Difference between revisions of "Herder-etal2020"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Anke Herder; Jan Berenst; Kees de Glopper; Tom Koole |Title=Sharing knowledge with peers: Epistemic displays in collaborative writing of...")
 
 
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|Journal=Learning, Culture and Social Interaction
 
|Journal=Learning, Culture and Social Interaction
 
|Volume=24
 
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|Pages=eid: 100378
 
|URL=https://www.sciencedirect.com/science/article/pii/S2210656119302041
 
|URL=https://www.sciencedirect.com/science/article/pii/S2210656119302041
|DOI=https://doi.org/10.1016/j.lcsi.2020.100378
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|DOI=10.1016/j.lcsi.2020.100378
 
|Abstract=In 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 epistemic display, as (iv) disagreements, and (v) expansions. The occurrence of epistemic displays is related to specific aspects of the writing activity, concerning contexts that require accounting or evoke expansions, and features of the participation framework. Our research contributes to the understanding of how collaborative writing activities establish contexts for sharing and discussing knowledge in peer talk, and are worth taking into account for educational professionals, when designing collaborative writing activities for that purpose.
 
|Abstract=In 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 epistemic display, as (iv) disagreements, and (v) expansions. The occurrence of epistemic displays is related to specific aspects of the writing activity, concerning contexts that require accounting or evoke expansions, and features of the participation framework. Our research contributes to the understanding of how collaborative writing activities establish contexts for sharing and discussing knowledge in peer talk, and are worth taking into account for educational professionals, when designing collaborative writing activities for that purpose.
 
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Latest revision as of 02:10, 23 April 2020

Herder-etal2020
BibType ARTICLE
Key Herder-etal2020
Author(s) Anke Herder, Jan Berenst, Kees de Glopper, Tom Koole
Title Sharing knowledge with peers: Epistemic displays in collaborative writing of primary school children
Editor(s)
Tag(s) EMCA, Epistemics, Writing, Learning
Publisher
Year 2020
Language English
City
Month
Journal Learning, Culture and Social Interaction
Volume 24
Number
Pages eid: 100378
URL Link
DOI 10.1016/j.lcsi.2020.100378
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In 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 epistemic display, as (iv) disagreements, and (v) expansions. The occurrence of epistemic displays is related to specific aspects of the writing activity, concerning contexts that require accounting or evoke expansions, and features of the participation framework. Our research contributes to the understanding of how collaborative writing activities establish contexts for sharing and discussing knowledge in peer talk, and are worth taking into account for educational professionals, when designing collaborative writing activities for that purpose.

Notes