Embodying epistemic responsibility

2018 ◽  
Vol 2 (2) ◽  
pp. 262-285 ◽  
Author(s):  
Vivien Heller
Keyword(s):  
Peer Interactions ◽  
Epistemic Responsibility ◽  
Collaborative Reasoning ◽  
Epistemic Stance ◽  
Multimodal Analysis ◽  
Socially Constructed ◽  
Video Recordings ◽  
Participation Frameworks

The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children's embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.

Apprenticeship and empowerment

2017 ◽  
Author(s):  
Helena Gaunt
Keyword(s):  
Communities Of Practice ◽  
Conceptual Framework ◽  
Peer Interactions ◽  
Research Literature ◽  
Creative Performance ◽  
Relevant Research ◽  
Collaborative Process ◽  
Socially Constructed ◽  
One To One ◽  
Classical Musicians

This chapter considers ways in which pathways to creative performance are supported through one-to-one lessons between a student and a specialist teacher. One-to-one interactions are generally considered central to the development of western classical musicians and traditionally have been conceived in terms of apprenticeship. More recently, however, understanding of the socially constructed nature of learning, including the essential parts played by peer interactions and engagement in communities of practice, has increased. In addition, the importance of collaboration in facilitating and channelling creativity in many fields has become apparent. Taken together, these suggest a need to develop a multifaceted and more nuanced conceptual framework for understanding one-to-one lessons and their relationship to performance. The chapter explores relevant research literature alongside perspectives provided by expert performer–teachers, and it concludes by setting out a provisional model for understanding both the collaborative process between student and teacher in one-to-one lessons and the potential for this context to underpin transformative processes of development for performers.

A descriptive video analysis of interactions during inpatient brain injury rehabilitation groups

2021 ◽  
pp. 030802262110087
Author(s):  
Freyr Patterson ◽  
Emmah Doig ◽  
Kathryn Marshall ◽  
Jennifer Fleming
Keyword(s):  
Brain Injury ◽  
Occupational Therapy ◽  
Peer Interactions ◽  
Injury Rehabilitation ◽  
Group Facilitation ◽  
Group Interactions ◽  
Video Recordings ◽  
Qualitative Descriptive ◽  
Group Members ◽  
Group Facilitators

Introduction An advantage of using groups in rehabilitation is the opportunity for peer learning and support. This study aimed to describe and understand the nature of interactions occurring in inpatient occupational therapy brain injury rehabilitation groups, using video-recorded group interactions, to inform recommendations for group facilitation. Method Video recordings of four occupational therapy rehabilitation groups were taken. Twelve adults with brain injury who participated in the groups and four facilitators consented to the study. The data were analysed using a qualitative descriptive approach. Results Interactions were predominantly facilitated by facilitators and shaped by the nature of the group activities. Facilitators used a number of strategies to encourage interaction including knowledge of group participants, activity choice and physical positioning of group members. Conclusion Group facilitators utilise a number of strategies to encourage peer interactions. However, during structured activity-based rehabilitation groups, participants with a brain injury may focus predominantly on achieving the goal of the group rather than initiating peer interactions.

Haptic Sociality

2017 ◽  
Author(s):  
Marjorie Harness Goodwin
Keyword(s):  
Los Angeles ◽  
Social Practice ◽  
Sequential Analysis ◽  
Social Institution ◽  
Human Action ◽  
The Body ◽  
Video Recordings ◽  
The Family ◽  
Tactile Communication ◽  
Participation Frameworks

This chapter extends the sequential analysis of human action to encompass intimate co-operative action, accomplished through the haptic, temporally unfolding intertwining of multiple bodies. The focus is on the construction through public social practice of tactile intercorporeality. Within a basic social institution, the family, members make use of culturally appropriate tactile communication (including the hug, the kiss, and other intertwinings of the body) during moments of affectively rich supportive interchanges. Materials for the study are drawn from video recordings of naturally occurring social interaction in thirty-two Los Angeles families who were part of the UCLA’s Center on Everyday Lives of Families. Examination of forms of experiential embodiment is important for articulating the participation frameworks through which affectively rich intimate social relationships are established, maintained, and negotiated.

scholarly journals Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

2013 ◽  
Vol 6 ◽  
Author(s):  
Ellen Os
Keyword(s):  
Peer Relations ◽  
Peer Interactions ◽  
Cultural Perspectives ◽  
Group Settings ◽  
Video Recordings ◽  
Meal Time ◽  
Children's Development ◽  
Qualitative Analyses ◽  
Children’S Development

According to socio-cultural perspectives, adults are seen as mediators of cultural believes, values and practices. Qualitative analyses of teachers’ mediation of peer relations based on video-recordings in 9 toddler-groups indicate that meal-time represents opportunities for teachers to facilitate togetherness and peer-relations between toddlers. The teachers might facilitate sharing, passing food, routinized practices such as singing, and conversations. The results indicate variations between child- and group-oriented approaches, and accomplishing meals in an effective way. The child- and group-oriented approaches are marked by encouragement of toddlers’ initiatives and teachers supporting peer-interactions. Raising teachers’ consciousness about their contributions to children’s development of peer-relations and togetherness in group settings might contribute to enhance reflected practices in working with toddlers in groups.

scholarly journals Looping out loud: A multimodal analysis of humour on Vine

2017 ◽  
Vol 4 (4) ◽  
pp. 50 ◽  
Author(s):  
Vittorio Marone
Keyword(s):  
Computer Mediated Communication ◽  
Visual Media ◽  
Social Medium ◽  
Mediated Communication ◽  
Multimodal Analysis ◽  
Video Recordings ◽  
Computer Mediated ◽  
The Social ◽  
Tv Shows ◽  
The Impact

Launched in 2013, Vine is a popular microblogging service that allows users to record, edit, and share six-second videos that loop ad libitum, until another video is selected. At this time, the communicative, expressive, and semiotic affordances of Vine and similar services have still to be fully explored by users and scholars alike. Through a multimodal analysis approach drawing on New London Group’s (1996) work, this paper investigates how people construct humour on Vine by artfully arranging different modes of expression. The analysis focused on user-enacted humour, as opposed to captured comical scenes or bare samples taken from TV shows or movies. The study hypothesises the social construction of a novel humorous language that draws on extant forms of humour and a variety of modes and techniques derived from audio-visual media and computer-mediated communication, as users inventively exploit the framework provided by the Vine platform. Findings show that users create instant characters to amplify the impact of their solo video recordings, use Vine as a “humorous confessional”, explore the potential of hand-held media by relying on “one hand and face” expressivity (the other hand holding the device for the video “selfie”), and use technology, internet slang, internet acronyms, emoticons/emojis, and hashtags to convey humour and complement the messages of the videos they post on Vine. The goal of this study is an exploratory analysis of humour and its discursive functions in an emergent social medium by considering its affordances, as users find new and creative ways to harness its expressive potential.

scholarly journals Negotiation of entitlement in proposal sequences

2012 ◽  
Vol 14 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Birte Asmuß ◽  
Sae Oshima
Keyword(s):  
Multimodal Analysis ◽  
Future Action ◽  
Video Recordings ◽  
Party Strategy

Meetings are complex institutional events at which participants recurrently negotiate institutional roles, which are oriented to, renegotiated, and sometimes challenged. With a view to gaining further understanding of the ongoing negotiation of roles at meetings, this article examines one specific recurring feature of meetings: the act of proposing future action. Based on microanalysis of video recordings of two-party strategy meetings, the study shows that participants orient to at least two aspects when making proposals: 1) the acceptance or rejection of the proposal; and 2) questions of entitlement: who is entitled to launch a proposal, and who is entitled to accept or reject it? The study argues that there is a close interrelation between questions of entitlement, aligning and affiliating moves, and the negotiation of institutional roles. The multimodal analysis also reveals the use of various embodied practices by participants for the local negotiation of entitlement and institutional roles.

Conclusion

2021 ◽  
pp. 166-189
Author(s):  
Christine M. Jacknick
Keyword(s):  
Spatial Organization ◽  
Single Case ◽  
Multimodal Analysis ◽  
Embodied Action ◽  
New Phenomena ◽  
Participation Frameworks

This final chapter focuses on theoretical and pedagogical implications of the reconceptualization of “participation” and “engagement” presented in this volume. The immeasurably complex work of doing-being-a-student in a classroom in all its varied forms creates a monumental job for teachers as they engage in participation monitoring. This chapter reviews the contributions of this volume, including the concepts of studenting, waves of embodied action, and multimodal listening. The challenges of multimodal analysis are discussed, including single-case analyses of two new phenomena: covert disengagement and domino (dis)engagement. The importance of spatial organization for creating participation frameworks for engagement is illustrated through two comparative examples. Finally, this chapter returns to the concept of “participation,” including discussion of the performance required of students in the classroom, and the relationships between participation, engagement, and learning.

scholarly journals Storytelling and story-acting: Co-construction in action

2017 ◽  
Vol 16 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Teresa Cremin ◽  
Rosie Flewitt ◽  
Joan Swann ◽  
Dorothy Faulkner ◽  
Natalia Kucirkova
Keyword(s):  
Peer Interactions ◽  
Adult Child ◽  
Training Programme ◽  
Early Years ◽  
Multimodal Analysis ◽  
Children's Narratives ◽  
Resultant Data ◽  
Field Notes ◽  
Interactional Patterns ◽  
Story Acting

In the light of sustained interest in the potential value of young children’s narrative play, this article examines Vivian Gussin Paley’s approach to storytelling and story-acting, in this case with 3- to 5-year-olds. It scrutinises how children’s narratives are co-constructed during adult–child and peer interactions through spoken and embodied modes, as their stories are scribed by an adult and later dramatised by their peers. Data are drawn from an evaluation of an 8-week training programme, based on Paley’s approach, designed for early years professionals and undertaken in different geographic and demographic locations in England. Naturalistic data collection techniques including video and field notes were used to record the storytelling and story-acting of 18 case study children. The resultant data were subject to close discursive and multimodal analysis of storytelling and story-acting interactions. Findings reveal discursive co-construction ‘in action’ and illustrate how the child storytellers, story actors and practitioners co-construct narratives through complex combinations of gaze, body posture and speech in responsive and finely tuned interactional patterns. The study contributes significantly to knowledge about how young children’s narratives are co-constructed through multiple modes in the classroom.

scholarly journals How to prepare the video component of the Diachronic Corpus of Political Speeches for multimodal analysis

2021 ◽  
Vol 9 (1) ◽  
pp. 132-151
Author(s):  
Camille Debras
Keyword(s):  
Full Length ◽  
Official Language ◽  
Multimodal Analysis ◽  
Video Recordings ◽  
The Us ◽  
Construction Of Meaning ◽  
Pragmatic Variation ◽  
English Speaking ◽  
Political Speeches

The Diachronic Corpus of Political Speeches (DCPS) is a collection of 1,500 full-length political speeches in English. It includes speeches delivered in countries where English is an official language (the US, Britain, Canada, Ireland) by English-speaking politicians in various settings from 1800 up to the present time. Enriched with semi-automatic morphosyntactic annotations and with discourse-pragmatic manual annotations, the DCPS is designed to achieve maximum representativeness and balance for political English speeches from major national English varieties in time, preserve detailed metadata, and enable corpus-based studies of syntactic, semantic and discourse-pragmatic variation and change on political corpora. For speeches given from 1950 onwards, video-recordings of the original delivery are often retrievable online. This opens up avenues of research in multimodal linguistics, in which studies on the integration of speech and gesture in the construction of meaning can include analyses of recurrent gestures and of multimodal constructions. This article discusses the issues at stake in preparing the video-recorded component of the DCPS for linguistic multimodal analysis, namely the exploitability of recordings, the segmentation and alignment of transcriptions, the annotation of gesture forms and functions in the software ELAN and the quantity of available gesture data.

scholarly journals Embodied Displays of “Doing Thinking.” Epistemic and Interactive Functions of Thinking Displays in Children's Argumentative Activities

2021 ◽  
Vol 12 ◽  
Author(s):  
Vivien Heller
Keyword(s):  
Decision Making ◽  
Social Practice ◽  
Discursive Practice ◽  
Older Children ◽  
Collaborative Reasoning ◽  
Joint Decision ◽  
Context Sensitive ◽  
Video Recordings ◽  
The Face ◽  
Decision Making Processes

This study investigates moments in which one participant in an interaction embodies that he is “doing thinking,” a display that is commonly referred to as “thinking face. ” From an interactional perspective, it is assumed that embodied displays of “doing thinking” are a recurring social practice and serve interactive functions. While previous studies have examined thinking faces primarily in word searches and storytelling, the present study focuses on argumentative activities, in which children engage in processes of joint decision-making. The paper has two interrelated aims. The first aim is to describe how multiple modalities—beyond the face—are temporally coordinated to create multimodal gestalts of “doing thinking.” It is shown that thinking displays not only involve dynamic imaginative gaze but also stylized bodily postures. The second aim is to generate knowledge about the functions of thinking displays in children's argumentative activities. The analysis describes how both speakers and recipients use thinking displays in different turn positions and align them with verbal talk or silence. The data for this study comprise video recordings of decision-making processes in groups of older children. Drawing on a multimodal approach to situated interaction, it will be proposed that embodied displays of “doing thinking” provide a resource to shape participation frameworks, mark epistemic stances and create epistemic ecologies for collaborative reasoning. By investigating thinking displays in a particular conversational activity, the study sheds light on the diversity and context-sensitive functionality of thinking displays. It also contributes to recent research on children's collaborative reasoning as an embodied discursive practice.

Sign in / Sign up

Export Citation Format

Share Document