Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
University of Helsinki, Finland.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-7691-2490
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-2872-4102
University of Helsinki, Finland.
Show others and affiliations
2019 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, p. 196-213Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.

Place, publisher, year, edition, pages
Elsevier Ltd , 2019. Vol. 21, p. 196-213
Keywords [en]
Conversation analysis, interaction, conversation analytic
National Category
Pedagogy
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-72484DOI: 10.1016/j.lcsi.2019.03.006ISI: 000471363600016Scopus ID: 2-s2.0-85063668636OAI: oai:DiVA.org:kau-72484DiVA, id: diva2:1324181
Available from: 2019-06-13 Created: 2019-06-13 Last updated: 2019-07-04Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Tanner, MarieOlin-Scheller, Christina

Search in DiVA

By author/editor
Tanner, MarieOlin-Scheller, Christina
By organisation
Department of Educational Studies (from 2013)
In the same journal
Learning, Culture and Social Interaction
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 148 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf