Difference between revisions of "Risberg2020"

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(BibTeX auto import 2020-10-02 11:47:18)
 
 
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{{BibEntry
 
{{BibEntry
|Key=Risberg2020
+
|BibType=ARTICLE
|Key=Risberg2020
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|Author(s)=Jonas Risberg; Gustav Lymer;
 
|Title=Requests and know-how questions: Initiating instruction in workplace interaction
 
|Title=Requests and know-how questions: Initiating instruction in workplace interaction
|Author(s)=Jonas Risberg; Gustav Lymer;
 
 
|Tag(s)=EMCA; conversation analysis; ethnomethodology; instruction; requests; workplace interaction
 
|Tag(s)=EMCA; conversation analysis; ethnomethodology; instruction; requests; workplace interaction
|BibType=ARTICLE
+
|Key=Risberg2020
|Publisher=SAGE Publications
 
 
|Year=2020
 
|Year=2020
|Month=dec
+
|Language=English
 
|Journal=Discourse Studies
 
|Journal=Discourse Studies
 
|Volume=22
 
|Volume=22

Latest revision as of 05:19, 27 October 2020

Risberg2020
BibType ARTICLE
Key Risberg2020
Author(s) Jonas Risberg, Gustav Lymer
Title Requests and know-how questions: Initiating instruction in workplace interaction
Editor(s)
Tag(s) EMCA, conversation analysis, ethnomethodology, instruction, requests, workplace interaction
Publisher
Year 2020
Language English
City
Month
Journal Discourse Studies
Volume 22
Number 6
Pages 753–776
URL Link
DOI 10.1177/1461445620928239
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

While it is recognized that instruction between co-workers is a central component of everyday workplace interaction and learning, this study investigates the ways in which such instructional events are practically initiated in interaction. We analyse recordings of everyday work at a radio station, where journalists prepare and broadcast local news. In our data, a distinction can be made between two interactional contexts from which instructional interactions emerge: searches, where one party is looking for a suitable helper; and established interactions, where the initiation of instruction is prefigured by immediate prior interaction. A further finding is that these two contexts are associated with two different ways of initiating instruction. Direct requests are used in established interactions. In searches, we instead find questions regarding the other person's procedural knowledge – what we term know-how questions. We finally discuss the ways in which instructional configurations are assembled without reference to institutionally defined instructor/instructed roles.\textless/p\textgreater

Notes