Difference between revisions of "Norén2022"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Niklas Norén; Helen Melander Bowden; Ann-Carita Evaldsson; |
|Title=Young students’ treatment of synthetic voicing as an interactional resource in digital writing | |Title=Young students’ treatment of synthetic voicing as an interactional resource in digital writing | ||
| − | + | |Tag(s)=EMCA; Media literacy; Children; Mobile technology; Epistemics; Repair; Sweden | |
| − | |Tag(s)=EMCA | + | |Key=Norén2022 |
| − | | | ||
|Publisher=Routledge | |Publisher=Routledge | ||
| − | |Year= | + | |Year=2022 |
| + | |Language=English | ||
|Journal=Classroom Discourse | |Journal=Classroom Discourse | ||
| − | |Volume= | + | |Volume=13 |
| − | |Number= | + | |Number=3 |
| − | |Pages= | + | |Pages=241–263 |
| − | |URL=https://doi | + | |URL=https://www.tandfonline.com/doi/full/10.1080/19463014.2020.1814367 |
|DOI=10.1080/19463014.2020.1814367 | |DOI=10.1080/19463014.2020.1814367 | ||
| − | |Abstract= | + | |Abstract=This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3–4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The results show that students routinely make use of synthetic voicings to display and claim knowledge about the voiced written units and negotiate writing roles with differing epistemic rights and obligations to assess voicings and practice repair. |
}} | }} | ||
Revision as of 09:53, 7 September 2022
| Norén2022 | |
|---|---|
| BibType | ARTICLE |
| Key | Norén2022 |
| Author(s) | Niklas Norén, Helen Melander Bowden, Ann-Carita Evaldsson |
| Title | Young students’ treatment of synthetic voicing as an interactional resource in digital writing |
| Editor(s) | |
| Tag(s) | EMCA, Media literacy, Children, Mobile technology, Epistemics, Repair, Sweden |
| Publisher | Routledge |
| Year | 2022 |
| Language | English |
| City | |
| Month | |
| Journal | Classroom Discourse |
| Volume | 13 |
| Number | 3 |
| Pages | 241–263 |
| URL | Link |
| DOI | 10.1080/19463014.2020.1814367 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3–4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The results show that students routinely make use of synthetic voicings to display and claim knowledge about the voiced written units and negotiate writing roles with differing epistemic rights and obligations to assess voicings and practice repair.
Notes
