Unmet wishes: A multimodal interaction analysis of the rejection of choice in assisted shopping interactions

2021 ◽  
pp. 5-29
Keyword(s):  
Free Choice ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Good Care ◽  
Loss Of Face ◽  
Multimodal Analysis ◽  
Video Recordings ◽  
Decision Making Processes ◽  
Sequential Unfolding ◽  
Communication Impairments

In the field of health communication, it is increasingly important to understand the interactional management of free choice and the demands of (good) care, especially in situations where these two objectives conflict with each other. In a multimodal interaction analysis of video recordings, this article examines decision-making processes in which a caretaker refuses to retrieve a requested object for a woman living with acquired brain injury during their weekly shopping trip. The multimodal analysis describes both the sequential unfolding of these assisted shopping interactions and the interplay of multimodal resources used by the participants. The analysis demonstrates how choice is made available, despite communication impairments, and how the participants deal with the potential loss of face resulting from the caretaker’s rejections.

scholarly journals Semiotic resources for navigation: A video ethnographic study of blind people’s uses of the white cane and a guide dog for navigating in urban areas

Semiotica ◽  
2018 ◽  
Vol 2018 (222) ◽  
pp. 287-312 ◽  
Author(s):  
Brian Due ◽  
Simon Lange
Keyword(s):  
Urban Areas ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Ethnographic Study ◽  
Blind People ◽  
Video Recordings ◽  
Naturally Occurring ◽  
Semiotic Resources ◽  
White Cane ◽  
Large Corpus

AbstractThis paper describes two typical semiotic resources blind people use when navigating in urban areas. Everyone makes use of a variety of interpretive semiotic resources and senses when navigating. For sighted individuals, this especially involves sight. Blind people, however, must rely on everything else than sight, thereby substituting sight with other modalities and distributing the navigational work to other semiotic resources. Based on a large corpus of fieldwork among blind people in Denmark, undertaking observations, interviews, and video recordings of their naturally occurring practices of walking and navigating, this paper shows how two prototypical types of semiotic resources function as helpful cognitive extensions: the guide dog and the white cane. This paper takes its theoretical and methodological perspective from EMCA multimodal interaction analysis.

scholarly journals Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks

2022 ◽  
Vol 12 ◽  
Author(s):  
Denise Wakke ◽  
Vivien Heller
Keyword(s):  
Learning Outcomes ◽  
Social Dynamics ◽  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Problem Definition ◽  
Fifth Grade ◽  
Classroom Activities ◽  
Video Recordings ◽  
Naturally Occurring ◽  
Shared Space

This study examines interactions in which students help each other with their learning during classroom instruction, forming groups in the process. From a conversation analytic perspective, helping is assumed to be a sequentially organized activity jointly accomplished by the participants. As an activity that proceeds alongside other ongoing classroom activities, helping can be conceived as part of a multiactivity that poses students with multi-faceted interactional and moral challenges. While previous research on helping in educational contexts has primarily focused on the influence of helping on learning outcomes and social dynamics in helping interactions, the present study investigates how students cope with the intricacies of moral commitments inherent in helping as a concurrent activity. The aim of this paper is two-fold. First, we aim to elaborate on how students’ dual involvements – i.e., their involvement in classroom activities while simultaneously providing help – manifest in the ways in which groups are constituted, maintained, and dissolved. The analyses reveal that both the compatibility of helping with the activity already in progress as well as the students’ problem definition are consequential for the sequential and bodily-spatial unfolding of the help interaction, inducing different arrangements that constitute a continuum, at each end of which there is a dominant orientation toward the shared space of helping or toward the individual/collective space. Furthermore, from a methodological perspective, our study aims to demonstrate the extent to which multimodal interaction analysis is applicable when examining naturally occurring groups, in this case, in interactive processes of helping. The study is based on a data corpus that comprises video recordings of mathematics and German lessons from two fifth-grade classrooms.

scholarly journals Enacting sabotage in siblings’ conflicts: Desired objects and deceptive bodies

Childhood ◽  
2020 ◽  
pp. 090756822096566
Author(s):  
Emilia Zotevska ◽  
Asta Cekaite ◽  
Ann-Carita Evaldsson
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Childhood Studies ◽  
Sibling Conflict ◽  
Considerable Time ◽  
Specific Focus ◽  
Time And Energy

The present study examines sibling’ conflict trajectories with a specific focus on acts of sabotage – deliberate obstruction or destruction of activities with an object. Multimodal interaction analysis is used to understand how siblings’ conflicts are organised through multiple (verbal and embodied) practices. We further draw on childhood studies that focuses on children’s material practices and use the term enactment to better understand human-nonhuman relations. The study found that children put considerable time and energy into configuring deceptive bodies that both organised and disrupted their local moral orders.

Analysing the Construction of Modal Configurations with Mediating Digital Texts in the Classroom

2015 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Jonathon Adams
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Communicative Practices ◽  
Digital Texts

AbstractWith digital texts being employed in classrooms, the construction and content of communication need to be examined to understand implications for classroom pedagogies and the development of new communicative practices. The study employs a multimodal interaction analysis (MIA) framework (

scholarly journals Leiten oder leiten lassen? Gesprächsanalytische Beobachtungen zur interaktiven Aushandlung der Leitungsfunktion im Klassenrat

2019 ◽  
Vol 70 (1) ◽  
pp. 73-104
Author(s):  
Nadine Nell-Tuor ◽  
Nina Haldimann
Keyword(s):  
Decision Making ◽  
Interaction Analysis ◽  
The Other ◽  
School Life ◽  
Leadership Responsibility ◽  
Teaching Format ◽  
Specific Focus ◽  
Decision Making Processes ◽  
The One ◽  
Do So

Abstract The class council is a teaching format which takes place regularly, aiming at the teacher stepping back from his/her conventional role as the organizing authority in order to allow the students to participate directly in decision-making processes concerning their everyday school life. This format results in a unique interactional constellation among the participants. In this article, we explore this interactional constellation from the perspective of conversation and interaction analysis. On the basis of videographies of class council sessions in which students and teachers occupy different participation roles, we ask how those roles are negotiated interactively. With a specific focus on the teacher and the moderator (student), we ask to what extent the teacher is able to delegate leadership responsibility among the group. It is shown that teachers are only partly able to do so. Often, teachers influence the interaction on a multimodal level. The challenge of organizing the class council lies in the need for the participants to accomplish different (and in part incompatible) interactional orders: on the one hand, teachers as well as students have to consider their specific participation roles; on the other hand, their participation roles are framed institutionally and cannot easily be changed.

scholarly journals “Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

2021 ◽  
pp. 074108832110516
Author(s):  
Sara Doody ◽  
Natasha Artemeva
Keyword(s):  
Knowledge Construction ◽  
Interaction Analysis ◽  
Medical Physics ◽  
Multimodal Interaction ◽  
Analytical Framework ◽  
Genre Analysis ◽  
Laboratory Notebook ◽  
Rhetorical Action ◽  
Rhetorical Genre ◽  
Writing Activity

Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity, and Genre Research, and Multimodal Interaction Analysis, the authors propose a conceptual framework for multimodal activity-based analysis of genres, or Multimodal Writing, Activity, and Genre (MWAG) analysis. Furthermore, by drawing on previous studies of the laboratory notebook (lab book) genre, the article discusses the rhetorical action the genre performs and its role in mediating knowledge construction activities in science. The authors provide an illustrative example of the MWAG analysis of an emergent scientist’s lab book and discuss its contributions to his increasing participation in medical physics. The study contributes to the development of a theoretically informed analytical framework for integrative multimodal and rhetorical genre analysis, while illustrating how the proposed framework can lead to the insights into the sociorhetorical roles multimodal genres play in mediating such activities as knowledge construction and disciplinary enculturation.

Instrumental and moral assistance

2020 ◽  
Vol 11 (3) ◽  
pp. 440-462 ◽  
Author(s):  
Antonia L. Krummheuer
Keyword(s):  
Decision Making ◽  
Brain Injury ◽  
Interaction Analysis ◽  
Selection Process ◽  
Acquired Brain Injury ◽  
Embodied Interaction ◽  
Analytical Perspective ◽  
Decision Making Processes ◽  
Five Phases

Abstract The present paper takes an ethnomethodological and conversation analytical perspective on assisted shopping as it is done by a person with acquired brain injury in collaboration with her caregiver. My interest is directed towards the interactional and embodied organization of the situated selecting and decision-making processes, while I am aiming to understand the interactional organization of assistance and agency. The embodied interaction analysis is based on two video-recorded examples in which a caregiver treats the institutional resident’s shopping choice as either unproblematic or undesirable. I will differentiate five phases in which the participants systematically organize the selection process. In these phases, the participants take different roles either as shopper or as assistant caregiver; as to the later, I will distinguish between moral and instrumental assistance. The analysis demonstrates an inherent tension in the assistance during shopping activities, as it is oriented to both the incompetence that justifies the need for assistance and to the interactional construction of a competent and independent shopper.

Respecifying the information sheet

2020 ◽  
Vol 14 (2) ◽  
pp. 127-148
Author(s):  
Brian L. Due
Keyword(s):  
Decision Making ◽  
Conversation Analysis ◽  
Joint Attention ◽  
Service Encounter ◽  
Information Sheet ◽  
Shared Resource ◽  
Video Recordings ◽  
Decision Making Processes ◽  
Large Corpus

This paper considers how information sheets are used as a resource for joint attention and decision-making in a situated service encounter. The optician shop is a perspicuous setting for addressing decision-making as an interactional accomplishment informed by information sheets, because they are routinely used and made relevant by sellers. The paper builds on ethnomethodological multimodal conversation analysis and a large corpus of more than 700 hours of video recordings from eleven different Danish optician shops. Based on one single analysis from this corpus, the paper shows how the sheet is used cooperatively and oriented to in situ as a shared resource in the process of selling/buying glasses. A key finding is that the information sheet is not just a resource for the seller but a shared resource for established joint attention and decision-making. More generally, the paper contributes to studies of service and sales encounters by highlighting the importance of inscribed objects to decision-making processes in social interaction.

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