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Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning
This article draws on the grounded cognition and distributed object-oriented practice perspectives and shows how construction of actionable conceptualisations serves as a productive unit of analysis for investigating conceptual learning for complex professional action (and action more broadly). By extending ideas on conceptual and material blending, it shows that a multimodal blending perspective can offer a generative analytical approach for researching how people construct actionable conceptualisations. The article illustrates this by tracing how some pre-service (student) teachers enact formal disciplinary and pedagogic...
Source: Learning, Culture and Social Interaction - February 21, 2020 Category: Psychiatry & Psychology Source Type: research

Cause or consequence? Framing and keying mediation in a French secondary classroom
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Christophe Joigneaux, Elsie RockwellAbstractIn this article, we draw on the commonalities between Vygotsky's emphasis on communication in the ‘social situation of development’ and Goffman's concepts of framing and keying to analyze a French teacher's mediation between grammatical concepts ciphered in abstract semiotic terms and students' intuitive knowledge of language in use. After describing the context of our broader ethnographic study on French language instruction with immigrant descendant youths in a Parisian seconda...
Source: Learning, Culture and Social Interaction - February 21, 2020 Category: Psychiatry & Psychology Source Type: research

Types of types of educational dialogue
Publication date: Available online 19 February 2020Source: Learning, Culture and Social InteractionAuthor(s): Michael J. BakerAbstractEducational research on classroom interactions has identified many different types of educational dialogue, whose defining principles are of different types. The purpose of this short article is to inquire into these principles, in the specific case of types of argumentation dialogue, as defined in the articles published in the special issue “Pragmatics, Education and Argumentation” of the journal Learning, Culture and Social Interaction. Types of dialogue are defined in terms combinatio...
Source: Learning, Culture and Social Interaction - February 20, 2020 Category: Psychiatry & Psychology Source Type: research

Aged experience – A cultural developmental investigation
Publication date: Available online 19 February 2020Source: Learning, Culture and Social InteractionAuthor(s): Pernille HviidAbstractThe social representation of elder people is one of decline and loss. This is supported by psychological research that works on the level of functions. In this paper, the theoretical lens of functions is replaced with a cultural developmental lens. Drawing on the theoretical framework of Cultural Life Course, the paper sets out to explore aged life as it is experienced and made by elder persons, who all join the community of Danish Grandparents. In the analysis I include the characterization m...
Source: Learning, Culture and Social Interaction - February 20, 2020 Category: Psychiatry & Psychology Source Type: research

Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Natalie R. Davis, Shirin Vossoughi, John F. SmithAbstractThis paper argues for an amplification of the everyday intellectual and political gestures of children as valuable indices and movers of learning. We identify and focus on microacts of self-determination, defined here as, “as contestations and moves to elsewhere that shift activity and dictate future status”. In particular, we consider if and how such microacts that could be cast as idiosyncratic build and shape new possibilities for learning and social interaction, ...
Source: Learning, Culture and Social Interaction - February 14, 2020 Category: Psychiatry & Psychology Source Type: research

Turn-taking and sense making: Children and professionals co-producing and revisiting multimodal books during transition from day-care to school
This study contributes to current research on technological tools in early childhood education. The activities studied were part of a larger, socioculturally informed and design-based study conducted by the researcher in collaboration with professionals and children in Denmark. Activities are examined where children and professionals use tablets and interactive whiteboards for co-producing and dialogically revisiting multimodal books during transition from day-care to school. Findings show how children, professionals, hardware, software, and institutional practices co-constitute a turn-taking infrastructure that shapes act...
Source: Learning, Culture and Social Interaction - February 11, 2020 Category: Psychiatry & Psychology Source Type: research

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Paul Warwick, Vic Cook, Maria Vrikki, Louis Major, Ingvill RasmussenAbstractIn this paper we argue that joint teacher and student awareness of dialogic intentions (DIs) in lessons can focus and guide students' spoken dialogic interactions in the context of the use of digital technology. We focus on DI as a factor in promoting metacognitive awareness of productive dialogue amongst students, considering how teachers in ‘dialogic classrooms’ express DIs and how the use of a microblogging tool (Talkwall) can support, enhance o...
Source: Learning, Culture and Social Interaction - February 8, 2020 Category: Psychiatry & Psychology Source Type: research

Boundary crossing and identity re-negotiation in internships: The integrative, future-oriented and transformational potential of interns' identity project
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Jelena PopovAbstractThis paper explores students' and recent graduates' experience of boundary-crossing in an internship. It draws on the dialogical approach to focus group to show how young people's reflections on their internship experience suggest the importance of their identity project. In particular, the paper argues that interns' identity projects can be seen as semiotic resources that are (i) articulated, refined or enhanced through internship experience and (ii) driving future cycles of boundary crossing by shaping th...
Source: Learning, Culture and Social Interaction - January 31, 2020 Category: Psychiatry & Psychology Source Type: research

Supporting unusual development through moral imagination
This article will explore the role of relationships and imagination in supporting unusual development and the use of adapted mediational objects. More specifically it will explore how the concept moral imagination might help understand developmental support. Through the example of a mother's invention of a novel mode of communication for and with her daughter, whose condition hindered her development of spoken language, the article explores and discusses imagination as a social enterprise emerging in the relation between participants in sensitive relationships. It is concluded that the imagined potential within a relation ...
Source: Learning, Culture and Social Interaction - January 30, 2020 Category: Psychiatry & Psychology Source Type: research

Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis
Publication date: Available online 28 January 2020Source: Learning, Culture and Social InteractionAuthor(s): Giuseppe Ritella, Antti Rajala, Peter RenshawAbstractIn this paper, we examine the emergent concept of chronotope and its deployment for the examination of space-time relations in research on learning and education. Chronotopes have been defined in terms of socially emergent configurations of space-time, where space and time are considered as interdependent social constructions. Chronotope is seen as a conceptual and analytical tool that allows reaching a sociocultural and dialogical understanding of human action an...
Source: Learning, Culture and Social Interaction - January 30, 2020 Category: Psychiatry & Psychology Source Type: research

Sharing knowledge with peers: Epistemic displays in collaborative writing of primary school children
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Anke Herder, Jan Berenst, Kees de Glopper, Tom KooleAbstractIn focus for this study are epistemic displays in peer talk, throughout collaborative writing events in the context of inquiry learning. Conversational data was obtained from small groups of primary school students (aged 8–12 years). By means of Conversation Analysis, we found that epistemic displays are produced as (i) accounts, (ii) responses to a request for information, (iii) other-corrections, and with reference to the propositional content of a previous epist...
Source: Learning, Culture and Social Interaction - January 24, 2020 Category: Psychiatry & Psychology Source Type: research

Learning to develop as a rock band: The contradiction between creativity and entrepreneurship
Publication date: Available online 21 January 2020Source: Learning, Culture and Social InteractionAuthor(s): Tobias MalmAbstractCreativity and entrepreneurship are increasingly celebrated features of today's societal life. However, small creative groups face many challenges in developing as a productive unit together, and there is still little research on how they learn to handle these challenges. The aim of this article is to provide an understanding of learning within a rock band and its potential for assisting organizational development. It presents an ethnographically inspired case study and uses the theory of communit...
Source: Learning, Culture and Social Interaction - January 21, 2020 Category: Psychiatry & Psychology Source Type: research

The contradictions within inclusion in Brazil
This article presents data from a formative intervention conducted with Brazilian regular school teachers to develop strategies for their work with students with disabilities. The analysis was oriented by two questions: 1) How did the concept of inclusion of children with disabilities evolve during the intervention? and 2) What contradictions related to inclusion were manifested in the teacher's discourse and how might these contradictions explain the evolution of the teachers' concepts? Answering the first question, data were organized in two categories: inclusion as learning and inclusion as fallacy, with a higher incide...
Source: Learning, Culture and Social Interaction - January 9, 2020 Category: Psychiatry & Psychology Source Type: research

From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting
Publication date: March 2020Source: Learning, Culture and Social Interaction, Volume 24Author(s): Engida H. Gebre, Joseph L. PolmanAbstractLearning context has been an important focus of research and pedagogy-related discussions in education. However, despite increasing efforts to contextualize content and pedagogical processes, context has been often conceptualized as a static input variable framed by teachers, textbooks and instructional designers, as opposed to the learners themselves. In this paper, we draw from our design-based research on STEM literacy and focus on the notion of active contextualization of students' ...
Source: Learning, Culture and Social Interaction - January 9, 2020 Category: Psychiatry & Psychology Source Type: research

“Of course we have criteria” Assessment criteria as material semiotic means in face-to-face assessment interaction
This study addresses an underexplored aspect of the institutional use of assessment criteria and explores their function as communicative resources in assessment delivery. The study is based on a small corpus of video-recorded grade delivery meetings in Swedish higher education. Using interaction analysis, the study aimed to uncover how participants used an institutional criteria sheet as a means to support their collaborative communicative work of delivering and receiving a grade on student writing. Three main functions of the criteria sheet were determined. First, the list of criteria inscribed on the sheet provided stru...
Source: Learning, Culture and Social Interaction - January 9, 2020 Category: Psychiatry & Psychology Source Type: research