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Being able to respond to and ask questions in teacher-fronted classroom talk is important for learning and assessment, as well as for student participation and social inclusion. About 8% of all students have a developmental language disorder and a subgroup even lack speech (Norbury et al., 2016). For those students, a speech-generating device (SGD) can be used to replace speech. SGDs provide students with enhanced opportunities to participate both in education and leisure time contexts. Despite the huge advantage that an SGD may offer, research shows that SGDs are seldom used in multiparty classroom talk. When they are used, a supportive environment is required, including for example teachers’ scaffolding practices (Tegler, Demmelmaier, Blom Johansson, & Norén, 2020). The aim of this study is to generate knowledge on interactional practices, organizations, and vocabulary that facilitate student-initiated (Waring, 2011) SGD-mediated questions in teacher-fronted classroom interaction. Specifically, we are interested in SGD-mediated student questions that are not preceded by an invitation or prompt from the teacher. The theoretical framework and methodology of ethnomethodological conversation analysis (EMCA) is used for detailed analysis of question design in multiparty interactions. Method: Data comprise of 18 hrs of video recordings of multiparty classroom lessons in nine special schools in Sweden. Twenty-three non-speaking students and their classmates, teachers and assistants participated in the study. Findings: The analysis shows that of the 233 SGD-mediated contributions that we identified in our data, 11 were student-initiated SGD-mediated questions. These questions were produced by three students. SGD-mediated interaction faces several challenges. First, the production time is prolonged compared to speech, which means that a contribution (e.g. an answer or a question) easily receives a sequentially misplaced position in the ongoing interaction, which may

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., Marcus och Amalia Wallenbergs stiftelse (Projektnr. MAW 2014:0057)

This study explores preschool children's mathematizing in everyday block play activities. Building on an ethnomethodological and multimodal conversation analytic framework, we explore how geometry (i.e. spatiality, shape, and symmetry) is actualized in children's verbal and embodied interaction with their peers, pedagogues, and material environment. The selected data are drawn from a video ethnographic study in a Swedish preschool in which a boy and a girl play with a magnetic construction toy. The results of the study demonstrate how the participants orient to spatial locations, properties, dimensions, orientations, transformations, and shapes as they build a house. The children are shown to rely upon verbal and embodied resources such as deictics (e.g. here, there, these) and pointing gestures as geometrical aspects are actualized in their interaction. The study contributes with knowledge on preschool children'e everyday mathematizing, in particular, children's appropriation of geometric discourse as it emerges in the unfolding flow of interaction.

This paper studies parsing as a practice used in mobile instruction. The findings build on ethnomethodological conversation analysis and on observations made on video data that have been collected from three settings: skiing, driving a car and flying a plane. In the data, novice learners are instructed by more experienced instructors to accomplish various mobile tasks. The paper shows how instructors use parsing to guide learners to carry out, step-by-step, the sub-actions that the ongoing mobile task (e.g. turning, landing) is composed of. The paper argues that parsing is a practice employed by instructors to highlight the sub-actions of a mobile task. Instructors may also use parsing to orient learners to emergent problems to do with the timing, quality and order of the sub-actions in the performance of a complex mobile task. Finally, the paper shows that sometimes there is not enough time to parse an ongoing task, in which case the parsing can be carried out afterwards.

Collaboration is an important aspect of social activity associated with young children’s digital game play. Children organize 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 (preschool) 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 game play.

This article explores media literacy practices in children’s everyday lives and some of the ways in which young children appropriate basic media literacy skills through guided participation in situated activities. Building on an ethnomethodological perspective, the analyses are based on video recordings documenting the activities in which four target children, aged 6-7 years old, participated at home and in school. Through the detailed analysis of two mundane media literacy activities – online calling and word processing – similarities and differences in media usage within and out-of-school are examined. It is shown how children’s media literacy activities encompass verbal, embodied and social competencies that are made relevant, and thus accessible for learning, in interaction between the adults and children in the form of norms and guidelines for what constitutes knowledgeable participation in media literacy activities, and that are appropriated and reactualized by the children in interaction with their peers. The findings show how the participants coordinate their actions on and in front of the screen and where spatiality and temporality are oriented to as crucial aspects of the organization of the activities. Moreover, it is demonstrated how old and new technologies are linked together in culturally and historically embedded conceptualizations of literacy.

Urban childhoods and children's mobility are changing as spaces for children are decreasing in Swedish cities. Increased urban and school segregation has led to divided cities where children from different backgrounds and neighborhoods seldom meet. Hence, both adults' and children's capacity to move is socially differentiated. In this paper, we explore a new phenomenon in Swedish education: the mobile preschool, which is argued to have a potential for overcoming/bridging these differentiations. Mobile preschools are located in buses that on daily basis travel in and around the city to provide children with new learning environments.Scholars argue that mobility is a human capability, i.e. mobility is seen as a positive freedom or a dimension of human flourishing, and therefore as intrinsic to human wellbeing. For example, children's active participation in spaces of the city is key to their wellbeing. It provides opportunities for children's physical activities as well as opportunities to develop spatial competence in navigating the city. Also, their active participation in the city is a way for children to claim their rights and access to the city, enhance their sense of citizenship. These issues connect children's mobility to social justice, i.e. a capabilities perspective on city mobility. In a recently started ethnographic study we critically investigate the ways in which mobile preschools allow children to navigate, participate in and learn from, different spaces of the city. This presentation reports preliminary findings on children's mobility as capability and their implications for social justice in relation to children's agency and citizenship., Mobilitet, informellt lärande och medborgarskap i mobila förskolor, Lärande i staden: tidsrumsliga aspekter av en mobil förskolepedagogik

Artikeln handlar om social mediering i en skolpraktik där barn återkommande engageras i undervisande aktiviteter. Syftet är att undersöka hur barn görs till medierande aktörer för elevgruppens lärande. En videoinspelad aktivitet från en blandad förskoleklass och årskurs ett i vilken en pojke på uppdrag av en pedagog berättar för några andra barn om hur de ska genomföra en skoluppgift utgör empiriskt underlag för studien. En samtalsanalytisk ansats används för att utforska de kommunikativa, materiella och visuella resurser som deltagarna drar nytta av för att etablera och upprätthålla ett barn som medpedagog. Genom epistemiska positioneringar konstitueras pojken som en länk mellan pedagog och elevgrupp där han ibland är pedagogens hjälpare, ibland ett av barnen i gruppen. Barnen blir genom deltagande i den här och liknande aktiviteter del av en lokal institutionell kultur där gränser mellan experter och noviser är uppluckrade och där klasskamraterna utgör en resurs till vilken man kan och ska vända sig för att få hjälp., Learning, Interactive Technologies and Narrative Remembering (LINT)

LINT - Learning, interaction and the development of narrative knowing and remembering

[No abstract available]

The aim of this article is to argue learning as interaction, and how processes of learning a content as constituted in interaction can be approached analytically and theoretically. Within aviation, the concept of situation awareness (SA) is used to describe a pilot’s capability of correctly perceiving and interpreting a situation, and of understanding what the implications are. We investigate how SA is constituted in interaction, through the theoretical and methodological perspective of conversation analysis (Schegloff, 1996; Goodwin, 2000). In the analysis, we focus how a student develops SA as an intrinsic part of learning how to fly an airplane.

In recent research, successful attempts have been made of working empirically with questions of learning within a conversation analytic framework, for example through analyses of how development can be understood in terms of changes in interaction patterns. These studies convincingly demonstrate ways of describing and analysing the how of learning. However, learning is not only about how we learn. We simultaneously need to address the question of content – of what is learned – and we need to do so in ways that take into account the inextricable intertwinedness of how and what.Through the detailed analyses of video recordings from an upper secondary aviation academy and an elementary school, we explore how a content of learning can be understood as constituted in and constitutive of interaction in situated activities. As point of departure we take the participants’ orientations towards content; how a content of learning is established and upheld in interaction, and how the orientations towards this content changes over time. We argue that the constant revision of content as the participants orient to it in changing ways, are changes that can be understood as learning., NERA's 36th Congress Copenhagen (Nordic Educational Research Association)

This paper explores the co-construction and learning of a manoeuvre – recovery from unusual attitudes – as constituted in interaction between a student learning to fly and her teacher, in briefing and debriefing sessions in a classroom and in flight lessons in an actual airplane. Learning is approached from within a conversation analytic (CA) perspective, building on prior CA research on the organisation of human interaction. The empirical data consists of video recordings where a student was followed during three consecutive flight lessons. The paper investigates the resources – talk, embodied actions, and material structure in the environment – that are drawn upon by the participants in each situation, and how the different situations are tied together through the participants’ orientations to a shared content of learning. Building on a dynamic view of context as something that is invoked, managed, and upheld in interaction, issues of context and transfer are discussed. For example, it is demonstrated how experiences from the airplane are invoked in the classroom and vice versa. The results further show how there are micro-longitudinal changes in the student’s performance of the recovery from the unusual attitudes – both within the same flight lesson and over the course of the three lessons.

This paper investigates how situational awareness is constituted in the moment-to-moment interaction between a student learning to fly an airplane and her teacher, and how the student learns situational awareness, i.e. the ability to analyse a situation so as to provide ground for informed decisions about next actions. In the paper, a view of situational awareness as an interactional on-going accomplishment is proposed. The paper demonstrates how situational awareness is socially established and learned in briefing sessions, in flight lessons in the actual airplane, and in debriefing sessions. Learning is approached from within a conversation analytic (CA) perspective, building on prior CA research on the organisation of human interaction. The empirical material consists of video recordings of flight lessons. Three students were followed and recorded during a series of briefing sessions, flight lessons and debriefing sessions. The studied task concerns situational awareness in recovering from abnormal attitudes.The results show that in the moment-to-moment constitution of situational awareness the participants rely both on information provided from the instruments, and on how it should “feel” when recovering. Further, the results show how there are micro-longitudinal changes in the student’s performance of the recovery from the abnormal attitudes – both within the same flight lesson and over the course of the three lessons. These changes are socially established and upheld, in interaction between the student, the teacher and the airplane controls and instruments.Problems in the pilots’ situational awareness are often reported as a significant contributing factor to airplane accidents. This study furthers the understanding of situational awareness as an interactional accomplishment and sheds light on how situational awareness is learned in the interaction between student and teacher, in the different educational contexts., Earli 12th Biennial Conference for Research on Learning and Instruction 2007 Budapest

Föskoleklassen infördes i januari 1998. Konkret innebar det att förskolans verksamhet för sexåringar flyttades in i skolan. Bärande argument för reformen var att göra övergången mellan förskola och skola smidig samt att förändra skolans arbetssätt: förskolepedagogiken, med sin långa tradition av arbete i lärarlag och större inslag av barncentrerade aktiviteter, skulle integreras med skolans ämnescentrerade verksamhet och bidra till att förändra skolans traditionella arbetssätt. Reformen nådde inte sin syften, menar bokens författare. Istället blev följden att barn idag i praktiken börjar skolan som sexåringar. Det är steget från förskola till förskoleklass som utgör skolstarten. Boken har sin grund i ett flerårigt forskningsarbete vid Pedagogiska Institutionen vid Uppsala universitet. Författarnas ambition är att i boken belysa skolstarten utifrån olika vetenskapliga perspektiv. Inledningsvis ges bakgrunden till reformen. Därefter görs en jämförelse mellan barns möte med bokstäver och siffror i förskola, förskoleklass och skola. Ett kapitel handlar om lärares berättelser om sitt arbete i förskoleklass och skola, ett annat om barns relationsarbete och de komplexa krav som ställs på sexåringarna i leken på skolgråden. I ett kapitel ger föräldrar olika aspekter på förskolans betydelse som skolförberedande verksamhet., FISK - Förskola och skola i samverkan

This article aims at taking part in the development of conversation analysis approaches to studying learning, through an analysis of how a topical content, the size of the blue whale, is oriented to by participants in interaction. Further, the article aims at tracing changes in the participants’ topical orientation, to understand how one empirically can understand learning in relation to topical content. The analysis is based on a study of video recordings of three seven-year-old children reading a picture book together, where the children explicitly orient to the subject of blue whales. The results of the analysis show that there are changes in the way participation in relation to the blue whale is carried out when content orientation is considered an aspect of participation. In particular, this concerns how the children relate to the size of the blue whale. Thus, the results show that learning occurs, and how this learning is accomplished. This is made possible through the fine-grained participant perspective-based conversation analysis. The reported work also demonstrates how issues of topical content can be integrated into micro analyses of learning. The study demonstrates that conversation analysis is particularly well apt for studying learning in interaction., ICCA 2006 (International Conference on Conversation Analysis) Helsinki

An influential trend in contemporary theories on learning is what could be referred to as the socio-cultural trend. Within this line of thinking, the social nature of learning is emphasised, as expressed by for example Jean Lave (1993) who argues that learning can be understood as changing participation in situated interaction. In other words, learning is considered to be something that takes place between people in interaction. As a consequence, it is by examining the situated interaction between people that we are able to understand and analyse the learning process and how knowledge is created. Then the question arises as to what we need to know about interaction to be able to locate and understand learning. What in interaction between people is of relevance for the understanding of the learning process, and what is it that we are able to capture and understand when we study learning in terms of changes in interaction patterns?, Nera's 33rd Congress 2005 Oslo

An influential trend in contemporary theories on learning is what could be referred to as the socio-cultural trend. Within this line of thinking, the social nature of learning is emphasised, as expressed by for example Jean Lave (1993) who argues that learning can be understood as changing participation in situated interaction. In other words, learning is considered to be something that takes place between people in interaction. As a consequence, it is by examining the situated interaction between people that we are able to understand and analyse learning processes and how knowledge is created. In our paper, we are taking a step towards this understanding. Departing from an analysis of a situation where three seven-year-old children are reading a picture book together, we discuss the concept of participation in a situated activity. Put simply, we pose the question what it is to participate in a book reading activity, and how we can understand the children’s use of different interaction resources in the constitution of a social practice of reading. Finally, we raise the question of how this is related to the understanding of the learning process, and what it is that we are able to capture and understand when we study learning in terms of changes in participation or, in other words, interaction patterns., Children and Youth in Emerging and Transforming Societies International Conference June 29 - 3 June Childhoods 2005 Oslo

The aim of the paper is to study how three children interact while reading a book together. Using video recordings as data, I explore not only verbal but also non-verbal interaction – i.e. gaze, pointing, and body posture – and how the children use all these interactional resources when reading together. An important aspect of the study is the way I see the book as an artifact and I study how the children use the book as a resource in their interaction. To do this I use a conversation analytic (CA) approach, drawing on the work by Charles Goodwin (see for example 1980, 1999, 2000). The video recordings are made within a research project studying the consequences of the introduction of the preschoolclass in Sweden., NERA's 32nd Congress, Iceland University of Education, Reykjavik March 11-13 March, The Positioning of Education in Contemporary Knowledge Society.