Tracing ideologies of learning in group talk and their impediments to collaboration

Katherine Anderson, Csilla Weninger

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

In this paper we examine the complex relationship between dynamics of group talk and students' ideologies of learning. Through an interactional analysis and thematic coding of group talk, this study details barriers to collaboration in a digital storytelling workshop with primary-aged youth in Singapore. Drawing on 25. h of video-recorded data, we tease out participants' orientations to the activity of jointly authoring digital stories in order to highlight how ideologies of learning shaped group talk and bore connections to the larger social context in which participants interacted. Specifically, by considering context and cultural norms alongside group talk, we highlight the discursive processes that shape learners' participation in and learning through group talk. Findings speak to youths' socialization into norms and expectations about learning activities, which serve as the conceptual link between group talk and our claims about ideologies of learning and their impediment to collaboration.

Original languageEnglish (US)
Pages (from-to)350-360
Number of pages11
JournalLinguistics and Education
Volume23
Issue number3
DOIs
StatePublished - Sep 2012

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Ideologies
learning
Group
group norm
socialization
Singapore
coding
video
Ideology
participation
student

Keywords

  • Digital storytelling
  • Discourse
  • Group talk
  • Ideology
  • Interaction
  • Socialization

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Tracing ideologies of learning in group talk and their impediments to collaboration. / Anderson, Katherine; Weninger, Csilla.

In: Linguistics and Education, Vol. 23, No. 3, 09.2012, p. 350-360.

Research output: Contribution to journalArticle

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