presentations is investigated. The analysis suggests that patients and nurses treat fever as an urgent matter when establishing patients’ reasons for seeking care. Patients reference fever when they present their condition as worthy of medical attention and treatment, and fever may be posed as a component of a candidate diagnosis. Second, a multimodal analysis of temperature measurement shows how participants jointly accomplish a transition from the patient-as-subject to the patient-as-object for investigation. The analysis illustrates how patients and nurses rely on changes in body orientation and gaze when initiating, attending, and accomplishing such activity shifts as well as how visible manipulation of the thermometer constitutes a crucial resource in the rearrangement of activity-appropriate participation frameworks. Third, talk about expected and reported results of temperature measurement are investigated. Here, it is demonstrated that patients can both claim and be offered an epistemic position of independent expertise regarding body temperature. The corpus also includes cases where patients challenge the nurse's interpretation of a numerical measurement by suggesting an alternative way of understanding the measurement. Such cases expose how seemingly "objective" references for establishing normality can be invoked and contested.By describing and shedding light on the linguistic and social dimensions of a routine clinical task, this study contributes to the field of medical interaction as well as to broader topics in language and social interaction such as self-presentation, epistemic orientation and negotiation, and the multimodal organization of jointly achieved activities.
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| 6. |
- Danby, Susan, et al.
(author)
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Situated collaboration and problem solving in young children's digital game play
- 2018
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In: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 49:5, s. 959-972
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Journal article (peer-reviewed)abstract
- Collaboration is an important aspect of social activity associated with young children’s digital gameplay. Children organise their participation as they communicate with and support one another, through sharing knowledge and problem-solving strategies, displaying their expertise, encouraging others and creatively exploring possibilities for collaborative game moves. Drawing on a social interactional perspective, we explore the situated and embodied practices of the young players aged 3–8 years. We present three video ethnographic case studies of young children’s everyday peer interactions from three different settings and age groups: Australia (home), Norway (pre-school) and Sweden (afterschool). Across these settings, the findings identify how children collaborate with one another to progress the game by using multiple strategies, including instructing each other, monitoring each other’s actions and problem solving. In the process, collaborative peer culture was maintained and built as the players worked towards problem solutions that require taking each other’s perspectives, and sharing digital devices and skills. This focus on children’s situated language use and assemblage of multimodal resources shows their moment-by-moment collaborative action. These multimodal interactions create opportunities for peer and sibling learning without the presence of an adult. The collaborative activity was a strategic resource used by the children in their digital game playing. In capturing young children’s own strategies, we highlight their agency in learning occurring through social interaction and gameplay.
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| 7. |
- Evaldsson, Ann-Carita, 1958-, et al.
(author)
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Co-constructing a child as disorderly : Moral character work in narrative accounts of upsetting experiences
- 2020
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In: Text & Talk. - : DE GRUYTER MOUTON. - 1860-7330 .- 1860-7349. ; 40:5, s. 599-622
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Journal article (peer-reviewed)abstract
- This study explores how displays of strong emotions in narrative accounts of emotional experiences provide a context for invoking moral accountabilities, including the shaping of the teller's character. We use a dialogical approach (i.e., ethnomethodology, linguistic anthropology) to emotions to explore how affective stances are performed, responded to and accounted for in episodes of narrative accounts. The analysis is based on a case study that centers on how a child's walkout from a peer dispute is managed retrospectively in narrative constructions in teacher-child interaction. It is found that the targeted child uses heightened affect displays (crying, sobbing, and prosodic marking), to amplify feelings of distress and stance claims (incorporating reported speech and extreme case formulations) of being badly treated. The heightened stance claims work to justify an oppositional moral stance towards the reported events while projecting accountability to others. The child's escalated resistance provides a ground for the teacher's negative uptakes (negative person ascriptions, counter narratives, and third-party reports). The findings shed light on how narrative renderings of upsetting experiences easily become indexical of the teller's moral character and adds to dispositional features of being over-reactive and disorderly, in ways that undermine a child's social position.
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| 8. |
- Forsberg, Eva, 1955-, et al.
(author)
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Läxhjälp as Shadow Education in Sweden : The Logic of Equality in “a School for All”
- 2021
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In: ECNU Review of Education. - : Sage. - 2096-5311 .- 2632-1742. ; 4:3, s. 494-519
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Journal article (peer-reviewed)abstract
- Purpose: Taking läxhjälp/homework support in Sweden as a case, this article aims to further explore shadow education, especially as a pedagogical object from curriculum theory perspective.Design/Approach/Methods: Approaches including policy analyses, ethnomethodological work based on video- recorded interaction, and narratives have produced empirically grounded knowledge. We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular schooling.Findings: Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities.Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified.
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