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‘Dead Forever’: An ethnographic study of young children's interests, funds of knowledge and working theories in free play
Publication date: Available online 16 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Michelle Hill, Elizabeth WoodAbstractThis ethnographic case study explored how children build and use working theories in play (Hill, 2015), specifically theories about existential matters of life, death and dying, human nature, and the social, physical and natural world. The concepts of funds of knowledge and interests are integrated to theorise children's agency and competence in how they collectively build working theories. This conceptualisation reflects contemporary socio-cultural theories in which peer cultures,...
Source: Learning, Culture and Social Interaction - March 16, 2019 Category: Psychiatry & Psychology Source Type: research

Play in adult-child interaction: Institutional multi-party interaction and pedagogical practice in a toddler classroom
Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Annukka PursiAbstractThis paper considers the ways in which adults' active participation in play has the potential to manage and manipulate participation frameworks in adult-child joint activities, drawing on a dataset of 150 h of video-recorded, naturally occurring adult-child-group interactions from one Finnish early childhood education and care (ECEC) institution for children under the age of three. A total of 47 instances of multi-party make-believe play were located from the dataset and subjected to multimodal conversati...
Source: Learning, Culture and Social Interaction - March 13, 2019 Category: Psychiatry & Psychology Source Type: research

What's brought along and brought about: Negotiating writing practices in two high school classrooms
This article presents two studies of students and teachers negotiating writing practices in two high school English classrooms in the United States. Both studies draw on a sociocultural framework of understanding writing as a social practice involving distributed, mediated, and dialogic processes of invention. Each study presents a different approach to investigating how writing practices are negotiated and how writing is produced related to that negotiation. Across the two studies, findings illustrate how the written texts students produce are a result of negotiations among historical writing practices students bring alon...
Source: Learning, Culture and Social Interaction - March 13, 2019 Category: Psychiatry & Psychology Source Type: research

‘Writing across’ as a mode of research
Publication date: Available online 6 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Kate Pahl (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - March 8, 2019 Category: Psychiatry & Psychology Source Type: research

Tracing networked writing in an online community through resonance maps
Publication date: Available online 8 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Matthew Hall, Amy StornaiuoloAbstractWriting itself is important to examine in digitally connected spaces because it serves as one of the central ways people communicate and interact with each other. The method we outline in this paper brings together tools and frames from digital ethnography as well as visual arts and rhetoric in order to visually map emergent dimensions of youth's writing practices. We outline the creation of resonance maps that helped to visualize intertextual connections that were less immediately ...
Source: Learning, Culture and Social Interaction - March 8, 2019 Category: Psychiatry & Psychology Source Type: research

Bridging known and new: Inquiry and intersubjectivity in parent-child interactions
Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Maureen Vandermaas-Peeler, Lauren Westerberg, Hailey FleishmanAbstractSociocultural analyses of children's learning encompass their complex interactions with adults and others during joint participation in everyday activities. The study aim was to analyze the relationship between inquiry, intersubjectivity, and bridges. Intersubjectivity is a process of meaning-making through collaboration and communication. Parents reference shared experiences with young children in order to connect or “bridge” known and new information. T...
Source: Learning, Culture and Social Interaction - March 8, 2019 Category: Psychiatry & Psychology Source Type: research

Coming to act with tables: Tracing the laminated trajectories of an engineer-in-the-making
Publication date: Available online 5 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Kevin RoozenAbstractUsing theoretical perspectives and methodological approaches that situate the ontogenesis of practices and persons in histories of reuse across heterogeneous times, places, and representational media, this article examines the development of one undergraduate's ability to act with inscriptions in ways valued by engineers. Based on semi-structured and text-based interviews, ethnographic observations, and collection of texts and artifacts conducted over 3 academic years and that also reach back to her...
Source: Learning, Culture and Social Interaction - March 6, 2019 Category: Psychiatry & Psychology Source Type: research

Mediation and boundary marking: A case study of making literacies across a makerspace
Publication date: Available online 5 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Ann Shivers-McNairAbstractThis paper draws on data from a year-long participatory ethnographic case study of a makerspace to argue for and articulate a methodology to account for dynamic boundary marking practices: what counts as “making,” what counts as “literacy,” who counts as “maker,” who counts as “literate.” Specifically, the author argues that in order to understand making and maker literacies, we have to understand boundary marks, because how we mark boundaries shapes what and who come to matter...
Source: Learning, Culture and Social Interaction - March 6, 2019 Category: Psychiatry & Psychology Source Type: research

Effects of an interculturally enriched collaboration script on student attitudes, behavior, and learning performance in a CSCL environment
This study introduced an interculturally enriched collaboration script (IECS) to foster collaboration and to bridge intercultural differences when students were working in a computer-supported collaborative learning (CSCL) environment. A randomized, two group, pretest-posttest research design was used to compare the effects of the IECS with the effects of a general collaboration script (CS). The outcome variables were student attitudes towards online collaboration, online collaborative learning behavior, and learning performance of the culturally heterogeneous groups working in the CSCL environment. A total of 74 MSc stude...
Source: Learning, Culture and Social Interaction - March 6, 2019 Category: Psychiatry & Psychology Source Type: research

Textbook interaction: A study of the language and cultural contextualisation of English learning textbooks
Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Pingping HuangAbstractThe impact and the role of textbooks in language learning and communication have not been paid enough attention. English textbooks have the potential to not just provide guidance for learning language but can be a platform for introducing cultural diversity and tolerance and as a medium for integrating cross-disciplinary knowledge. Building on a social learning and socio-cultural theory, this research considers whether English textbooks are contextualised enough to help with students' English learning and ...
Source: Learning, Culture and Social Interaction - March 4, 2019 Category: Psychiatry & Psychology Source Type: research

What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk
Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Min-Young Kim, Ian A.G. WilkinsonAbstractDialogic teaching is a pedagogical approach that capitalizes on the power of talk to further students' thinking, learning, and problem solving. The construct is often invoked when describing various pedagogies of classroom talk and is the focus of much research in the United Kingdom, the United States, Continental Europe, and elsewhere. Despite its appeal, or perhaps because of it, the idea of dialogic teaching has been variously interpreted to the point that its significance has become ...
Source: Learning, Culture and Social Interaction - February 27, 2019 Category: Psychiatry & Psychology Source Type: research

Dialogical approaches to learning: from theory to practice and back
Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Giuseppe Ritella, Beatrice Ligorio (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - February 20, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - February 20, 2019 Category: Psychiatry & Psychology Source Type: research

Ontological not-knowing to contribute attaining practical wisdom: Insights from a not-knowing experience in ‘samba-de-gafieira’ dance to the value of being and responding from within our practical experience and practical knowledge
This study is about one of the foundational conditions for attaining practical wisdom in work practices: not-knowing, from an ontological position, namely not-knowing as a way of being from within the practical experience being lived and from tacit and practical knowledge, rather than from representations of reality, generalizations and an intellectualized approach. Ontological not-knowing is relevant because practical wisdom (phronesis) is concerned with particulars of a situation and a refined and pristine perception of such. However, our craving for generality, our often unreflective and uncritical clinging on represent...
Source: Learning, Culture and Social Interaction - February 20, 2019 Category: Psychiatry & Psychology Source Type: research

Self-narration and agency as interactive achievements: A sociocultural and interactionist analysis of migrant women's stories in a language learning setting
Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Nathalie Muller Mirza, Marcelo Dos Santos MamedAbstractMigration is commonly seen as disrupting individuals' sense of continuity and agency. In current research on adult identity development, (self-)narratives are regarded as a means of making sense of self. In a study aiming at examining how identity processes were managed and produced during self-narration by immigrant women in a language learning setting, we combined an interactionist methodology with a sociocultural and dialogical perspective. Data were gathered throughout ...
Source: Learning, Culture and Social Interaction - February 17, 2019 Category: Psychiatry & Psychology Source Type: research