Difference between revisions of "Szymanski-etal2008"
PaultenHave (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Margaret Szymanski; Paul M. Aoki; Rebecca E. Grinter; Amay Hurst; James D. Thornton; Allison Woodruff; |Title=Sotto voce: Facilitating s...") |
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|Journal=Computer-Supported Cooperative Work | |Journal=Computer-Supported Cooperative Work | ||
|Volume=17 | |Volume=17 | ||
| − | |Pages= | + | |Number=1 |
| + | |Pages=5–34 | ||
| + | |URL=https://link.springer.com/article/10.1007/s10606-007-9067-y | ||
|DOI=10.1007/s10606-007-9067-y | |DOI=10.1007/s10606-007-9067-y | ||
| − | |Abstract=This study examines visitors’ use of two different electronic guidebook prototypes, the | + | |Abstract=This study examines visitors’ use of two different electronic guidebook prototypes, the second an iteration of the first, that were developed to support social interaction between companions as they tour a historic house. Three studies were conducted in which paired visitors’ social interactions were video- and audio-recorded for analysis. Using conversation analysis, the data from the use of prototype 1 and prototype 2 were compared. It was found that audio delivery methods were consequential to the ways in which visitors structurally organized their social activity. Further, the availability of structural opportunities for social interaction between visitors has implications for the ways in which the learning process occurs in museum settings. |
| − | second an iteration of the | ||
| − | companions as they tour a historic house. Three studies were conducted in which paired visitors’ social interactions were video- and audio-recorded for analysis. Using conversation analysis, the data from the use of prototype 1 and prototype 2 were compared. It was found that audio delivery methods were consequential to the ways in which visitors structurally organized their social activity. Further, the availability of structural opportunities for social interaction between visitors has implications for the ways in which the learning process occurs in museum settings. | ||
}} | }} | ||
Revision as of 12:18, 20 November 2019
| Szymanski-etal2008 | |
|---|---|
| BibType | ARTICLE |
| Key | Szymanski-etal 2008 |
| Author(s) | Margaret Szymanski, Paul M. Aoki, Rebecca E. Grinter, Amay Hurst, James D. Thornton, Allison Woodruff |
| Title | Sotto voce: Facilitating social learning in a historic house |
| Editor(s) | |
| Tag(s) | EMCA, informal learning, museum, historic house, electronic guidebook, conversation analysis |
| Publisher | |
| Year | 2008 |
| Language | English |
| City | |
| Month | |
| Journal | Computer-Supported Cooperative Work |
| Volume | 17 |
| Number | 1 |
| Pages | 5–34 |
| URL | Link |
| DOI | 10.1007/s10606-007-9067-y |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study examines visitors’ use of two different electronic guidebook prototypes, the second an iteration of the first, that were developed to support social interaction between companions as they tour a historic house. Three studies were conducted in which paired visitors’ social interactions were video- and audio-recorded for analysis. Using conversation analysis, the data from the use of prototype 1 and prototype 2 were compared. It was found that audio delivery methods were consequential to the ways in which visitors structurally organized their social activity. Further, the availability of structural opportunities for social interaction between visitors has implications for the ways in which the learning process occurs in museum settings.
Notes
